Pub Date : 2022-07-03DOI: 10.1080/21594937.2022.2098579
Elizabeth Tucker
{"title":"Miss Mary Mac all dressed in black: tongue twisters, jump-rope rhymes and other children’s lore from New England","authors":"Elizabeth Tucker","doi":"10.1080/21594937.2022.2098579","DOIUrl":"https://doi.org/10.1080/21594937.2022.2098579","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"44 1","pages":"348 - 349"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88275166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/21594937.2022.2069346
Daniela Aldoney, Soledad Coo, A. Mira, J. Valdivia
ABSTRACT Robust data exist on the relation between play and children’s positive development. Yet, the time children devote to play has decreased in the last decades. Guided by the premise that adults’ beliefs about play are related to the way in which adults promote it, we asked 380 mothers, 89 fathers, and 83 early childhood educators in Santiago, Chile, about their beliefs about play and its relation to academic learning. Results showed similarities and differences in the value given to free and structured play and electronic activities by the three groups of participants. Participants differed in the academic value of play by socioeconomic status but agreed on the value of play in children’s academic skills. Fathers valued electronic activities more than mothers and early childhood educators. Data from this study may inform interventions and curriculum to foster play as an essential tool for child development in Chile.
{"title":"Mothers, fathers and educators’ beliefs about play in Chilean preschool children","authors":"Daniela Aldoney, Soledad Coo, A. Mira, J. Valdivia","doi":"10.1080/21594937.2022.2069346","DOIUrl":"https://doi.org/10.1080/21594937.2022.2069346","url":null,"abstract":"ABSTRACT Robust data exist on the relation between play and children’s positive development. Yet, the time children devote to play has decreased in the last decades. Guided by the premise that adults’ beliefs about play are related to the way in which adults promote it, we asked 380 mothers, 89 fathers, and 83 early childhood educators in Santiago, Chile, about their beliefs about play and its relation to academic learning. Results showed similarities and differences in the value given to free and structured play and electronic activities by the three groups of participants. Participants differed in the academic value of play by socioeconomic status but agreed on the value of play in children’s academic skills. Fathers valued electronic activities more than mothers and early childhood educators. Data from this study may inform interventions and curriculum to foster play as an essential tool for child development in Chile.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"108 1","pages":"164 - 183"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84197215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/21594937.2022.2069355
Ashli Venokur
{"title":"Revenge of the seas","authors":"Ashli Venokur","doi":"10.1080/21594937.2022.2069355","DOIUrl":"https://doi.org/10.1080/21594937.2022.2069355","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"13 3","pages":"222 - 224"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72552963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/21594937.2022.2069350
L. Martin, Ciara Thomas Murphy
ABSTRACT The COVID-19 pandemic has had an enormous impact on children’s educational and play experiences. In this paper, we analyze and report on interviews with a sample of 14 educators who continued to facilitate playful tinkering experiences during online learning near the beginning of school facility closures related to COVID-19. After a review of relevant literatures on playful learning and making and tinkering, we discuss three themes that emerged in the data: (1) rethinking materials, where educators either moved to simplified activities or to those that could flexibly embrace the diverse materials found in children’s homes; (2) adapting in-the-moment facilitation, where educators sought new means to engage students and facilitate persistence and continued exploration; and (3) searching for emotional connections, where educators prioritized emotional connections with students, despite the challenges of technology-mediated interactions. We close with implications for the future of making and tinkering centered learning opportunities post-pandemic.
