scholarly journals Contesting digital leisure time: Parental struggles in relation to young children's play with tablets at home

2021 ◽  
Vol 42 (s4) ◽  
pp. 94-106
Author(s):  
Thomas Enemark Lundtofte
Keyword(s):  
Video Observation ◽  
Future Research ◽  
Tablet Computers ◽  
Children's Play ◽  
Media Ethnography ◽  
Parents And Children ◽  
Children’S Agency ◽  
Children’S Play ◽  
Analyse Data

Abstract Young children's practices with tablet computers has been a topic in parenting discourses for several years, drawing on earlier debates over technologies and media in children's lives. In this article, I analyse data from a video observation–based media ethnography of seven Danish children (aged 4–6) and engage with the research tradition attributed to parental mediation. The analysis suggests two major paths in the struggles that stand out from the discourses and in situ practices of parents and children in the empirical data. These paths encompass struggles in relation to supporting and directing children's play activities and setting boundaries in their use of tablets and content. The nuances and implications of both paths are analysed and discussed in terms of strategies that emerge to support children's agency and rapport with parents, as well as what this means for future research.

Positive Psychology Competences of Pre-School Teachers as a Tool for Understanding and Nurturing Children's Play

2017 ◽  
pp. 134-152 ◽  
Author(s):  
Sanja Tatalović Vorkapić ◽  
Petra Prović
Keyword(s):  
Positive Psychology ◽  
Natural Environment ◽  
Common Ground ◽  
Preschool Teachers ◽  
Future Research ◽  
Basic Principles ◽  
Children's Play ◽  
Research And Practice ◽  
Children’S Play ◽  
The Common

The Positive Psychology frame and definition present a natural environment for understanding and researching children's play in the context of nurturing overall positive characteristics in children's development. Therefore, this article presents a structured review of the common ground between the basic principles of positive psychology and children's play in the context of early and preschool institutions. Also, it demonstrates the implementation of positive psychology principles in children's play and the methods by which positive psychology could be promoted through children's play in kindergartens. Within that frame, the importance is given to the needed preschool teachers' competences in this area. In this context, various activities are presented that reflect a common ground of positive psychology and children's play. Finally, some significant guidelines for future research and practice enhancement are presented.

scholarly journals Virtual worlds as a site of convergence for children’s play

1970 ◽  
Vol 3 (2) ◽  
Author(s):  
Sun Sun Lim ◽  
Lynn Schofield Clark
Keyword(s):  
Conceptual Framework ◽  
Virtual Worlds ◽  
Learning Opportunities ◽  
Children's Play ◽  
Parents And Children ◽  
Children’S Play ◽  
Potential Risks ◽  
Almost All ◽  
A Site ◽  
Convergence Of Cultures

Virtual worlds have made notable inroads into the lives of children, affording online extensions of their offline lives In this article, we propose a conceptual framework for understanding the space that virtual worlds occupy in children’s play and the ways in which children’s participation in them overlap with their everyday play experiences, both offline and mediated. We argue that virtual worlds can be viewed as sites of convergence for children’s play in that virtual worlds allow for almost all aspects of children’s play to converge, primarily manifested in the convergence of social spheres, the convergence of play spaces and playthings, the convergence of cultures and the convergence of learning experiences. we explain how such convergence, while presenting valuable opportunities for children to learn and develop, will not be fully exploited without a corresponding ability on the part of parents and children to recognise potential risks; and for parents and educators to scaffold these learning opportunities.

scholarly journals Development and Evaluation of A New Measure of Children’s Play: The Children’s Play Scale (CPS)

2020 ◽  
Author(s):  
Helen Dodd ◽  
Rachel J. Nesbit ◽  
Laura Maratchi
Keyword(s):  
Public Health ◽  
Parent Report ◽  
Future Research ◽  
Physical And Mental Health ◽  
Public Health Perspective ◽  
Informant Agreement ◽  
Retest Reliability ◽  
Children's Play ◽  
Children’S Play ◽  
Test Retest Reliability

Abstract Background There is increasing recognition of the importance of children’s play from a public health perspective given the links between play and children’s physical and mental health. The present research aimed to develop and evaluate a new parent-report questionnaire that measures the time children spend playing and how adventurously children play, across a range of places.Method The questionnaire was developed with input from a diverse group of parents and experts in children’s play. It was designed to yield a range of metrics including time spent playing per year, time spent playing outside, time spent playing in nature and level of adventurous play. The reliability of the questionnaire was then evaluated with 245 parents (149 mothers, 96 fathers) of 154 children aged 5 to 11 years. All participants completed the measure at time 1. At time 2, an average of 20 days later, 184 parents (111 mothers and 73 fathers) of 99 children completed the measure again. Results Cross-informant agreement, evaluated using Concordance Correlation Coefficients (CCCs), ranged from 0.36 to 0.51. These fall in the poor to moderate range and are largely comparable to cross-informant agreement on other measures. Test-retest reliability for mothers was good (range 0.67 - 0.76) for time spent playing metrics. For fathers, test-retest reliability was lower (range 0.39 - 0.63). For both parents the average level of adventurous play variable had relatively poor test retest reliability (mothers = 0.49, fathers = 0.42). This variable also showed a significant increase from time 1 to time 2. This instability over time may be due to the timing of the research in relation to the Covid-19 lockdown and associated shifts in risk perception.Conclusions The measure will be of value in future research focusing on the public health benefits and correlates of children’s play as well as researchers interested in children’s outdoor play and play in nature specifically. The development of the measure in collaboration with parents and experts in children’s play is a significant strength. It will be of value for future research to further validate the measure against play diaries or activity monitors.

