scholarly journals An Overview of Developed Forms of Pretend Play Situation in Ecec Institutions in Lithuania

Pedagogika ◽  
2014 ◽  
Vol 115 (3) ◽  
pp. 190-205
Author(s):  
Agnė Brandišauskienė ◽  
Danguolė Maslienė
Keyword(s):  
Detailed Analysis ◽  
Personal Experience ◽  
Pretend Play ◽  
Free Play ◽  
Older Children ◽  
Children's Play ◽  
Children’S Play ◽  
Mixed Groups ◽  
Fantasy Themes

This article aims to give an overview of the situation of children’s play in ECEC classrooms. According to the teacher’s opinions and observations, it could be said that ECEC institutions allow free play of children: the kids like to play in small-sized and often gender-mixed groups. It is observed that while playing alone girls and boys prefer different games, and each play theme is usually developed from a few days to a week. Deeper analysis reveals that the topics of children’s games are steaming from their personal experience. The older children more freely construct imaginary situations and are less dependent on objects and environment. In teacher’s opinions, fantasy themes (that are the indicators of higher level of play) of play are not frequent but elder children play more fantasy themes than the younger ones. Understanding the significance of play for the development of children we speculate that the educator’s role in supporting or suppressing possibilities for play in the classroom is of greatest importance. Therefore, a more detailed analysis of the teacher’s understanding of the concept and the phenomenon of play would be very meaningful.

Preschool children’s play and alignments in a bracketed framing of a music-technological breakdown

2018 ◽  
Vol 2 (1) ◽  
pp. 120-142
Author(s):  
Pernilla Lagerlöf ◽  
Louise Peterson
Keyword(s):  
Social Interaction ◽  
Everyday Life ◽  
Detailed Analysis ◽  
Music Technology ◽  
Popular Media ◽  
Media Culture ◽  
Children's Play ◽  
Experimental Activity ◽  
Children’S Play

Music technologies are becoming important in children's play in everyday life, but research on children's communication and interaction in such activities is still scarce. This study examines three children's social interaction in an 'experimental' activity in preschool, when the music technology breaks down. Detailed analysis is carried out by using a Goffmanian approach. The findings illustrate the children's interpretive framings of the adult's introduction and their orientation to the technological material in order to perform different alignments and how they change footings. The children's social interaction is organised according to the playful framing of the bracketed activity. This suggests the significance to pay attention to children's definitions of situations and to consider children's experiences of participation in popular media culture.

scholarly journals Psychological Characteristics of Play Activities for Preschool Children with Autism Spectrum Disorders

2021 ◽  
pp. 123-130
Author(s):  
И.А. Конева ◽  
Т.А. Серебрякова ◽  
О.И. Борисова
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Quality Analysis ◽  
Object Play ◽  
Children's Play ◽  
Children’S Play ◽  
Spectrum Disorders

В статье рассматриваются особенности игровой деятельности дошкольников с расстройствами аутистического спектра (РАС). Данная проблема является недостаточно разработанной в специальной психологии и психокоррекционной практике и очень актуальной с точки зрения оптимизации развития детей с РАС. Анализируются результаты психологических исследований по отмеченной проблеме; описывается методологический аппарат проведенного авторами эмпирического изучения особенностей игровой деятельности дошкольников с расстройствами аутистического спектра (РАС): цель, гипотеза, методики; дается качественный анализ полученных результатов. В процессе сравнения особенностей игры дошкольников с РАС с возрастными нормативами доказано, что игровая деятельность этих детей отличается своеобразием: у большинства преобладает предметно-манипулятивная деятельность; отмечаются трудности в использовании предметов-заместителей в игре, нарушения при использовании свойств игрушки; предпочитаемая игра имеет стереотипный характер, а основным побудителем для игры служит выраженный сенсорный раздражитель. Подтверждена гипотеза о том, что у дошкольников с РАС в игровой деятельности преобладают предметные манипуляции, стереотипные действия, использование игрушек не по назначению. Кроме того, у дошкольников с РАС выявлены индивидуальные особенности игровой деятельности: предпочитаемые игры и игрушки, выбираемые места для игр, наличие или отсутствие ролевой речи. Перспективы дальнейшего исследования особенностей игровой деятельности дошкольников с расстройствами аутистического спектра могут быть связаны с разработкой индивидуально ориентированных коррекционно-развивающих программ с учетом особенностей игры каждого ребенка для оптимизации его общего психического развития. The article treats the characteristics of play activities for preschool children with autism spectrum disorders. This issue of special psychology and psychocorrectional practice is under-investigated and highly relevant as a means to enhance the development of children with autism spectrum disorders. The article analyzes the results of psychological research on the issue. It describes the methodological apparatus for empirical investigation of play activities for preschool children with autism spectrum disorders: the aim, the hypothesis, the methods employed. It also provides a quality analysis of the obtained results. A comparative analysis of autistic children’s play activities and play activities of normotypical children of the same age shows that autistic children’s play activities have some peculiarities: the majority of children engage in object play, they experience difficulties with symbolic play, cannot properly use the properties of a play object, they prefer stereotypical and repetitive play activities, they engage in play activities for the physical sensation it creates. The article proves the hypothesis that preschool children with autism spectrum disorders engage in object manipulations, stereotypical activities, do not use objects the way they are intended to be used. Moreover, preschool children with autism spectrum disorders demonstrate individual peculiarities when engaged in play activities: favorite toys and games, favorite play spots, absence or presence of verbal communication during pretend play. Further investigation of play activities for preschool children with autism spectrum disorders can be associated with the development of individual correctional programs that take into consideration children’s individual play characteristics and enhance children’s psychological development.

