Knowledge of Child Development as a Predictor of Mother-Child Play Interactions

2015 ◽  
Vol 54 (11) ◽  
pp. 1117-1119 ◽  
Author(s):  
Stephen Edward McMillin ◽  
Lacey Hall ◽  
Margaret W. Bultas ◽  
Sarah E. Grafeman ◽  
Jennifer Wilmott ◽  
...  
Children ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. 389
Author(s):  
Erin Louise Robinson ◽  
Jennifer StGeorge ◽  
Emily Elsa Freeman

Father–child play engagement has been linked to a variety of child developmental outcomes. However, the most prevalent types of play and child developmental outcomes utilised in research remains unclear. The aim of this study was to systematically review the literature on father–child play interactions and the association with child developmental outcomes for children aged 0–10 years. Database searches generated 1622 abstracts that matched the specified search criteria. Abstract screening and full-text review resulted in 39 included publications. The systematic review revealed that while some paternal play behaviours resulted in different impacts across play types, others reported similar impacts. The findings of this review have implications for potential interventions and parenting resources.


2020 ◽  
Vol 10 (7) ◽  
pp. 114
Author(s):  
Atiqah Azhari ◽  
Ariel Wan Ting Wong ◽  
Mengyu Lim ◽  
Jan Paolo Macapinlac Balagtas ◽  
Giulio Gabrieli ◽  
...  

Healthy dyadic interactions serve as a foundation for child development and are typically characterised by mutual emotional availability of both the parent and child. However, several parental factors might undermine optimal parent–child interactions, including the parent’s current parenting stress levels and the parent’s past bonding experiences with his/her own parents. To date, no study has investigated the possible interaction of parenting stress and parental bonding history with their own parents on the quality of emotional availability during play interactions. In this study, 29 father–child dyads (18 boys, 11 girls; father’s age = 38.07 years, child’s age = 42.21 months) and 36 mother–child dyads (21 boys, 15 girls; mother’s age = 34.75 years, child’s age = 41.72 months) from different families were recruited to participate in a 10-min play session after reporting on their current parenting stress and past care and overprotection experience with their parents. We measured the emotional availability of mother–child and father–child play across four adult subscales (i.e., sensitivity, structuring, non-intrusiveness, non-hostility) and two child subscales (i.e., involvement and responsiveness). Regression slope analyses showed that parenting stress stemming from having a difficult child predicts adult non-hostility, and is moderated by the parents’ previously experienced maternal overprotection. When parenting stress is low, higher maternal overprotection experienced by the parent in the past would predict greater non-hostility during play. This finding suggests that parents’ present stress levels and past bonding experiences with their parents interact to influence the quality of dyadic interaction with their child.


2002 ◽  
Vol 23 (4) ◽  
pp. 191-202 ◽  
Author(s):  
ARNISE L. JOHNSON ◽  
CONNIE E. MORROW ◽  
VERONICA H. ACCORNERO ◽  
LIHUA XUE ◽  
JAMES C. ANTHONY ◽  
...  

2017 ◽  
Vol 13 (3) ◽  
pp. 83-86 ◽  
Author(s):  
E.O. Smirnova ◽  
V.S. Sobkin

The paper provides a brief overview of the materials of the International Council for Children’s Play (ICCP) 27th World Play Conference which focused on the problems and opportunities of researching play in modern children. The paper shows the diversity of approaches to the study of child play and its multiple aspects. The main issues discussed at the Conference were as follows: the definition of play; its impact on child development; consistency of research outcomes; specifics of child play in different countries. Many speakers referred in their presentations to Lev Vygotsky and to the cultural-historical approach in general. Questions related to narrative play and its role and ogranisation were of special interest to the participants. Also, one of the major topics were play environments, both indoor and outdoor. Most of the materials presented at the Conference were applied research associated with particular projects or programmes; among the research methods used the most common were case studies and sociological methods. All in all, the Conference proved that researchers all over the world have a keen interest in child play and continue to develop multiple approaches to its understanding and exploration.


2020 ◽  
Author(s):  
Olivia Boorom ◽  
Valerie Muñoz ◽  
Rongyu Xin ◽  
Meredith Watson ◽  
Miriam Lense

Parent-child play interactions offer an important avenue for supporting social development in children with autism spectrum disorder (ASD). Musical play is a natural and ubiquitous form of parent-child play. As a familiar, reinforcing, and predictable activity, musical play may support parent-child interactions by scaffolding children’s attention to the play activities, while also providing parents with a familiar and accessible context to promote parental responsiveness. However, musical play may also impede interactions due to its sensory and repetitive components. 12 parent-child dyads of preschoolers with ASD were video-recorded during a ten-minute play session that included musical and non-musical toys. Interactions were coded for parent and child musical engagement, as well as parental responsiveness. Parent-child dyads varied in their amount of musical engagement during play, which was not related to children’s language level. Overall, parents showed similar levels of responsiveness to children’s play across musical and non-musical activities, but type of parental responsiveness differed depending on the play context. Parents provided significantly more physical play responses and significantly fewer verbal responses during musical vs. non-musical engagement with their child. There are substantial individual differences in children with ASD’s musical engagement during a parent-child free play. Children’s musical engagement impacted type of parental responsiveness, which may relate to the familiarity, accessibility, and sensory nature of musical play/toys. Results suggest that musical play/toys can both support and hinder different types of parental responsiveness with implications for incorporation of musical activities into interventions.


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