APPLICATION OF COGNITIVE THERAPY THROUGH PLAY TO CHILDREN AGED 3-5 YEARS AT ORPHANAGE TERIMAKASIH ABADI

Masalah perkembangan kognitif anak merupakan hal yang harus diperhatikan sehingga anak memiliki kemampuan yang lebih kompleks baik kemampuan gerak kasar, gerak halus, bicara dan bahasa serta sosialisasi dan kemandirian. Dimana perkembangan kognitif merupakan kemampuan berfikir untuk menghubungkan, menilai maupun mempertimbangkan suatu kejadian atau peristiwa. Penerapan terapi kognitif melalui terapi bermain pada anak usia 3-5 tahun merupakan solusi dalam meningkatkan kognitif anak. Dengan dilakukannya terapi bermain bertujuan untuk meningkatkan kognitif dan perkembangan anak. Setelah pelaksanaan terapi bermain menghasilkan kemampuan anak dalam berfikir secara kognitif melalui mencuci tangan, tebak gambar dan mewarnai gambar. Kata Kunci : Terapi, Kognitif, Bermain Usia 3-5 Tahun ABSTRACT The problem of children's cognitive development is something that must be considered so that children have more complex abilities, both the ability of gross motion, fine motion, speech and language as well as socialization and independence. Where cognitive development is the ability to think to connect, assess or consider an event or events. The application of cognitive therapy through play therapy for children aged 3-5 years is a solution in improving children's cognitive. By doing play therapy aims to improve the cognitive and development of children. After the implementation of play therapy results in children's ability to think cognitively through washing hands, guessing pictures and coloring pictures. Keywords: Therapy, Cognitive, Play 3-5 Years Old

At the Intersection of the Social and Physical Environments: Building a Model of the Influence of Caregivers and Peers on Direct Engagement with Nature

The movement to reconnect children to nature touts the many benefits associated with exposure to nature and encourages designers and planners of the physical environment to incorporate more nature into the daily lives of children. However, connecting children with nature may not be as simple as designing more nature into the physical environment. Variables beyond convenient availability of natural environments affect children’s engagement with nature. Of particular interest is the influence of the social environment. The research seeks to build a model to understand the influence of caregivers and peers on a child’s direct engagement with nature. An initial model of social influences was constructed from existing literature and refined from findings from an original research study, a qualitative investigation exploring the highly imaginative and social experience of a group of boys who played in a neighborhood creek (n = 3, boys, n = 2, parents). The most meaningful social influence on the boys’ direct engagement with nature was the level of autonomy granted by caregivers; however, the physical environment supported the autonomy as well. The autonomy afforded an opportunity to navigate risks, forge long-term friendships, and support higher-order cognitive play behavior.

Eager To Engage: Young Nigerian Children’s Interactions With Novel Play Materials

The purpose of this study was to observe, analyze, and document young Nigerian children’s interactions with novel play materials at their crèche. To date, limited studies have examined Nigerian infants’ and toddlers’ independent engagement with novel play materials. The children’s exploratory and play behaviours—cognitive and social play—were observed. An a priori coding scheme was used to simultaneously analyze cognitive and social play behaviours in the children, eight participants between 7- and 24-months of age. Over the course of four weeks, children were introduced to 11 novel play materials. Observed cognitive play behaviours included functional play, pretend play and constructive play, while social play behaviours consisted of solitary, parallel and simple social play. Although the results showed developmental progression in exploration and play, the varying degree of novelty of the play materials may have influenced children’s exploration and play. Despite these findings, children exhibited various exploratory and play behaviours with the introduction of play materials in a setting in which there were none.

Eager To Engage: Young Nigerian Children’s Interactions With Novel Play Materials

The purpose of this study was to observe, analyze, and document young Nigerian children’s interactions with novel play materials at their crèche. To date, limited studies have examined Nigerian infants’ and toddlers’ independent engagement with novel play materials. The children’s exploratory and play behaviours—cognitive and social play—were observed. An a priori coding scheme was used to simultaneously analyze cognitive and social play behaviours in the children, eight participants between 7- and 24-months of age. Over the course of four weeks, children were introduced to 11 novel play materials. Observed cognitive play behaviours included functional play, pretend play and constructive play, while social play behaviours consisted of solitary, parallel and simple social play. Although the results showed developmental progression in exploration and play, the varying degree of novelty of the play materials may have influenced children’s exploration and play. Despite these findings, children exhibited various exploratory and play behaviours with the introduction of play materials in a setting in which there were none.