Working toward play: Complexity in children's fantasy activities

1995 ◽  
Vol 24 (3) ◽  
pp. 315-348 ◽  
Author(s):  
Marilyn R. Whalen
Keyword(s):  
Social Organization ◽  
Pretend Play ◽  
Complex Form ◽  
Children's Play ◽  
Children’S Play ◽  
Fantasy Play ◽  
Complex Forms ◽  
Complex Features ◽  
Play Group ◽  
Mixed Age

ABSTRACTChildren's play activities are widely perceived as developing from primitive to increasingly complex forms of social organization, as children mature and acquire interactional competency. Research following this traditional, developmentally oriented approach postulates that sports and games with rules are the most advanced and complex form of play activity; activities involving fantasy and pretend-play are viewed in comparison as considerably less complex. This article argues that fantasy play encounters exhibit complex features in their own right, and that long-held distinctions between higher-order games and fantasy play are conceptually overdrawn. The argument is grounded in a conversation analytic study of the play activities of a cross-sex, mixed-age neighborhood play group. This analysis focuses on the endogenous social organization of a fantasy play encounter. (Conversation analysis, children's play, socialization, social psychology)

scholarly journals Role Substitution in Preschoolers’ Play with Toy Characters

2021 ◽  
Vol 26 (1) ◽  
pp. 41-50
Author(s):  
I.A. Ryabkova ◽  
E.G. Sheina
Keyword(s):  
Gender Differences ◽  
Everyday Life ◽  
Role Playing ◽  
Free Play ◽  
Specific Function ◽  
Children's Play ◽  
Number Of Children ◽  
Children’S Play ◽  
Family Home

This paper is a part of the research devoted to observing free play with different role-playing materials in preschool children.Here we describe the results of our observations of preschoolers’ play with toy characters (dolls, figures, soft toys, etc.).It was found that there are significant gender differences in this type of play: boys either do not play at all or play in the director’s position; at the same time, if they take on a role, they tend to ignore toy characters.As it is shown, the number of role-playing names is quite high in the children’s play with toy characters.This may reflect the specific function of this type of material in play.Among the prevailing play topics are family, home, pets, everyday life and motives of care and attention in general.Age analysis showed that the number of children with roles increases at 6 years, while at 5 years — when play is at its peak – role substitution in playing with toy characters is rather ignored by children.

scholarly journals Do Children Need Adult Support During Sociodramatic Play to Develop Executive Functions? Experimental Evidence

2021 ◽  
Vol 12 ◽  
Author(s):  
Nikolai Veresov ◽  
Aleksander Veraksa ◽  
Margarita Gavrilova ◽  
Vera Sukhikh
Keyword(s):  
Executive Functions ◽  
Positive Impact ◽  
Free Play ◽  
Control Group ◽  
Learning And Development ◽  
Sociodramatic Play ◽  
Children's Play ◽  
Historical Approach ◽  
Study Results ◽  
Children’S Play

The cultural-historical approach provides the deep theoretical grounds for the analysis of children’s play. Vygotsky suggested three critical features of play: switching to an imaginary situation, taking on a play role, and acting according to a set of rules defined by the role. Collaboration, finding ideas and materials for creating an imaginary situation, defining play roles, and planning the plot are complex tasks for children. However, the question is, do children need educator’s support during the play to develop their executive functions, and to what extent? This experimental study was aimed at answering this inquiry. The four modes of sociodramatic play were created which differed in the adult intervention, from non-involvement in the play to its entire organization. The play could be child-led (with adult help), adult-led, or free (without any adult intervention); and there was also a control group where the children heard the same stimulus stories as the other groups but then followed them up with a drawing activity instead of a play activity. The study revealed that, firstly, the ways of educator’s involvement in the play differed in their potential in respect to the development of executive functions, and, secondly, this influence was not equal for different components of executive functions. Free play in the experiment was not a beneficial condition for the development of any of the studied components of executive functions, compared to the conditions involving the participation of an adult in the play. Furthermore, the type of adult intervention stimulated the development of various executive functions. The entire organization of the play by the adult had a positive impact of their general development. In contrast, the adult’s assistance in the organization of the children’s play had a positive effect on the development of inhibitory control. The study results can be helpful when considering educational practices within a cultural-historical approach to engaging the potential of play in children’s learning and development around the world.

