scholarly journals Play in Poland. Promoting play in Gedania 1922 Preschool and CreoGedania alternative school

Homo Ludens ◽  
2020 ◽  
pp. 117-131
Author(s):  
Kamil Maciaszek
Keyword(s):  
Alternative School ◽  
Soft Skills ◽  
Free Play

This paper presents five years of introducing free play into Gedania 1922 preschool, based in Gdańsk (Poland). Attention is also drawn to the presence of play in Polish schools and the necessity of conducting changes in education, which would involve the introduction of free play in schools and increased emphasis on building soft skills in children. These skills could also be supported through free play.

Examining the Role of Language in Play Among Children With and Without Developmental Disabilities

2020 ◽  
Vol 51 (3) ◽  
pp. 795-806 ◽  
Author(s):  
Elizabeth J. Short ◽  
Rachael Cooper Schindler ◽  
Rita Obeid ◽  
Maia M. Noeder ◽  
Laura E. Hlavaty ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
Free Play ◽  
Group Differences ◽  
Typically Developing ◽  
Play Skills ◽  
Critical Aspect ◽  
Hyperactivity Disorder ◽  
Better Than

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

Public Impressions of Alternative School Calendars: A Narrative and Meta-Analytic Review

2000 ◽  
Author(s):  
April Barnett ◽  
Kelly Charlton ◽  
Harris Cooper ◽  
Jeff Valentine
Keyword(s):  
Alternative School ◽  
Analytic Review ◽  
School Calendars

Deconstruction and Translation Research

Derrida Today ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 22-36 ◽  
Author(s):  
Yifeng Sun
Keyword(s):  
Free Play ◽  
Translation Research ◽  
Translation Strategies ◽  
Modes Of Representation

Deconstruction is decidedly unsettling in that it destabilizes the otherwise comfortably assumed understanding of the nature of translation. What is also controversial is that it may make translation impossible, considering that it explicitly acknowledges the impossibility of translation. Yet Derrida emphasizes the necessity of translation as well, thus foregrounding the need to negotiate with the non-negotiable, and for this reason, to translate the untranslatable. Deconstruction captures and elucidates the complexity of translation in relation to the variability and complexity of its nature and practice. Despite the disconcerting observation of his devastatingly relativist overtone and open-endedness, Derrida does not uphold complete free play, as is repeatedly pointed out by himself and other scholars. This paper argues that the context of translation plays a regulating role and intends to unravel what he calls translation as both possible and impossible, both respectful and abusive. Inspired by Derrida's profound contention that translation is in a way more about ‘what is not there’ than ‘what is there’, this paper will map some of the multiple implications of meaning and various modes of representation in translation, in which different meanings can be played with so as to give rise to spaces for exploring and expanding the range of translation strategies and methods.

Soft Skills

2009 ◽  
Author(s):  
Tomas Bohinc
Keyword(s):  
Soft Skills
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