scholarly journals Development and evaluation of a new measure of children’s play: the Children’s Play Scale (CPS)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Helen F. Dodd ◽  
Rachel J. Nesbit ◽  
Laura R. Maratchi
Keyword(s):  
Public Health ◽  
Parent Report ◽  
Future Research ◽  
Physical And Mental Health ◽  
Public Health Perspective ◽  
Informant Agreement ◽  
Retest Reliability ◽  
Children's Play ◽  
Children’S Play ◽  
Test Retest Reliability

Abstract Background There is increasing recognition of the importance of children’s play from a public health perspective, given the links between play and children’s physical and mental health. The present research aimed to develop and evaluate a new parent-report questionnaire that measures the time children spend playing across a range of places and includes a supplement to evaluate how adventurously children play. Methods The questionnaire was developed with input from a diverse group of parents and experts in children’s play. It was designed to yield a range of metrics including time spent playing per year, time spent playing outside, time spent playing in nature and level of adventurous play. The reliability of the questionnaire was then evaluated with 245 parents (149 mothers, 96 fathers) of 154 children aged 5–11 years. All participants completed the measure at time 1. At time 2, an average of 20 days later, 184 parents (111 mothers and 73 fathers) of 99 children completed the measure again. Results Cross-informant agreement, evaluated using Concordance Correlation Coefficients (CCCs), ranged from 0.36 to 0.51. These fall in the poor to moderate range and are largely comparable to cross-informant agreement on other measures. Test-retest reliability for mothers was good (range 0.67–0.76) for time spent playing metrics. For fathers, test-retest reliability was lower (range 0.39–0.63). For both parents the average level of adventurous play variable had relatively poor test retest reliability (mothers = 0.49, fathers = 0.42). This variable also showed a significant increase from time 1 to time 2. This instability over time may be due to the timing of the research in relation to the Covid-19 lockdown and associated shifts in risk perception. Conclusions The measure will be of value in future research focusing on the public health benefits and correlates of children’s play as well as researchers interested in children’s outdoor play and play in nature specifically. The development of the measure in collaboration with parents and experts in children’s play is a significant strength. It will be of value for future research to further validate the measure against play diaries or activity monitors.

The Child-Psychoanalytic Play Interview: A Technique for Studying Thematic Content

1991 ◽  
Vol 39 (4) ◽  
pp. 1015-1036 ◽  
Author(s):  
Steven Marans ◽  
Linda Mayes ◽  
Domenic Cicchetti ◽  
Kirsten Dahl ◽  
Wendy Marans ◽  
...  
Keyword(s):  
Interobserver Agreement ◽  
Clinical Work ◽  
Future Research ◽  
Therapeutic Work ◽  
Children's Play ◽  
Thematic Content ◽  
Play Session ◽  
Children’S Play ◽  
Investigative Technique

Child psychoanalysts have long viewed play as a reflection of children's inner lives and have used the themes children represent in play for diagnostic and therapeutic work. Given the central role children's play has for clinical work, few studies have addressed play empirically. This paper presents a technique for studying the thematic content of children's play as it emerges during a play session with a child analyst. We report the steps involved in developing this investigative technique and describe the interobserver agreement among four raters using the technique with videotaped play sessions. Implications for future research using such an approach are discussed.

Positive Psychology Competences of Pre-School Teachers as a Tool for Understanding and Nurturing Children's Play

2021 ◽  
pp. 498-516
Author(s):  
Sanja Tatalović Vorkapić ◽  
Petra Prović
Keyword(s):  
Positive Psychology ◽  
Natural Environment ◽  
Common Ground ◽  
Preschool Teachers ◽  
Future Research ◽  
Basic Principles ◽  
Children's Play ◽  
Research And Practice ◽  
Children’S Play ◽  
The Common

The Positive Psychology frame and definition present a natural environment for understanding and researching children's play in the context of nurturing overall positive characteristics in children's development. Therefore, this article presents a structured review of the common ground between the basic principles of positive psychology and children's play in the context of early and preschool institutions. Also, it demonstrates the implementation of positive psychology principles in children's play and the methods by which positive psychology could be promoted through children's play in kindergartens. Within that frame, the importance is given to the needed preschool teachers' competences in this area. In this context, various activities are presented that reflect a common ground of positive psychology and children's play. Finally, some significant guidelines for future research and practice enhancement are presented.

