Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “PLAY”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 253 records · Page 14Linked to original sources

Cognitive play of mentally retarded preschoolers: observations in the home and school.

A within-subjects design was used to examine the cognitive play of 12 mainstreamed mentally retarded preschool boys during group free-play at school and in an independent play situation at home. Children played with available toys at school and with three designated toy sets at home. Cognitive and communicative abilities were established through administration of the Battelle Developmental Inventory. Children not only played more in the home condition, but this play was more sophisticated than that in the school condition. Increased differences between home and school performance were positively associated with expressive communicative developmental age. Peak play did not differ between the two settings. Children not only sequenced play activities more at home, but these sequences were longer and more complex than those at school.

Cerebral Palsy↗

Preparation for procedures and surgery through play.

The child life therapist utilizes play techniques with hospitalized children for preparation and integration before and after medical procedures and surgery. Unstructured and structured play sessions enable children to anticipate threatening events and mobilize their coping behaviors. Through manipulating appropriate play materials including miniature-size medical equipment, children communicate if facts of preparation have been understood, misinterpreted or denied. Concrete play experiences (e.g., doctor puppet play), enable children to understand hospital routines and sequences of events. Sensory experiences (e.g., needle play), help them dramatize situations and to adopt changes of role from passive to active ones. Opportunities for play after procedures (particularly intrusive ones) and surgery must be made available to clarify any misconceptions and to emphasize the nurturing and healing aspects of treatment. Psychological preparation for necessary procedures and surgery through play results in children enduring and cooperating more readily and have more trust in all medical personnel.

Adolescent↗

Play, experimentation and creativity.

Beginning with Klein's description of a psychotic boy's inability to play, published in 1930, the author explores the relationship between play and symbol-formation, and the use of play by children and adults as a serious type of experimentation by means of which one learns about the internal and external worlds. In this view, play is a way of externalising fantasies originating in one's inner world so they may be seen and learned about. Play is also a vehicle of projection, a fact that allows one to use it to assess the impact of one's inner world on the external world, especially on the minds of one's objects. In this way, playing becomes a way of probing external reality as well. This type of learning depends on the ability to keep internal and external realities distinct even while projecting the former into the latter. In psychotic states, this ability is lost, and the psychotic patient's projections, instead of being usable as a form of playful experimentation, lead to delusions and claustrophobic anxiety. A brief clinical vignette is presented to illustrate these points. The author then explores the application of these ideas to an understanding of artistic creativity, and makes some observations about possible underlying unities between play, scientific experimentation and artistic creativity.

Child, Preschool↗

The prejuvenile onset of play fighting in laboratory rats (Rattus norvegicus).

Play fighting in rats is most frequent in the juvenile phase (30-40 days) and then wanes following puberty. During the juvenile phase, the most commonly used defensive tactic to block access to the nape (i.e., the play target) is to rotate around the longitudinal axis to supine. From this position of lying on its back, the defender uses its limbs to hold off the attacking pup. With the onset of puberty males, but not females, switch to more adultlike patterns of defense. The adultlike pattern involves partially rotating around the longitudinal axis of the body, but retaining ground contact with the hindpaws. In this position, the defender is able to rear to a defensive upright posture, or can slam into the partner with its hip. In this study, the manner of onset of play fighting and its components was investigated by daily videotaped observations of six litters of Long Evans hooded rats, starting at 15 or 16 days and ending at 30 days postnatally. The predominant form of social interaction in the midteens was allogrooming, but by 20 days, playful attacks to the nape were the most common form of contact. Allogrooming was most often directed to the head, not the nape. With respect to playful defense, the more adultlike tactics matured first, with all tactics present in the repertoire by 20 days. The fully juvenile pattern of defense did not mature until 25-30 days with both males and females exhibiting the same developmental pattern. These data lead to several conclusions. First, play fighting is a separate category of behavior from the outset, and does not emerge from allogrooming. Second, the adultlike defense patterns do not emerge gradually from the juvenile ones at puberty, but rather, all are present in the repertoire from infancy; and third, both males and females have the same pattern of onset of play fighting. These conclusions are discussed with respect to the possible functions of juvenile play fighting.

Age Factors↗

[Survey of studies on the role of play in child nursing].