scholarly journals Play Behaviors in Children during the COVID-19 Pandemic: A Review of the Literature

Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 706
Author(s):  
Anastasia Kourti ◽  
Androniki Stavridou ◽  
Eleni Panagouli ◽  
Theodora Psaltopoulou ◽  
Maria Tsolia ◽  
...  
Keyword(s):  
Screen Time ◽  
Pretend Play ◽  
Outdoor Play ◽  
Review Of The Literature ◽  
Children's Play ◽  
Key Factor ◽  
Children’S Play ◽  
Play Behaviors ◽  
Indoor Play ◽  
Qualitative Characteristics

Play is a key factor for children’s healthy psychological, emotional, social, and cognitive development. During the COVID-19 pandemic, it has been postulated that children’s play was affected, not only regarding the time children spent playing but also in terms of the qualitative characteristics of play. The aim of this review was to investigate how children’s play has changed during the COVID-19 pandemic. A review was conducted in the PubMed, Google Scholar, EMBASE, SCOPUS, ERIC, PsycInfo, and JSTOR databases up to 6 December 2020. Furthermore, references of eligible studies as well as of relevant articles were searched using a snowballing technique. The search retrieved 17 eligible studies, conducted in Europe and North America. In general, outdoor play was reduced during the pandemic; on the other hand, there was an increase in indoor play and in videogames-screen time. COVID-19 was present in children’s pretend play. Children’s play was a key contributor to children’s mood and wellbeing. Furthermore, teachers were especially concerned about how children’s play was affected during the lockdown measures. There is evidence that children’s play habits were affected during the COVID-19 pandemic; further research is required, especially cross-culturally oriented.

Parental Play Beliefs in the Developing Areas of China: A Multiple Case Study

2021 ◽  
Vol 11 (10) ◽  
pp. 625
Author(s):  
Yiqi Zhang ◽  
Suzannie K. Y. Leung ◽  
Hui Li
Keyword(s):  
Parent Education ◽  
Mainland China ◽  
Free Play ◽  
Children's Play ◽  
Coastal Cities ◽  
Children’S Play ◽  
Multiple Case ◽  
Parent Education Programs ◽  
At Home

Existing studies have explored parental play beliefs in the developed coastal cities in mainland China, leaving parents in developing areas unstudied. This study aimed to understand how these understudied parents view and engage in their children’s play at home, using Bronfenbrenner’s process–person–context–time (PPCT) model. Eight families were interviewed and observed to explore parental beliefs and practices regarding young children’s play at home. Thematic analysis showed that most parents appreciated the importance of play in children’s early development but did not know how to scaffold their children’s play activities. In addition, the high SES families supported child-led play (i.e., free play), whereas the lower SES families adopted traditional rule-based and adult-driven modes. Therefore, more parent education programs and support should be provided to lower SES families in these developing areas.

scholarly journals The Role of Physical Activity and Touch in Children’s Social Bonding

2018 ◽  
Vol 31 ◽  
Author(s):  
Megan Jefferies ◽  
Bahar Tunçgenç ◽  
Emma Cohen
Keyword(s):  
Physical Activity ◽  
Helping Behavior ◽  
Social Bonding ◽  
Free Play ◽  
Future Research ◽  
Emotional States ◽  
Observation Study ◽  
Children's Play ◽  
Touch Condition ◽  
Children’S Play

Physical activity (PA) and touch, long known to facilitate interpersonal affiliation in adults and non-human primates, are common elements of children’s free play. However, no research has examined how children’s play involving PA and touch is linked with social bonding (i.e., positive emotional states and behaviors that help create, maintain and characterize affiliation and attachment among individuals). This paper reports on two novel studies designed to explore these links in children’s play. In two studies, we investigated associations between PA, touch and prosociality in 5-to-8-year-old children. In a naturalistic observation study (N = 50), we assessed the amount of PA, smiling/laughing, touch, and prosociality in children’s play behavior during school breaks. PA levels were also measured indirectly via heart rate monitors (HRM). The findings revealed that observed-PA was associated with the amount of smiling/laughing. PA (observed and HRM) was also associated with the amount of touch. In a second study (N = 84), we experimentally tested the effect of touch on helping behavior in the context of physically-active play. In pairs, children ran to collect felt shapes which they placed either onto each other (touch condition) or onto a board (no-touch condition). Subsequent helping behavior was assessed in a separate task. There was a non-significant trend towards more helping in the touch condition. We discuss the findings in terms of the significance of PA and touch for social bonding in childhood and offer suggestions for future research in this underexplored area.

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