Effectiveness of cognitive play in developing the self-confidence of the mentally handicapped who are able to learn during COVID-19 pandemic

The study aimed to identify the effectiveness of cognitive play in developing the self-confidence of the mentally handicapped who are able to learn, and verify the effectiveness of the program, and the study sample consisted of (20) children with intellectual disabilities who are able to learn who are inIntellectual Education. The study sample was divided into two groups.The experimental group(10)children, and the control group (10) children, of the mentally handicapped children who are able to learn, their ages ranged between (9-12), and their IQs ranged between (50-70), and the researcher used in the study the quasi-experimental approach The researcher applied the following tools to the study sample: the Stanford Binet Scale (5thimage), citation and preparation. The self-confidence scale, andthe existing training program.On the cognitive play used in the current research, the researcher numbers, and the results of the study revealed.There are statistically significant differences between the average scores of children in the post-measurement on the scale of self-confidence.There are statistically significant differences between the mean scores of the control group and the experimental group on the self-confidence scale in the post-measurement in favor of the experimental group .Predicting the effectiveness of the training program based on cognitive play in developing self-confidence in mentally handicapped children who are able to learnduring COVID-19 pandemic.

Associations between Fathers’ Prebirth Pregnancy Intentions and Involvement with Their Child 15 Months Later: A Propensity Score Analysis

Objective: This study examined whether fathers’ prebirth pregnancy intentions were associated with fathers’ involvement with his child 15 months later. Method: Propensity score matching was used to assess the effects of fathers’ pregnancy intentions (self-reported before the birth of the child) on three measures of father involvement (residency with child, engagement in caregiving activities, and engagement in social cognitive play) in a large sample of young, diverse, and low-income fathers ( N = 2,008). Results: In this sample matched on sociodemographic and interpersonal factors, fathers reporting an intended pregnancy had significantly higher levels of social and cognitive play with their child, compared to fathers reporting an unintended pregnancy. However, intentions were not significantly associated with fathers’ residency with child or caregiving activities. Conclusion: Results suggest that fathers’ pregnancy intentions are predictive of certain types of father involvement and emphasize the importance of controlling for factors associated with both fathers’ intentions and involvement.

PENGARUH PERMAINAN SMART BALL TERHADAP KEMAMPUAN MENGENAL WARNA PADA ANAK USIA DINI

Child's cognitive development involves learning skills in children that occur through complex internal processes and mental activities. Children who develop both cognitive aspects will be able to learn to develop thought processes, respond to objects in their environment and reflect on their experiences. Sometimes children are not able to recognize colors because it is not usual to mention various colors and the limitations of the media to recognize colors when at school. Children only know certain colors that are often seen for example green because children see leaves, red and white when children see the flag and when children are faced with different objects the child will have difficulty guessing the color. Smart ball is a game tool that can develop children's cognitive play methods. Smart ball has advantages in developing all aspects of child development, especially in aspects of cognitive development, namely children are able to recognize colors. The approach in this research is a quantitative approach. Data collected in this study are descriptive. The process to be observed is student activities and teacher activities during the learning process. From the results of an analysis of the effect of smart ball on the ability to recognize colors, the results of research show that smartball games affect the ability to recognize children's colors.

Cognitive Play Model of Narration “Quest” in Roald Dahl’s Fairy Tale Charlie and the Chocolate Factory

The article focuses on reconstruction and analysis of the model of narration “Quest” in Roald Dahl’s fairy tale Charlie and the Сhocolate Factory. A narrative text is considered as a unit with semantic and communicative completeness. It is claimed that the elements of the narrative structure are narrator, narratee, the story (which includes the plot and its composition, fiction characters) and the model of narration. It is assumed that model of narration is a cognitive and linguistic construal, inbuilt into the narrative structure of the text. It is believed that play tenet forms the background of the model of narration of the fairy tale Charlie and the Сhocolate Factory. The model of narration determines a definite plot and composition, a certain type of narrator and narratee. The semantics of search is realized in the plot ­– the search of the Golden ticket, the search of the secrets of the chocolate factory, overcoming the obstacles. Characters of the fairy tale are quest participants. Four of them personify simulacrums of modern society (Bodriyar) – greed and gluttony (Augustus Gloop), parent’s permissiveness (Veruca Salt), uncontrolled TV watching (Mike Teavee), vanity (Violet Beauregarde). The fifth quest participant Charlie Bucket embodies modesty and honesty. The narrator of the fairy tale tells the story from the point of view a didactic adult, who criticizes pseudo values of the characters and supports honesty of the main hero Charlie. The narrator as if teaches the implied child reader through the quest-game what is true and what is simulacrum. The winner of the quest becomes Charlie and other participants fail the quest because of their uncontrolled behavior.