In this survey, 103 papers submitted to several nursing societies and published in leading nursing journals are outlined and analyzed in terms of motives for studies, kinds of play enjoyed by the subjects and effects of play on members of ward staff, child patients and their family members. The articles are listed in chronological order so that the changes and trends in the studies in this field will be shown. Studies on play started and developed in the clinical field for better ward management and more effective treatment. However, effects of play on development of child patients gradually became the focus of the studies. In terms of the subjects' level of health, it used to be limited to chronically-hospitalized patients who were not behaviorally limited. The scope of the subjects has widened to include "every health level". It's now purported that every patient regardless of his/her health level should enjoy the benefits of play. Regarding kinds of play, indoor plays were initially predominant, but subsequently outdoor activities became more popular with the playing repertoire increasing. Infantile stage has been and still is most frequently discussed in the field, while other developmental stages are now attracting more attention than before.

Child↗

Metabolic and physiologic responses to video game play in 7- to 10-year-old boys.

OBJECTIVE: To examine the metabolic, physiologic, and hemostatic responses to action video game play in a group of young boys. DESIGN: Comparison study. SETTING: Laboratory of Clinical and Applied Physiology, University of Miami. PARTICIPANTS: Twenty-one boys aged 7 to 10 years. MAIN OUTCOME MEASURES: Blood pressure monitored before and during game play and blood glucose and lactate levels measured before and immediately after game play. Measurements were continuously recorded throughout game play. Dependent t tests were used to compare measurements recorded at baseline and during or after game play. Effect sizes using the Cohen d were examined for comparisons. RESULTS: Significant increases from baseline were found for heart rate (18.8%; P<.001), systolic (22.3%; P<.001) and diastolic (5.8%; P = .006) blood pressure, ventilation (51.9%; P<.001), respiratory rate (54.8%; P<.001), oxygen consumption (49.0%; P<.001), and energy expenditure (52.9%; P<.001). Effect sizes for these comparisons were medium or large. No significant changes were found from baseline to after video game play for lactate (18.2% increase; P = .07) and glucose (0.9% decrease; P = .59) levels. CONCLUSIONS: Video game play results in significant increases in various metabolic and physiologic variables in young children. Thus, it should not be combined with television viewing for the evaluation of sedentary activities. The magnitude of change, however, was lower than that observed during standard physical exercise and below national health recommendations. As such, video game play should not be considered a substitute for regular physical activities that significantly stress the metabolic pathways required for the promotion of cardiovascular conditioning.

Biomarkers↗

Rough-and-tumble play behavior in Fischer-344 and buffalo rats: effects of social isolation.

Play behavior was assessed in two inbred strains of rats. Rats of the Fischer-344 strain (F344) were found to be less playful than Buffalo rats after social isolation, as evident from fewer pins and fewer playful attacks to the nape. When tested in same-strain pairings, overall defense of the nape did not differ between strains, although there were strain differences in the specific pattern of defense. When tested in cross-strain pairings, F344 rats were less likely to direct nape attacks toward a Buffalo play partner, and were also less likely to defend their nape when attacked by Buffalo rats. Although different levels of pinning and nape attacks in the two strains were dependent on the amount of isolation prior to the play period, differences in nape defense were not dependent on prior isolation. This pattern of results suggests that the neural mechanisms for playful attack differ from those underlying playful defense. These data also suggest that the F344 strain could be useful in better understanding the neural and genetic bases of mammalian playfulness.

Animals↗

The effects of naloxone and cage size on social play and activity in isolated young rats.

The effects of large and small housing environments as well as naloxone on social play (as defined by pinning behavior) in isolated postweanling male rats were investigated. Animals housed in small cages played significantly more than those housed in larger cages. This effect was not observed when cage size was reversed. Administration of 0.5, 1.0, and 5.0 mg/kg of naloxone resulted in significant decreases in play behavior as compared to saline controls, both before housing environments were switched, and after. Animals in both isolation conditions were also compared to animals that were socially housed. Isolation was found to increase social play as well as the time spent in active social interaction, but had no effect on locomotor activity. While housing in a small cage increases play behavior, it had no effect on the amount of time spent in active social interaction or on activity. While administration of 0.5, 1.0, and 5.0 mg/kg naloxone to habituated animals differentially housed did not result in an overall decrease in activity, when compared with saline controls, only those animals housed in small cages and injected with the high dose of naloxone differed significantly from controls. In animals having no prior play experience, the activity of animals housed in the large and small cages differed significantly from each other only in the saline and 5.0 mg/kg naloxone conditions. Since naloxone's effect on play behavior was strong, but its effect on activity was not profound, our data suggest that naloxone primarily affects the affective component of play rather than altering activity levels.

