Preschool children play as the tool of selfregulation developmment

2020 ◽  
Author(s):  
T. A. Mukhina ◽  
◽  
S. Y. Shalova
Keyword(s):  
Preschool Children ◽  
Positive Reinforcement ◽  
Effective Means ◽  
Self Regulation ◽  
Mental States ◽  
Problem Analysis ◽  
Children's Play ◽  
Game Situation ◽  
Children’S Play ◽  
Regulation Development

The article touches upon the issue of self-regulation development in preschool children. Play is one of the effective means in development of children’s selfregulatory skills. The aim of the study is to determinate playing conditions conducive to the development of self-regulation in preschoolers. The problem analysis method was used, as well as the modeling method during the study. We have analyzed the scientific works of native and foreign researchers on the issues of children’s play (A. Ivrendi, D. B Elkonin, E. Danniels, etc.) and mental states and self-regulation (V. N. Myasishchev, N. D. Levitov, A. O. Prokhorov and others). Based on the analysis, the study substantiates the need to teach the child self-regulation skills in psycho-emotional stress situations. At the same time, much attention is given to the fact that the acquisition of the skill is impossible without the participation of an adult or a teacher. Areview of studies on the possibilities of children’s play has made it possible to identify a number of conditions conducive to the development of self-regulatory skills: possibility to play a certain role (imitative effect), phasing of play actions, ability for a child to make their own decision, etc. We articulate and validate the need for the following conditions of self-regulation development in preschool children based on modeling the game situation. 1. In a play the child should be able to play several roles in turn. This allows the child to experience different emotions and understand the other person. 2. Introduction of playing element — pauses (time-outs). It allows to reduce the emotional «degree» during the play. 3. Positive reinforcement of the correct actions and emotional manifestations of the child by the adult. It helps the child to learn socially approved actions.

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.

An Analysis of Stimulus Dimensions Which Define Children's Encapsulating Play Objects

1973 ◽  
Vol 37 (2) ◽  
pp. 495-501 ◽  
Author(s):  
Anthony F. Gramza
Keyword(s):  
Preschool Children ◽  
Physical Environment ◽  
Play Behavior ◽  
Specific Stimulus ◽  
Children's Play ◽  
Stimulus Parameters ◽  
Children’S Play

Preschool children were systematically exposed to enterable boxes made of transparent, translucent and opaque Plexiglas presented within the context of a playroom setting. Measurement of responses to these boxes indicated that children at play prefer encapsulating objects which offer visual cut-off and darkness more than those providing tactile enclosure alone. This investigation constitutes part of an ongoing program which is exploring the manner in which specific stimulus parameters of the physical environment modulate children's play behavior.

scholarly journals The Importance of Taking Risks: A Report on the Conference

2016 ◽  
Vol 12 (1) ◽  
pp. 102-105
Author(s):  
I.A. Kotliar ◽  
M.V. Sokolova ◽  
E.G. Sheina
Keyword(s):  
Risk Assessment ◽  
Health Care Professionals ◽  
Self Regulation ◽  
Theory And Practice ◽  
Children's Play ◽  
Children’S Play ◽  
Prevention Programmes ◽  
Western Theory ◽  
Pedagogical Analysis

The paper gives an overview of the 14th interdisciplinary conference The Importance of Taking Risks held by the Welsh branch of the International Play Association. The meeting focused on various aspects of supporting children’s play and on the role of risk in child development. The conference had a clear multidis- ciplinary character and brought together specialists from a variety of fields: psychologists, teachers, social workers, experts in risk assessment, and health care professionals. The paper outlines how risk is understood in modern western theory and practice and distinguishes between risk and danger. A child must be taught to assess situations as safe or dangerous. However, modern developmental environment tends to reduce the possibility of risks for the child, which deprives him/her of the natural means of learning about the world and reduces creativity and independence and holds back the child’s self-regulation, prolonging compelled dependence and making children more infantile. The conference also involved discussions concerning tech- niques for risk assessment and a number of prevention programmes and practices. This work was supported by the Russian Foundation for Humanities (project No 15-06-10627 “Psychological and pedagogical analysis of children’s play environment of the modern city”).

scholarly journals Persepsi Orangtua tentang Bermain Berisiko pada Anak Usia Dini

2020 ◽  
Vol 7 (1) ◽  
pp. 23-31
Author(s):  
Baiq Nada Buahana
Keyword(s):  
Physical Activity ◽  
At Risk ◽  
Preschool Children ◽  
Research Subjects ◽  
Range Of Movement ◽  
Children's Play ◽  
Mothers And Fathers ◽  
Children’S Play