{"title":"Tinkering in the time of COVID: lessons from educators’ efforts to facilitate playful tinkering through online learning","authors":"L. Martin, Ciara Thomas Murphy","doi":"10.1080/21594937.2022.2069350","DOIUrl":"https://doi.org/10.1080/21594937.2022.2069350","url":null,"abstract":"ABSTRACT\u0000 The COVID-19 pandemic has had an enormous impact on children’s educational and play experiences. In this paper, we analyze and report on interviews with a sample of 14 educators who continued to facilitate playful tinkering experiences during online learning near the beginning of school facility closures related to COVID-19. After a review of relevant literatures on playful learning and making and tinkering, we discuss three themes that emerged in the data: (1) rethinking materials, where educators either moved to simplified activities or to those that could flexibly embrace the diverse materials found in children’s homes; (2) adapting in-the-moment facilitation, where educators sought new means to engage students and facilitate persistence and continued exploration; and (3) searching for emotional connections, where educators prioritized emotional connections with students, despite the challenges of technology-mediated interactions. We close with implications for the future of making and tinkering centered learning opportunities post-pandemic.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"38 1","pages":"127 - 144"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84776613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/21594937.2022.2069348
Pavla Boulton, Amanda Thomas
ABSTRACT This paper explores children's use of schemas to construct their knowledge and understanding within the outdoor learning environment. It considers how a knowledge of schemas can facilitate practitioners to inform early years pedagogy. Further, it examines how the affordance of resources in the outdoors can nurture children's schemas. It charts different children's learning journeys over two terms and how ‘coming to know’ about their schemas, facilitated practitioners' different perceptions, shaping classroom pedagogy both indoors and outdoors. The research explores how loose parts and their affordance can nurture schematic development. Findings suggest that the outdoors affords greater engagement of the senses, freedom of space, enabling children to use the ‘loose parts’ in ways that are unique to them. Movements are greater, creativity is deeper, and schemas are overtly witnessed during outdoor play, where the self-governance of the play itself enables schematic development.
{"title":"How does play in the outdoors afford opportunities for schema development in young children?","authors":"Pavla Boulton, Amanda Thomas","doi":"10.1080/21594937.2022.2069348","DOIUrl":"https://doi.org/10.1080/21594937.2022.2069348","url":null,"abstract":"ABSTRACT This paper explores children's use of schemas to construct their knowledge and understanding within the outdoor learning environment. It considers how a knowledge of schemas can facilitate practitioners to inform early years pedagogy. Further, it examines how the affordance of resources in the outdoors can nurture children's schemas. It charts different children's learning journeys over two terms and how ‘coming to know’ about their schemas, facilitated practitioners' different perceptions, shaping classroom pedagogy both indoors and outdoors. The research explores how loose parts and their affordance can nurture schematic development. Findings suggest that the outdoors affords greater engagement of the senses, freedom of space, enabling children to use the ‘loose parts’ in ways that are unique to them. Movements are greater, creativity is deeper, and schemas are overtly witnessed during outdoor play, where the self-governance of the play itself enables schematic development.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"12 1","pages":"184 - 201"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90322367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/21594937.2022.2069352
Anna R. Beresin
We begin with an ovation, a tribute to DavidWhitebread’s research career as collected by Marisol Basilio, Deborah Pino-Pasternak, and Dave Neale. Professor Whitebread was the inaugural director of PEDAL, The Play in Education, Development, and Learning Centre at the University of Cambridge. The editors hope we honor Professor Whitebread’s memory here. Pat Rumbaugh, co-founder of Let’s Play America, writes of her own playful memories and the thrill of riding bikes in our regular Playful Memories & Reflections column. If we ride forward, we move to Lee Martin and Ciara Thomas Murphy’s study of tinkering through distance learning during COVID, and then to Jane Cooper, Mong-lin Yu, Ted Brown and Linda MacKay on school based filial therapy. These two subjects are very much on many peoples’minds: How do we help children globally heal from the isolation of COVID directly through therapeutic programs? How do we help indirectly through advocacy for tinkering and free play? Or is it that therapeutic programs are the indirect forms of assistance and free play the direct one? Riding backwards, turning to developmental time we have two articles on play and early childhood. Daniela Aldoney, Soledad Coo, Andrea Mira, and Josefina Valdivia write of parents’ perceptions of Chilean preschools. Pavla Boulton and Amanda Thomas examine outdoor play and schema development among young children in the United Kingdom. The International Journal of Play is committed to studying play as microcosm and macrocosm and we turn from descriptive study to policy. Edward B. Olsen, Emi Tsuda, James D. Wyant, Zach Gerken, Ian Capp, Gabriella Smith and Nestor Conforti combine efforts to bring us ‘Senate bill 847: The implementation of New Jersey’s recess law in public elementary schools.’ In our field, to do play research is a political act on behalf of all children. Ashli Venokur offers an additional pirate themed play memory. Perhaps memory itself is an act of piracy, and play is part of our human effort to create interesting memories. With all that is going on in the world, Ashli Venokur reminds us we are all in the same boat. Elizabeth Tucker brings us a book worth rereading, Marjatta Kalliala’s Play Culture in a Changing World. New books editor Sylwyn Guilbaud shares Rick Worch’s review of Reflective Playwork: For All Who Work with Children by Jacky Kilvington and Ali Wood, and Tim Gill reviews Rae Bridgman’s and Lauren Sheedy’s Urban Playground: How Child-friendly Planning and Design Can Save Cities. It doesn’t get more hopeful than that.
