Development of a Social Play Evaluation Tool for Preschool Children

Play has been used as an intervention or evaluation tool for children. Developing a social play evaluation tool can provide clinical criteria for intervening in social play. We aimed to develop a social play evaluation tool for preschool children based on Parten’s stages of development. We tested the construct validity of the scale using confirmatory factor analysis and Rasch analysis, and the known-groups validity by examining the Rasch-calibrated mean score differences across age groups. A total of 40 preliminary items—17 items for associative play and 23 items for cooperative play—were examined. There were significant differences in the scores for associative play between ages 3 and 6 (F = 2.65, p = 0.049), and for cooperative play between ages 3 and 5, 3 and 6, and 4 and 6 (F = 10.44, p < 0.0001). The findings could contribute to subsequent development and validation of occupational therapy programs on play.

What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?

<p>The fostering of inclusion in modern mainstream schools can be challenging. Student needs are becoming increasingly diverse, funding is scarce, and an attitudinal shift is necessary to value the contributions and identities of all learners. This study explores how music therapy can assist the process of inclusion by articulating the strategies I, a music therapy student, used when working to enhance musical play within a play-based learning environment. Findings have been generated using the methodology Secondary Analysis of Qualitative Data which involved thematic analysis of session notes and my reflexive diary. They describe the strategies I used to facilitate children’s developing social play skills, which varied from onlooker and solitary play, to parallel (alongside) and associative play (with some unorganised verbal and musical interactions), culminating in cooperative play (with children interacting directly to organise play and assign particular roles). I identified five themes reflecting levels of social participation in musical play; meeting individual needs, facilitating involvement, encouraging participation, encouraging interactions and supporting play stages. ‘Encouraging interactions’ was identified as the key theme relating to cooperative play, and the most significant in fostering pro-inclusive social skills. Musical and non-musical strategies are described and the significance of musical co-playing in facilitating pro-inclusive interactions is explored. The strategies identified are relevant for fostering inclusion in other play-based learning programmes and free play environments in both primary schools and pre-schools in New Zealand and globally.</p>

What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?

<p>The fostering of inclusion in modern mainstream schools can be challenging. Student needs are becoming increasingly diverse, funding is scarce, and an attitudinal shift is necessary to value the contributions and identities of all learners. This study explores how music therapy can assist the process of inclusion by articulating the strategies I, a music therapy student, used when working to enhance musical play within a play-based learning environment. Findings have been generated using the methodology Secondary Analysis of Qualitative Data which involved thematic analysis of session notes and my reflexive diary. They describe the strategies I used to facilitate children’s developing social play skills, which varied from onlooker and solitary play, to parallel (alongside) and associative play (with some unorganised verbal and musical interactions), culminating in cooperative play (with children interacting directly to organise play and assign particular roles). I identified five themes reflecting levels of social participation in musical play; meeting individual needs, facilitating involvement, encouraging participation, encouraging interactions and supporting play stages. ‘Encouraging interactions’ was identified as the key theme relating to cooperative play, and the most significant in fostering pro-inclusive social skills. Musical and non-musical strategies are described and the significance of musical co-playing in facilitating pro-inclusive interactions is explored. The strategies identified are relevant for fostering inclusion in other play-based learning programmes and free play environments in both primary schools and pre-schools in New Zealand and globally.</p>