Animals↗

Effects of playing a computer game using a bright display on presleep physiological variables, sleep latency, slow wave sleep and REM sleep.

Epidemiological studies have shown that playing a computer game at night delays bedtime and shortens sleeping hours, but the effects on sleep architecture and quality have remained unclear. In the present study, the effects of playing a computer game and using a bright display on nocturnal sleep were examined in a laboratory. Seven male adults (24.7+/-5.6 years old) played exciting computer games with a bright display (game-BD) and a dark display (game-DD) and performed simple tasks with low mental load as a control condition in front of a BD (control-BD) and DD (control-DD) between 23:00 and 1:45 hours in randomized order and then went to bed at 2:00 hours and slept until 8:00 hours. Rectal temperature, electroencephalogram (EEG), heart rate and subjective sleepiness were recorded before sleep and a polysomnogram was recorded during sleep. Heart rate was significantly higher after playing games than after the control conditions, and it was also significantly higher after using the BD than after using the DD. Subjective sleepiness and relative theta power of EEG were significantly lower after playing games than after the control conditions. Sleep latency was significantly longer after playing games than after the control conditions. REM sleep was significantly shorter after the playing games than after the control conditions. No significant effects of either computer games or BD were found on slow-wave sleep. These results suggest that playing an exciting computer game affects sleep latency and REM sleep but that a bright display does not affect sleep variables.

Adult↗

Effects of sociodramatic play training on children with autism.

We assessed the effects of teaching sociodramatic play to three children with autism. The training was conducted using a variation of Pivotal Response Training (PRT), a program traditionally used to teach language to children with autism. Measures of play skills, social behavior, and language skills were obtained before treatment, after treatment, and at a follow-up period. The correlation between language and pretend play was explored, as was the relationship between sociodramatic play and social competence. Positive changes were observed in play, language, and social skills. These changes generalized across toys and settings, although little generalization to other play partners occurred. Effects of play training with children with autism and maintenance of behavior change is discussed.

Autistic Disorder↗

Restoration of play in a severely burned three-year-old child.

The critical importance of play in a child's life and, more specifically, to successful adaptation to trauma and disability is illustrated in the case report of a severely burned 3-year-old. Loss of interest in play is frequently seen in depressed children and in children whose physical ability to play has been constrained by physical illness, injury, or acquired disability. Play is important to the development of cognition, affectivity, and social learning, dimensions central to coping behavior. The aim of therapeutic treatment of a child whose interest in and ability to play have significantly declined is to physically and psychologically mobilize the patient to restore play and to free up the emotions, enhancing the child's ability to actively participate in and optimally benefit from the rehabilitation program. Clinical analysis of a 3-year-old's symbolic play and therapeutic interventions are presented.

Anxiety, Separation↗

Pretend play as a resource for children: implications for pediatricians and health professionals.

Pretend play relates to many areas of adaptive functioning in child development including creativity, coping, and emotion regulation. Though pretend play interventions have been employed in medical settings for decades, there are few empirical studies of such interventions in the literature. A review of literature involving pretend play in medical settings indicates that pretend play interventions are effective in inpatient and outpatient settings for preventing and reducing anxiety and distress. Pretend play also has effects on pain, externalizing behavior, and adaptation to chronic illness. Such effects have been demonstrated in the short term; however they have not been shown to be stable in the long term, indicating that intermittent refresher sessions may be necessary. The sparse empirical literature regarding pretend play in medical settings spans a large number of journals and years, and conclusions are limited by methodological issues including measurement, treatment fidelity, research design, statistical procedures, and potential confounding variables. Despite these limitations, existing evidence suggests that play is a helpful intervention and that future research that addresses these limitations is warranted.

Adaptation, Psychological↗

Enhancing the state of play in children's nursing.