Risk play is outdoors play which involves a lot of physical activity. Parents' concerns will limit the range of movement to explore when playing risky. This research explores parents 'perceptions about playing risk as viewed from the child's age, gender, and reviews parents' knowledge about playing risk. The study was conducted in Purbalingga, Indonesia. The research subjects involved 33 mothers and 33 fathers of preschool children with ages ranging from 4 to 6 years. The study findings show that mothers and fathers have the same risk playing perception. Parents provide the highest support for children's play activities at risk such as climbing and jumping from a height. As for other activities, parents have concerns about the safety of children during these activities. Judging from the age of the father and mother allow children aged 4 years with 40%, 5 years 45% and 6 years 50% while seen from jrniskelmin, parents allow boys more than girls to play at risk with percentage of 55% compared to 40%. Perceptions of parents have an impact on providing risky playing opportunities.

scholarly journals Recreational potential of metaphorization in mental self-regulation of the students

2020 ◽  
Vol 4 (2) ◽  
pp. 28-37
Author(s):  
Olena Kostyuchenko
Keyword(s):  
Effective Means ◽  
Self Regulation ◽  
Well Being ◽  
Mental States ◽  
Research Process ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Mental Condition ◽  
Design Management ◽  
National University

Introduction: In the era of dynamic modern transformations in the education system, there is a need for effective psychological tools for updating individual psychological and life resources, self-regulation of students' mental states, contributing to the preservation and support of their mental health. Purpose: to substantiate the recreational potential of the metaphorization of mental states as a recreational method of self-regulation in the system of psychological well-being, to identify its individual psychological characteristics in students. Methodology: Experimental work was carried out on the basis of Kyiv National University of Culture and Arts, Tavriya National University named after V. Vernadsky. Five hundred and ten respondents were involved in the research process (18 - 45 years, 65% female; study specializations: “Arts”, “Design”, “Management”, “Psychology”). The research was based on the analysis of free associative experiment, method of cognitive interpretation, praximetric and executive methods for distributing certain semantic units Results: the most popular among students causes of dissatisfaction in the situation with stress and lack of satisfaction in basic psychological needs, negative and positive conditions at different levels, life furnishings, those situations when there are stinks; on the basis of the experience of the SUM inquirer, there are positive changes in the most of the majority of students. On the basis of the developed model of self-regulation of mental states by means of metaphorization (5 stages of the act of metaphorical creativity of resource states), when its recreational functions are realized, transformations of strategies of thinking and life take place, internal resources are activated Conclusions: The developed model of metaphorization of search of resource states is an effective means of stabilization and self-regulation of a mental condition of students that allows to be guided quickly in changing living and educational conditions, to choose optimum for each separate case methods and means of mental self-regulation

scholarly journals Age Specifics of Role-Playing with Play Tools in Preschool Children

2019 ◽  
Vol 24 (5) ◽  
pp. 5-15
Author(s):  
I.A. Ryabkova ◽  
E.O. Smirnova ◽  
E.G. Sheina
Keyword(s):  
Preschool Children ◽  
Age Groups ◽  
Role Playing ◽  
Children's Play ◽  
Play Activity ◽  
Number Of Children ◽  
Children’S Play ◽  
Real Objects

This paper is part of a larger research focused on observations of preschool children in free make-believe play with different objects. This paper presents the outcomes of observations of children’s play with toys that imitate real objects (cups, swords, irons and so on).The dynamics of play activity in different age groups (3, 4, 5 and 6 years) is shown. In the two younger groups, role renaming is extremely rare and is accompanied by play actions, while children do not change their appearance in accordance with the role. From the age of 5, the number of renaming increases sharply: two-thirds of children call themselves some kind of a role name, many dress up, and the vast majority plays a role. At 6 years, there is a slight decline in the number of children with role renaming and a slight increase in the number of children who change their appearance as compared to 5-year-olds.In the environment with toys imitating real objects, the role emerges in response to toys, which significantly differs from how the role appears in the environment with open-ended materials. The paper describes the roles that were employed in the play with toys.

Projective Doll Play Methodologies for Preschool Children

1999 ◽  
Vol 4 (3) ◽  
pp. 126-134 ◽  
Author(s):  
Matthew Woolgar
Keyword(s):  
Preschool Children ◽  
High Risk ◽  
Moral Development ◽  
Behaviour Problems ◽  
Children's Play ◽  
Factors Influencing ◽  
Children’S Play ◽  
Clinical Populations ◽  
Doll Play

There has been a resurgence of interest in the use of projective doll play techniques, partly arising out of the recognition of the sophistication of young children's play. This review considers a number of recent projective doll play innovations and evaluates the utility of these techniques for investigating young children's moral development, attachment beyond infancy, and for predicting behaviour problems. In addition, the use of these techniques with high-risk and clinical populations is described and a discussion of factors influencing the quality of projective play responses is presented.

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