WADAH PEMBENTUKAN KARAKTER ANAK LEWAT BERMAIN DI CENGKARENG BARAT

Childhood is a stage in life where a children's foundation is starting to be built to prepare them for all aspects of life in adulthood. It is a stage where children learn and understand how to behave from the environment they live in. Childhood delinquency and immorality can continue up to adulthood. If that happens, it will affect the family's dwelling experience, the environment, and the child itself. That way, character building in childhood becomes very important. Children need moral and social education and training. The character education in elementary schools in Indonesia, one of the sources for the acquisition of knowledge for Indonesian children, is proven ineffective. A Place for Child’s Character Building in West Cengkareng aims to instill moral character values into children by giving moral lessons through play because play is an important component for child development. With the child-centric design method, children can freely and safely explore and use their imagination and creativity. This project is expected to be able to make children noble, confident, and responsible in interacting with the social and natural environment and living in society through pretend play, cooperative play, moral story books, moral films, dramatic role plays, service learning, and caring for animals and plants. The project is located close to the primary schools in West Cengkareng, acting as an educational facilities are located close to them to support character education in their schools. This project aims to create dwelling that prevents adult crime that is safe and enjoyable. Keywords: play; child-centric design; dwelling; moral; character building AbstrakMasa kanak-kanak adalah masa dibangunnya pondasi anak untuk menjalani semua aspek kehidupan di masa dewasa, dimana anak-anak belajar, mengenal, mengetahui, dan mengerti cara bersikap dan berperilaku dari lingkungan sekitarnya. Kenakalan dan ketidakmoralan pada masa kanak-kanak mempunyai potensi untuk berlanjut dan bertumbuh menjadi kriminalitas pada masa dewasa. Jika hal tersebut terjadi, akan mempengaruhi pengalaman dwelling keluarga, lingkungan, dan anak itu sendiri. Dengan begitu, pembentukan karakter pada masa kanak-kanak menjadi sangat penting. Anak membutuhkan pendidikan dan pelatihan moral dan sosial. Pendidikan karakter di sekolah dasar di Indonesia, salah satu sumber terutama untuk pemerolehan ilmu dan pendidikan bagi anak Indonesia terbukti kurang efektif. Wadah Pembentukan Karakter Anak Lewat Bermain di Cengkareng Barat sebagai proyek bertujuan untuk menanamkan nilai-nilai karakter bermoral ke dalam anak dengan memberi pelajaran moral menggunakan metode bermain, karena bermain berupa komponen penting bagi perkembangan anak. Dengan metode perancangan child-centric design, anak-anak dapat secara bebas dan aman bereksplorasi dan menggunakan imajinasi dan kreativitasnya. Proyek ini diharapkan dapat membuat anak menjadi berakhlak mulia, percaya diri, dan bertanggung jawab dalam berinteraksi dengan lingkungan sosial dan alam, dan hidup bermasyarakat melalui pretend play, cooperative play, buku cerita bermoral, film bermoral, dramatic role play, service learning, dan memelihara hewan dan tumbuhan. Proyek berada dekat dengan sekolah-sekolah dasar di Cengkareng Barat, sebagai fasilitas edukatif yang terletak dekat dengannya untuk mendukung pendidikan karakter di sekolahnya. Proyek bertujuan untuk menciptakan dwelling yang mencegah kriminalitas masa dewasa yang aman dan menyenangkan.

PENGARUH COOPERATIVE PLAY PUZZLE TERHADAP KEMAMPUAN BERADAPTASI SOSIAL PADA ANAK TUNAGRAHITA

Background: Retardation was a big world problem, especially for developing countries. The ability to socialize in mental retardation children did not develop optimally which caused the child to be not independent, unable to communicate directly in two directions with friends or other people. Objective: To find out the effect of cooperative play puzzles on the social adaptability of mental retardation children. Method: This study used a quasy experimental design with a pretest posttest one group design approach. The sampling technique used purposive sampling with an instrument in the form of observation of the social adaptation ability checklist sheet. The number of respondents was 10 people. The statistical test used Wilcoxon Sign Rank test to determine the effect of the cooperative play puzzle variable on the social adaptation ability of mental retardation children. Result: Most of the respondents had enough capability of social adaptability before being given play therapy, as many as 6 respondents (60%), and after being given play therapy intervention suggested that almost all respondents were capable to social adaptability, as many as 9 respondents (90%). In the Wilcoxon Sign Rank test, the value of p = 0.004 or H0 was rejected, meaning that there was a significant effect of Cooperative Play Puzzle on the social adaptation ability of mental retardation children.Conclusion: Cooperative play puzzles could improve social adaptability in mental retardation children.

Exploring the Connection Between Soccer and Social Development

Social development is the advancement of variables to help a person progress socially. There has been a progressive academic conversation into the idea of whether team sports, such as soccer, can help a player develop socially. This study seeks to further this academic conversation by seeing if a cooperative play, such as passing, in a traditional game of soccer can demonstrate social development within the game and to see if more soccer experience plays a role. A quantitative study was done by counting the number of passes between each team with differing levels of experience and seeing if more soccer experience explains the differing number of passes. To further investigate experience, a survey was conducted and completed by each player in the soccer matches to see if players were aware of their experience and social development skills. This study’s findings were that in the soccer games, there seemed to be no significant difference in the amount of passing between the teams of different experience levels that was due to differences in social development but seemed to only be due to a difference in skill level. This study presented a different approach and finding to the academic conversation. Looking towards the future, it is recommended that further research should have a set strategy to determine experience to make the experiment clearer.