scholarly journals HISTORY OF FORMATION OF PLAYING SPACES FOR CHILDREN IN CITIES

2020 ◽  
Vol 4 (157) ◽  
pp. 49-53
Author(s):  
D. Balo
Keyword(s):  
Architectural Design ◽  
Negative Impact ◽  
Theme Parks ◽  
Children's Play ◽  
Small Areas ◽  
Parents And Children ◽  
Different Ages ◽  
Children’S Play ◽  
History Of ◽  
The Creation

The relevance of research of the formation of children's play spaces is determined by the gradual transformation from small areas with sand near schools to the first attempts at a design approach to arranging such territories using iron structures and organizing a play environment for children of different ages and physical capabilities. Wartime had a negative impact on the development of gaming spaces, which resulted in the destruction of all iron equipment in the gaming spaces. However, there are positive sides, this period contributed to the development of children's imagination and the creation of adventure themes for games - plots, scenarios, quests began at this time. It is necessary to highlight the period after the war - "The era of novelty." When the playgrounds were traumatic and the equipment was poorly handled Much attention was paid to the safety of children in playgrounds and spaces. A huge step forward was the architectural and design influence, which manifested itself in the form of various forms of iron - rockets, ships, slides, creative tunnels and other figures that were placed in the play spaces. Americans were among the first to start creating entire theme parks (Oxland, California). A large number of artists built exhibits, frescoes, toys and sculptures in the park. The formation of a new architectural and design space on playgrounds has turned into the creation of whole theme parks and amusement parks. Special attention should also be paid to the transformation of children's playgrounds into family play spaces, where both parents and children were equally involved in the game process. This influenced the perception of children, their attitude towards parents and had a positive result in understanding the unity of the family. Each period of time XVIII-XX can be designated by different stages: social, economic, cultural and security stage. They were also due to political relationships between countries (war) and within countries. Thus, we can say that even unfavorable conditions in the country can have a positive effect on the development of children of different ages thanks to the play environment and adapted spaces for this pastime. Keywords: children's play spaces, playgrounds, children's games, history of play spaces, architectural design, formation.

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.

Children’s Play Preferences, Construction Play with Blocks, and Visual-spatial Skills: Are they Related?

1999 ◽  
Vol 23 (4) ◽  
pp. 855-872 ◽  
Author(s):  
Yvonne M. Caldera ◽  
Anne McDonald Culp ◽  
Marion O’Brien ◽  
Rosemarie T. Truglio ◽  
Mildred Alvarez ◽  
...  
Keyword(s):  
Motor Coordination ◽  
Future Research ◽  
Spatial Skills ◽  
Children's Play ◽  
Visual Spatial ◽  
Children’S Play ◽  
And Performance ◽  
Visual Materials ◽  
Construction Play ◽  
Block Structures

Fifty-one preschoolers’ play preferences, skills at assembling block structures, and spatial abilities were recorded in this study. There were no sex differences in children’s visual-spatial skills, and play with art materials and children’s free and structured play with blocks were related to spatial visualisation. Two patterns emerged from the findings: (1) activity and performance representing skills in spatial visualisation and visual-motor coordination; and (2) creativity, or the ability to break set and to produce varied solutions using visual materials. Future research might examine the extent to which children’s play activities and experiences predict these types of skills.

Speech-Language Pathologists' Comfort Level With Use of Term “Stuttering” During Evaluations

2020 ◽  
Vol 29 (2) ◽  
pp. 841-850 ◽  
Author(s):  
Courtney T. Byrd ◽  
Danielle Werle ◽  
Kenneth O. St. Louis
Keyword(s):  
Communication Disorders ◽  
Academic Experiences ◽  
Comfort Level ◽  
Future Research ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Comfort Levels ◽  
Parents And Children ◽  
Evaluation Feedback ◽  
Study Participants

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term “stuttering,” might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of “stuttering” to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study. Participants were randomly assigned to one of two vignettes detailing an evaluation feedback session. Then, participants rated their level of comfort disclosing diagnostic terms to parents/caregivers. Participants provided rationale for their ratings and answered various questions regarding academic and clinical experiences to identify factors that may have influenced ratings. Results SLPs were significantly less likely to feel comfortable using the term “stuttering” compared to other communication disorders. Thematic responses revealed increased experience with a specific speech-language population was related to higher comfort levels with using its diagnostic term. Additionally, knowing a person who stutters predicted greater comfort levels as compared to other clinical and academic experiences. Conclusions SLPs were significantly less comfortable relaying the diagnosis “stuttering” to families compared to other speech-language diagnoses. Given the potential deleterious effects of avoidance of this term for both parents and children who stutter, future research should explore whether increased exposure to persons who stutter of all ages systematically improves comfort level with the use of this term.

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