Play is recognised as an essential component of a child's life. Playing with children in hospital can aid nurses in assessing, communicating and providing nursing care. Play workshops can facilitate nursing students' understanding of the importance and benefits of play. Play can benefit children, health carers and parents in the hospital setting. Play workshops encourage children's nurses to view play as an integral part of their role.

Attitude of Health Personnel↗

Therapeutic use of play in hospitals.

Play for most hospitalized children centers around self and stressful situations as perceived by the child and is restricted in terms of what the environment and physical limitations of the child present. Play can be a tool to understand and intervene with pediatric patients. Collaboration with nurses who are clinical specialists, early childhood educators, and others who have expert knowledge of children and play equipment is useful to plan purposeful play programs or play sessions for the special needs of hospitalized children. Such collaboration will insure that play will be carried out in a consistent growth-promoting manner. For some children, hospitalization is a challenging experience that promotes a sense of competence. For other children, hospitalization is an experience that results in a negative outcome. Nurses can use play to provide pediatric patients with emotional and cognitive growth-promoting activities which facilitate a more positive hospital experience and long-term outcome.

Child↗

Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect.

We have observed that the nature and amount of free play in young children has changed. Our purpose in this article is to demonstrate why play, and particularly active, unstructured, outdoor play, needs to be restored in children's lives. We propose that efforts to increase physical activity in young children might be more successful if physical activity is promoted using different language-encouraging play-and if a different set of outcomes are emphasized-aspects of child well-being other than physical health. Because most physical activity in preschoolers is equivalent to gross motor play, we suggest that the term "play" be used to encourage movement in preschoolers. The benefits of play on children's social, emotional, and cognitive development are explored.

Affect↗

Effects of neonatal handling and maternal separation on rough-and-tumble play in the rat.

The extent to which brief daily handling and longer periods of separation from the mother during the first 2 weeks of life can affect play behavior in juvenile rats was assessed. Rat pups were separated from the mother for either 15 min daily (handling) or for 3 hr daily (maternal separation), and play was observed as juveniles. Overall levels of playfulness were not affected by either manipulation, although certain aspects of playful responsiveness were affected in males, but not females. In particular, the pattern of responsiveness to playful contacts was feminized in both handled and separated male rats. Activity in a novel open field at 15 days of age was increased in both males and females from the separated group, but not in the handled animals, as were the number of rears exhibited during the play bouts. These data suggest that early rearing experiences can have subtle gender-dependent effects on some aspects of play in juvenile rats and that the underlying mechanism(s) responsible for these effects may differ from those associated with other effects reported for handling and maternal separation.

Animals↗

Differential rates of attack, defense, and counterattack during the developmental decrease in play fighting by male and female rats.

During postweaning development, rats exhibit several well documented trends in their play fighting: (1) It peaks between 30-40 days and then declines with the approach of sexual maturity; (2) males initiate more play fights than females; and (3) the overall complexity of play fights, as expressed by such measures as duration of bouts, also decreases with increasing age. Such trends could arise from changes in attack or defense, or some combination of both. In this article it is shown that (a) the decline in play fighting with the onset of sexual maturity in rats results from a decline in attack, not in defense; (b) the differences in play fighting by male and female rats are due to sex-specific rates of both attack and defense; and (c) the developmental decrease in the complexity of play fighting arises from a decrease in the frequency of counterattacks (i.e., after an animal defends itself, it is less likely to launch an attack). In this way, age and sex differences in play fighting can be traced to differences in its subcomponents.

Aggression↗

Mapping toxin exposure risk due to children's play: a case study.

During the 1920's and 1930's, a Niagara County, New York residential community, Belden Center, developed in tandem with two adjacent toxic waste disposal sites. During the period that they were in use, both sites were classified as public health hazards. Particularly between 1944 and 1979, as toxins were deposited, neighborhood children swam and played throughout the industrial waste sites. By reference to a large-scale map of the dumps, present residents described locations and types of play during their childhood. Assuming that a child would play away from home between 8 and 19 years of age, this allowed identification of cohorts that used the sites during different periods. An outcome map showing sites, dates, and types of play is the primary product of this investigation. More boys than girls played in the dumpsites, and we identified a subsample that did not use them for play. We conclude that children's play should be considered a major source of risk where communities lie next to toxic waste sites.

Activities of Daily Living↗