scholarly journals EFFECT ON CHILDREN PLAY ROOM TYPOLOGY PATTERN PLAY ACTIVITY BEHAVIOR OF CHILDREN CASE STUDY: RUSUNAWA JATINEGARA WEST, EAST JAKARTA AND RUSUNAWA CIGUGUR, CIMAHI, WEST JAVA

2017 ◽  
Vol 1 (03) ◽  
pp. 342-361
Author(s):  
Deti Febriyana, Y. Basuki Dwisusanto
Keyword(s):  
Home Range ◽  
Research Study ◽  
Personal Space ◽  
Theoretical Background ◽  
Behavioral Pattern ◽  
Residential Areas ◽  
West Java ◽  
Children's Play ◽  
Children’S Play ◽  
Suitable Area

Abstract - Fulfilling the ever-increasing need for residential areas in a brief period of time has triggered the remarkable immaturity that can be observed in the development of urban planning. Multi-storied apartments may form a solution for the problem of meeting this demand. However, their design fails to pay sufficient attention to the necessary means of social interaction, especially in providing a suitable area for children’s playgrounds. This study aims to explore the various typologies for children’s playgrounds, and the influence they exert on the pattern of play activities. This research study may stimulate the effort to improve the quality of residential areas and the space reserved for children’s playgrounds, focusing on the low-rent apartments known as rusunawa found in West Jatinegara, East Jakarta and those situated in Cigugur, Cimahi, West Java. In the latter there was no playground available for children, so that the local residents’ children finally created a new spot not originally intended for that purpose, whereas the former had already provided one. The samples selected consist of both boys and girls whose age range is between 2-12 years old. The theoretical background literature deals with home-range, behavioral setting, personal space and children’s play activities. This research study yields the conclusion that the spatial typology does not affect the pattern of the children’s play activities, and furthermore no difference was found in the behavioral pattern of the children’s play activities between the two neighborhoods examined. The behavioral pattern of the children’s play activities turned out to be just the same. Moreover, in both study locations, it was found that the older the children, the more capacious the personal space they require tends to be. Keywords: Spatial Typology, Children’s Play Activities, Home-range, Behavioral Setting

The matter of the stick: Storying/(re)storying children’s literacies in the forest

2017 ◽  
Vol 17 (3) ◽  
pp. 336-352 ◽  
Author(s):  
Debra Harwood ◽  
Diane R Collier
Keyword(s):  
Teaching And Learning ◽  
Research Study ◽  
Natural World ◽  
Data Generation ◽  
Children's Play ◽  
Literacy Teaching ◽  
Children’S Play ◽  
Human World ◽  
Forest Schools ◽  
Matter Energy

Children's intra-actions with the natural world offer an important lens to revisit notions of literacies. They allow for a decentring of humans – here children – as actors. Also, forest schools and nature-based learning programmes are increasingly erupting across North America, although more commonplace in Europe for a longer period. In this presentation of our research, we feature a storying/(re)storying of data from a yearlong research study of children's entanglements with the forest as a more-than-human world. We ask what we might learn if educators, children and researchers think with sticks, not separate from, but in relation to sticks? Eight preschool children, two educators and two researchers ventured into the forest twice a week over the course of a year, documenting their interactions with a mosaic of data generation tools, such as notebooks, iPads, Go-Pro cameras. The forest offered diverse materials that provoked “thing-matter-energy- child-assemblages” that were significant for the children's play and literacy framing. Through post-humanist theorizing, we have paid particular attention to the stick within the children's forest play and illustrate the ways in which the stick was entangled with children’s bodies, relations, identities and discourses. The stick was a catalyst, a friend, a momentary and changing text, an agentic force acting relationally with children's play and stories. The post humanism storying/(re)storying of the children's encounters in the forest with sticks invites infinite possibilities for literacy teaching and learning. How might educators foster such relations, enquiring with and alongside children with an openness toward what the sticks (forests) might teach us?

A Mixed Methods Research Strategy to Study Children’s Play and Urban Physical Environments in Dhaka

2019 ◽  
Vol 14 (3) ◽  
pp. 358-378 ◽  
Author(s):  
Md Rashed Bhuyan ◽  
Ye Zhang
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Research Strategy ◽  
Second Phase ◽  
Residential Areas ◽  
Two Phase ◽  
Children's Play ◽  
Physical Environments ◽  
Children’S Play ◽  
Play Space

Mixed methods research (MMR) is useful for addressing complex and multidisciplinary urban problems. This article demonstrates an integrated MMR approach with a novel two-phase exploratory sequential design while studying play, play space, and children’s (age 7-15 years) location preference for play in three residential areas in Dhaka. We used directly administered survey and interviews in the first phase to describe play and play space from children’s perspective. Informed by the first, we employed GIS-based spatial and statistical analysis in the second phase to study patterns of children’s location preference for play. Our article contributes to the methodological literature by combining MMR with urban spatial analysis in children’s play environment studies.

scholarly journals The Predictive Power of Preschool Children’s Social Behaviors on Their Play Skills

2017 ◽  
Vol 5 (9) ◽  
pp. 140 ◽  
Author(s):  
Büşra Ergin ◽  
Esra Ergin
Keyword(s):  
Relational Aggression ◽  
Physical Aggression ◽  
Research Study ◽  
Linear Regression Analysis ◽  
Social Behaviors ◽  
Play Skills ◽  
Children's Play ◽  
Depressive Feelings ◽  
Children’S Play ◽  
Social Behaviours

The aim of this research study is to investigate children’s play skills in terms of social behaviours (physical aggression, relational aggression, positive social behaviors, and depressive feelings). The participants in this study consisted of 300 children between 60 and 72 months studying at preschool education institutions. The research data were collected via the “Preschool Social Behaviour Scale-Instructer Form” and the “Play Skills Assessment Scale”. Pearson’s correlsation analysis and simple linear regression analysis were performed to evaluate the data. The results of the research study indicate that there is a significant positive correlation between children’s positive social behaviours and play skills while there is a significant negative relationship between children’s play skills and the subscales of physical aggression, relational aggression, and depressive feelings. Besides, the results indicate that children’s social behaviours (physical aggression, relational aggression, positive social behaviors and depressive feelings) are predictive of play skills. It can be concluded that 16.8% of total variance is explained by the subscales “positive social behaviors”, 9.6% is explained by “relational aggression”, 2.4% is explained “physical aggression” and 1.2% is explained by “depressive feelings”.

Knowing and Feeling in Children's Play

1995 ◽  
Vol 40 (9) ◽  
pp. 854-855
Author(s):  
Karin Lifter
Keyword(s):  
Children's Play ◽  
Children’S Play
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