我们以热烈的掌声开始，向DavidWhitebread的研究生涯致敬，这些研究生涯由Marisol Basilio, Deborah Pino-Pasternak和Dave Neale收集。怀特布莱德教授是剑桥大学教育、发展和学习中心PEDAL的首任主任。编辑们希望我们在这里纪念怀特布莱德教授。Let 's Play America的联合创始人Pat Rumbaugh在我们定期的playful memories & Reflections专栏中写下了她自己的好玩回忆和骑自行车的快感。如果我们往前走，我们会看到李·马丁和西亚拉·托马斯·墨菲在新冠肺炎期间通过远程学习进行修补的研究，然后是简·库珀、余孟林、泰德·布朗和琳达·麦凯关于学校孝道疗法的研究。许多人都非常关心这两个问题:我们如何通过治疗方案直接帮助全球儿童从COVID的隔离中康复?我们如何通过倡导修补和自由游戏间接提供帮助?还是说治疗方案是间接形式的帮助，而自由游戏是直接形式的帮助?回过头来看发展时间我们有两篇文章是关于玩耍和儿童早期的。Daniela Aldoney, Soledad Coo, Andrea Mira和Josefina Valdivia写了父母对智利幼儿园的看法。帕夫拉·博尔顿和阿曼达·托马斯研究了英国幼儿的户外游戏和图式发展。《国际游戏杂志》致力于研究游戏的微观世界和宏观世界，我们从描述性研究转向政策性研究。Edward B. Olsen, Emi Tsuda, James D. Wyant, Zach Gerken, Ian Capp, Gabriella Smith和Nestor Conforti共同努力为我们带来了参议院法案847:在公立小学实施新泽西州的休会法。“在我们这个领域，做游戏研究是代表所有孩子的政治行为。Ashli Venokur提供了一个额外的海盗主题游戏记忆。也许记忆本身就是一种盗版行为，而玩耍是我们人类创造有趣记忆的一部分。面对世界上发生的一切，Ashli Venokur提醒我们，我们都在同一条船上。伊丽莎白·塔克给我们带来了一本值得重读的书，玛贾塔·卡利亚拉的《变化世界中的游戏文化》。新书编辑Sylwyn Guilbaud分享了Rick Worch对Jacky Kilvington和Ali Wood的《反思游戏:为所有与儿童一起工作的人》的评论，Tim Gill评论了Rae Bridgman和Lauren Sheedy的《城市游乐场:儿童友好型规划和设计如何拯救城市》。没有比这更有希望的了。
{"title":"Playful introduction 11.2","authors":"Anna R. Beresin","doi":"10.1080/21594937.2022.2069352","DOIUrl":"https://doi.org/10.1080/21594937.2022.2069352","url":null,"abstract":"We begin with an ovation, a tribute to DavidWhitebread’s research career as collected by Marisol Basilio, Deborah Pino-Pasternak, and Dave Neale. Professor Whitebread was the inaugural director of PEDAL, The Play in Education, Development, and Learning Centre at the University of Cambridge. The editors hope we honor Professor Whitebread’s memory here. Pat Rumbaugh, co-founder of Let’s Play America, writes of her own playful memories and the thrill of riding bikes in our regular Playful Memories & Reflections column. If we ride forward, we move to Lee Martin and Ciara Thomas Murphy’s study of tinkering through distance learning during COVID, and then to Jane Cooper, Mong-lin Yu, Ted Brown and Linda MacKay on school based filial therapy. These two subjects are very much on many peoples’minds: How do we help children globally heal from the isolation of COVID directly through therapeutic programs? How do we help indirectly through advocacy for tinkering and free play? Or is it that therapeutic programs are the indirect forms of assistance and free play the direct one? Riding backwards, turning to developmental time we have two articles on play and early childhood. Daniela Aldoney, Soledad Coo, Andrea Mira, and Josefina Valdivia write of parents’ perceptions of Chilean preschools. Pavla Boulton and Amanda Thomas examine outdoor play and schema development among young children in the United Kingdom. The International Journal of Play is committed to studying play as microcosm and macrocosm and we turn from descriptive study to policy. Edward B. Olsen, Emi Tsuda, James D. Wyant, Zach Gerken, Ian Capp, Gabriella Smith and Nestor Conforti combine efforts to bring us ‘Senate bill 847: The implementation of New Jersey’s recess law in public elementary schools.’ In our field, to do play research is a political act on behalf of all children. Ashli Venokur offers an additional pirate themed play memory. Perhaps memory itself is an act of piracy, and play is part of our human effort to create interesting memories. With all that is going on in the world, Ashli Venokur reminds us we are all in the same boat. Elizabeth Tucker brings us a book worth rereading, Marjatta Kalliala’s Play Culture in a Changing World. New books editor Sylwyn Guilbaud shares Rick Worch’s review of Reflective Playwork: For All Who Work with Children by Jacky Kilvington and Ali Wood, and Tim Gill reviews Rae Bridgman’s and Lauren Sheedy’s Urban Playground: How Child-friendly Planning and Design Can Save Cities. It doesn’t get more hopeful than that.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"1 1","pages":"121 - 121"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73545780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/21594937.2022.2069347
