How Do the Children Play? The Influence of Playground Type on Children’s Play Styles

Using a mixed-method design, the aims of the current study were to develop an in-depth understanding of (1) children’s social play behaviors on school and community playgrounds, (2) the duration with which children play within varying social play categories, and (3) assessing children’s perspectives of playground activities, their peer relationships, and recommendations for new playgrounds. Six participants were observed for five 30-min observations on a school playground and for five 30-min observations on a community playground. Participants were also interviewed about their experiences and preferences on school and community playgrounds. The direct observation results support and extend previous work, indicating that children’s play skill competence varies by setting. Children demonstrated higher levels of associative and cooperative play on the school playground, but higher levels of solitary and parallel play on the community playground. This difference in play styles by playground appears to be a function of available play partners and is explained by the interview data, which found that children are not comfortable playing with children they do not know.

Transcending Parallel Play: Boundary Spanning for Collective Action in Wildfire Management

A key challenge in the United States is how to manage wildfire risk across boundaries and scales, as roles, responsibilities, and ability to act are distributed among actors in ways that do not always incentivize collective action. In this review paper, we provide several conceptual contributions to the understanding of wildfire management through the application of boundary spanning frameworks. This includes: (1) a characterization of four major types of boundaries in managing wildfire risk; (2) a review of major boundary spanning features and frameworks that integrate them; and (3) consideration of current and potential applications of the boundary spanning construct to the domain of wildfire management. Our goal is to advance knowledge of how actors in this arena may overcome “parallel play” to more collectively address wildfire risk. We generate new thinking about wildfire management, and offer potential implications and questions for future research, policy, and management.

UPAYA PENINGKATAN MOTORIK HALUS ANAK DENGAN RETARDASI MENTAL MELALUI TERAPI BERMAIN : PARALLEL PLAY MENGANYAM KERTAS

Anak retardasi mental umumnya memiliki kemampuan motorik kasar dan halus yang lebih rendah dibandingkan anak normal, karena kelemahan pada sistem saraf sehingga sulit mencapai perkembangan secara normal. Hal tersebut dapat ditingkatkan dengan memberikan stimulasi yang baik dan berkesinambungan. Terapi bermain: Parallel Play menganyam kertas merupakan permainan aktif mandiri anak retardasi mental untuk meningkatkan kemampuan motorik halus. Penelitian ini menggunakan desain Quasy Experimental. Populasinya adalah anak usia 11-12 tahun di SDLB AKW Kumara II. Sampel terdiri dari 12 responden dengan purposive sampling sesuai kriteria inklusi. Pengumpulan data dilakukan dengan lembar observasi dan dianalisis dengan Wilcoxon Signed Rank Test dan Mann Whitney U Test dengan tingkat signifikan α ≤ 0,05. Hasil penelitian menunjukkan bahwa Terapi bermain: Parallel Play menganyam kertas dapat meningkatkan motorik halus anak retardasi mental. Hasil uji Wilcoxon pada kelompok perlakuan didapatkan data nilai p = 0.026 dan kelompok kontrol p = 0.063. Uji statistik menggunakan Mann Whitney U Test menunjukkan motorik halus pada kelompok perlakuan lebih baik daripada kelompok kontrol (nilai p = 0,030). Kesimpulannya, terapi bermain: parallel play menganyam kertas dapat meningkatkan motorik halus anak retardasi mental ringan.

Teamwork in clinical reasoning – cooperative or parallel play?

Teamwork is fundamental for high-quality clinical reasoning and diagnosis, and many different individuals are involved in the diagnostic process. However, there are substantial gaps in how these individuals work as members of teams and, often, work is done in parallel, rather than in an integrated, collaborative fashion. In order to understand how individuals work together to create knowledge in the clinical context, it is important to consider social cognitive theories, including situated cognition and distributed cognition. In this article, the authors describe existing gaps and then describe these theories as well as common structures of teams in health care and then provide ideas for future study and improvement.

Parallel Play: Startups, Nascent Markets, and Effective Business-model Design

Prior research has advanced several explanations for entrepreneurial success in nascent markets but leaves a key imperative unexplored: the business model. By studying five ventures in a nascent financial-technology market, we develop a novel theoretical framework for understanding how entrepreneurs effectively design business models: parallel play. Similar to parallel play by preschoolers, entrepreneurs engaged in parallel play interweave action, cognition, and timing to accelerate learning about a novel world. Specifically, they (1) borrow from peers and focus on established substitutes for their services or products, (2) test assumptions, then commit to a broad business-model template, and (3) pause before elaborating the activity system. The insights from our framework contribute to research on optimal distinctiveness and to the learning and evolutionary-adjustment literatures. More broadly, we blend organization theory with a fresh theoretical lens—business-model processes—to highlight how organizations actually work and create value.

BERMAIN SEBAGAI INTERVENSI UNTUK MENINGKATKAN KOMPETENSI SOSIAL ANAK

This study aims to examine the play stimulation model to improve children's social competence. The study involved 100 children in the kindergarten age group. The types of play in this study are divided into four games patterns, namely the solitary independent play, parallel play, associative play, and cooperative play. Each play pattern is tested with four dimensions of social competence, which consist of self-concept, ability to manage emotions, prosocial and social-academic behavior. The results of this study indicate that more than 50% of the four dimensions of social competence are effectively stimulated through cooperative play patterns. Cooperative play patterns are effective for stimulating self-concept dimensions (10 of 15 behaviors), emotional management abilities (9 of 18 behaviors), social academics (7 of 15 behaviors), and prosocial behavior (17 of 23 behaviors). The pattern of associative play effectively stimulates the dimensions of self-concept (3 of 15 behaviors), emotional management skills (7 of 18 behaviors), prosocial behavior (4 of 23 behaviors), and social academics (3 of 15 behaviors). The effective parallel play and solitary independent play patterns of each play only stimulate 1 social competence behavior. Keywords: cooperative play, associative play, parralel play, solitary independent play, social Competencies Penelitian ini bertujuan untuk menguji model stimulasi permainan untuk meningkatkan kompetensi sosial anak. Penelitian ini melibatkan 100 anak pada kelompok usia taman kanak-kanak. Jenis permainan pada penelitian ini terbagi ke dalam empat pola permainan, yaitu solitary independent play, parralel play, associative play, dan cooperative play. Setiap pola permainan diujikan dengan empat dimensi kompetensi sosial, yang terdiri dari konsep diri, kemampuan mengelola emosi, perilaku prososial dan sosial-akademik. Hasil penelitian ini menunjukkan bahwa lebih dari 50% empat dimensi kompetensi sosial efektif distimulasi melalui pola permainan cooperative play. Pola permainan cooperative play efektif untuk menstimulasi dimensi konsep diri (10 dari 15 perilaku), kemampan mengelola emosi (9 dari 18 perilaku), sosial akademik (7 dari 15 perilaku), dan perilaku prososial (17 dari 23 perilaku). Pola permainan associative play efektif menstimulasi dimensi konsep diri (3 dari 15 perilaku), kemampuan mengelola emosi (7dari 18 perilaku), perilaku prososial (4 dari 23 perilaku), dan sosial akademik (3 dari 15 perilaku). Pola permainan parralel play dan solitary independent play masing-masing efektif hanya menstimulasi 1 perilaku kompetensi social. Kata Kunci: Anak Usia Dini, Bermain Kooperatif, Bermain Asosiatif, Bermain paralel, Bermain soliter, Kompetensi sosial