scholarly journals Comparing Free Play and Partly Structured Play in 4-5-Years-Old Children in an Outdoor Playground

2019 ◽  
Vol 7 ◽  
Author(s):  
Patrizia Tortella ◽  
Monika Haga ◽  
Jan Erik Ingebrigtsen ◽  
Guido Francesco Fumagalli ◽  
Hermundur Sigmundsson
Keyword(s):  
Free Play ◽  
Structured Play

Nonhandicapped Peers as Multiple Exemplars: A Generalization Tactic for Promoting Autistic Students' Social Skills

1988 ◽  
Vol 13 (2) ◽  
pp. 116-126 ◽  
Author(s):  
Philip Gunter ◽  
James J. Fox ◽  
Michael P. Brady ◽  
Richard E. Shores ◽  
Kyle Cavanaugh
Keyword(s):  
Social Skills ◽  
Social Behavior ◽  
Direct Observation ◽  
Free Play ◽  
Training Procedure ◽  
Multiple Exemplars ◽  
Play Session ◽  
Structured Play

Two socially withdrawn autistic boys were subjects of this study. A teacher prompt and praise procedure was applied sequentially across dyads composed of a subject and a nonhandicapped peer. Direct observation assessed changes in subjects' social behavior during these structured play sessions and again during later free-play generalization sessions. Results indicated that, as the training procedure was applied across each of the first three nonhandicapped peers, both subjects increased their interactions with those peers. One subject spontaneously began to interact with the nonhandicapped peers not yet involved in training as well as with the nonhandicapped peers in the later free-play session. No reliable changes were obtained in subjects' interactions with their autistic classmates.

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.

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.

THE IMPACT OF AN AR SANDBOX ON MAP-READING SKILLS USING A “FREE-PLAY” EXPERIENCE

2016 ◽  
Author(s):  
Katherine Ryker ◽  
◽  
Karen S. McNeal ◽  
Rachel Atkins ◽  
Nicole LaDue ◽  
...  
Keyword(s):  
Reading Skills ◽  
Free Play ◽  
Map Reading ◽  
The Impact ◽  
Play Experience

Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children

2021 ◽  
pp. 109830072098352
Author(s):  
Jennifer R. Ledford ◽  
James E. Pustejovsky
Keyword(s):  
Systematic Review ◽  
Social Competence ◽  
Young Children ◽  
Meta Analysis ◽  
Free Play ◽  
Complex Communication Needs ◽  
Training Time ◽  
Considerable Heterogeneity ◽  
Inclusive Preschool ◽  
Communication Needs

Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy of the research assessing its effects, and the outcomes for both peer implementers and focal children. Studies have primarily occurred in inclusive preschool settings during free play activities, with researchers serving as facilitators. Average effects were positive and substantial for both peer implementers and focal children, although considerable heterogeneity across studies was observed. Additional research is needed to determine what peer implementer and focal child characteristics moderate intervention success, what modifications are needed for children who have complex communication needs, and optimal procedural variations (e.g., group size, training time).

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