Marisol Basilio, Deborah Pino-Pasternak, D. Neale
{"title":"In rememberance of David Whitebread: a tribute to David Whitebread’s research career: understanding play and living in play, 9 July 1948–13 April 2021","authors":"Marisol Basilio, Deborah Pino-Pasternak, D. Neale","doi":"10.1080/21594937.2022.2069347","DOIUrl":"https://doi.org/10.1080/21594937.2022.2069347","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"37 1","pages":"122 - 124"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86981695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/21594937.2022.2069349
J. Cooper, Mong-lin Yu, T. Brown, L. MacKay
ABSTRACT Filial therapy is a play therapy intervention where significant individuals who are not clinicians facilitate therapeutic play sessions with children. In School-Based Filial Therapy (SBFT), the direct treatment role is performed by specially trained education professionals. Concerns about fidelity in filial therapy have been raised historically; however, investigation has been limited. This mixed-methods study explored factors impacting facilitator adherence to SBFT. The qualitative component involved semi-structured interviews with eight facilitators. Quantitative data were gathered from: a visual analogue scale of facilitator stress and discomfort, the Differentiation of Self – Short Form and a SBFT observation form rating adherence. Overall, relationship processes occurring within the therapeutic system of the facilitator-child dyad were found to impact facilitator adherence via factors both internal and external to the facilitator. Practice implications include enhancing training and supervision processes for facilitators.
{"title":"An exploratory study of facilitator adherence to a School-Based Filial Therapy programme","authors":"J. Cooper, Mong-lin Yu, T. Brown, L. MacKay","doi":"10.1080/21594937.2022.2069349","DOIUrl":"https://doi.org/10.1080/21594937.2022.2069349","url":null,"abstract":"ABSTRACT Filial therapy is a play therapy intervention where significant individuals who are not clinicians facilitate therapeutic play sessions with children. In School-Based Filial Therapy (SBFT), the direct treatment role is performed by specially trained education professionals. Concerns about fidelity in filial therapy have been raised historically; however, investigation has been limited. This mixed-methods study explored factors impacting facilitator adherence to SBFT. The qualitative component involved semi-structured interviews with eight facilitators. Quantitative data were gathered from: a visual analogue scale of facilitator stress and discomfort, the Differentiation of Self – Short Form and a SBFT observation form rating adherence. Overall, relationship processes occurring within the therapeutic system of the facilitator-child dyad were found to impact facilitator adherence via factors both internal and external to the facilitator. Practice implications include enhancing training and supervision processes for facilitators.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"2 1","pages":"145 - 163"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88548393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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