Parallel Play or Collaborative Interdependence?

2019 ◽  
Vol 99 (10) ◽  
pp. 1271-1271
Author(s):  
Alan M Jette
Keyword(s):  
Parallel Play

Beyond parallel play: Science befriending the art of method acting to advance healing relationships.

Psychotherapy ◽  
2007 ◽  
Vol 44 (1) ◽  
pp. 78-89 ◽  
Author(s):  
Raquel C. Andres-Hyman ◽  
John S. Strauss ◽  
Larry Davidson
Keyword(s):  
Method Acting ◽  
Healing Relationships ◽  
Parallel Play

Conclusion: Parallel Play, Not Collaboration: Missing Questions, Missing Connections

2006 ◽  
Vol 66 (s1) ◽  
pp. 161-167 ◽  
Author(s):  
Lisa Blomgren Bingham ◽  
Rosemary O'Leary
Keyword(s):  
Parallel Play

scholarly journals BERMAIN SEBAGAI INTERVENSI UNTUK MENINGKATKAN KOMPETENSI SOSIAL ANAK

2018 ◽  
Vol 12 (2) ◽  
pp. 241-250
Author(s):  
Hendi Suhendraya Muchtar ◽  
Alifah Indalika Mulyadi Razak
Keyword(s):  
Social Competence ◽  
Prosocial Behavior ◽  
Self Concept ◽  
Management Skills ◽  
Academic Behavior ◽  
Cooperative Play ◽  
Social Competencies ◽  
Four Dimensions ◽  
Emotional Management ◽  
Parallel Play

This study aims to examine the play stimulation model to improve children's social competence. The study involved 100 children in the kindergarten age group. The types of play in this study are divided into four games patterns, namely the solitary independent play, parallel play, associative play, and cooperative play. Each play pattern is tested with four dimensions of social competence, which consist of self-concept, ability to manage emotions, prosocial and social-academic behavior. The results of this study indicate that more than 50% of the four dimensions of social competence are effectively stimulated through cooperative play patterns. Cooperative play patterns are effective for stimulating self-concept dimensions (10 of 15 behaviors), emotional management abilities (9 of 18 behaviors), social academics (7 of 15 behaviors), and prosocial behavior (17 of 23 behaviors). The pattern of associative play effectively stimulates the dimensions of self-concept (3 of 15 behaviors), emotional management skills (7 of 18 behaviors), prosocial behavior (4 of 23 behaviors), and social academics (3 of 15 behaviors). The effective parallel play and solitary independent play patterns of each play only stimulate 1 social competence behavior. Keywords: cooperative play, associative play, parralel play, solitary independent play, social Competencies Penelitian ini bertujuan untuk menguji model stimulasi permainan untuk meningkatkan kompetensi sosial anak. Penelitian ini melibatkan 100 anak pada kelompok usia taman kanak-kanak. Jenis permainan pada penelitian ini terbagi ke dalam empat pola permainan, yaitu solitary independent play, parralel play, associative play, dan cooperative play. Setiap pola permainan diujikan dengan empat dimensi kompetensi sosial, yang terdiri dari konsep diri, kemampuan mengelola emosi, perilaku prososial dan sosial-akademik. Hasil penelitian ini menunjukkan bahwa lebih dari 50% empat dimensi kompetensi sosial efektif distimulasi melalui pola permainan cooperative play. Pola permainan cooperative play efektif untuk menstimulasi dimensi konsep diri (10 dari 15 perilaku), kemampan mengelola emosi (9 dari 18 perilaku), sosial akademik (7 dari 15 perilaku), dan perilaku prososial (17 dari 23 perilaku). Pola permainan associative play efektif menstimulasi dimensi konsep diri (3 dari 15 perilaku), kemampuan mengelola emosi (7dari 18 perilaku), perilaku prososial (4 dari 23 perilaku), dan sosial akademik (3 dari 15 perilaku). Pola permainan parralel play dan solitary independent play masing-masing efektif hanya menstimulasi 1 perilaku kompetensi social. Kata Kunci: Anak Usia Dini, Bermain Kooperatif, Bermain Asosiatif, Bermain paralel, Bermain soliter, Kompetensi sosial  

scholarly journals Transcending Parallel Play: Boundary Spanning for Collective Action in Wildfire Management

Fire ◽  
2021 ◽  
Vol 4 (3) ◽  
pp. 41
Author(s):  
Emily Jane Davis ◽  
Heidi Huber-Stearns ◽  
Antony S. Cheng ◽  
Meredith Jacobson
Keyword(s):  
Collective Action ◽  
Research Policy ◽  
The United States ◽  
Boundary Spanning ◽  
Future Research ◽  
Wildfire Management ◽  
Wildfire Risk ◽  
Ability To Act ◽  
New Thinking ◽  
Parallel Play

A key challenge in the United States is how to manage wildfire risk across boundaries and scales, as roles, responsibilities, and ability to act are distributed among actors in ways that do not always incentivize collective action. In this review paper, we provide several conceptual contributions to the understanding of wildfire management through the application of boundary spanning frameworks. This includes: (1) a characterization of four major types of boundaries in managing wildfire risk; (2) a review of major boundary spanning features and frameworks that integrate them; and (3) consideration of current and potential applications of the boundary spanning construct to the domain of wildfire management. Our goal is to advance knowledge of how actors in this arena may overcome “parallel play” to more collectively address wildfire risk. We generate new thinking about wildfire management, and offer potential implications and questions for future research, policy, and management.

Parallel Play

2011 ◽  
pp. 1057-1059
Author(s):  
Michael O. Brigano
Keyword(s):  
Parallel Play

Mixed Methods Evaluation in Dissemination and Implementation Science

2017 ◽  
Author(s):  
Lawrence A. Palinkas ◽  
Brittany Rhoades Cooper
Keyword(s):  
Mixed Methods ◽  
Implementation Science ◽  
Dissemination And Implementation ◽  
Mixed Methods Evaluation ◽  
Data Collection And Analysis ◽  
Dissemination And Implementation Science ◽  
Parallel Play ◽  
Complex Phenomena ◽  
Quantitative And Qualitative Methods ◽  
Selection Of

In reviewing the rapidly growing literature on the use of mixed methods to address important issues confronting the science of dissemination and implementation, the authors make two observations. The first observation is that mixed methods reflect an iterative process of data collection and analysis that involves both inductive and deductive approaches to understanding complex phenomena. Second, this chapter begins with the observation that using mixed methods is more than parallel play involving separate quantitative and qualitative studies. Both the iterative nature of dissemination and implementation science and the likely debate and compromises involved in selection and application of quantitative and qualitative methods in a mixed method design demand attention on the part of the investigators to document and detail the rationale for the selection of methods and the process and outcomes of their use.

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