SEARCH · Search PubMed
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.
This article outlines the importance of play in the healthy development of children. It describes the role of playwork, in which professionals use play as a medium for observing and assessing children and their interactions with others and facilitating development and communication. The uses of play and playwork in working with teenage parents and their children are discussed.
OBJECTIVE: To describe the use of the technique of role-play, using actors and recorded on video, in teaching clinical interviews to medical students; and the latters' evaluation of the methodology used. DESIGN: Prospective and observational controlled study. SITE. The Faculty of Medicine in Granada. PATIENTS AND OTHER PARTICIPANTS: The study was carried out with a group of 32 students doing the last year of Medicine. MAIN MEASUREMENTS AND RESULTS: Two actors, ten students as interviewers and two teachers were involved. The programme consisted of: a theoretical setting-out of the contents of the clinical interview; a description of the group analysis method; filming simulated interviews on video; group analysis of the material filmed; and evaluation by means of a questionnaire. The choice of interviews gave rise to no problems. The actors assumed with ease the roles they had to play. In the group work, students actively participated and made constructive contributions all the time. In the assessment the items referring to Interest, Teaching Method and Relevance and Originality were high (4.49 out of 5 points). Only that referring to documentation obtained a lower score (3.87 out of 5). CONCLUSIONS: Role-play technique, using actors and video, are excellent educational methods for teaching the clinical interview in undergraduate training.
There is evidence that hospital play hastens children's recovery, increases compliance and reduces the need for general anaesthesia. The children's national service framework recommends that all children in hospital have daily access to a play specialist. A survey showed an 11 per cent rise in the number of play specialists in the past two years, but more are needed.
The purpose of this article was to help one preschool leukemia child to face the stress of hospitalization by using play. The child, facing stress of hospitalization, used coping behaviors that included regression and escapism. The cognitive theories for entertainment, role-play and talking-story play were adopted to release the child's stress and anxiety. Clinical workers may like to use the findings of this article to promoter children's maturation and ability to cope with stress during hospitalization.
Team sport competition can be characterized as a complex adaptive system in which concepts from nonlinear dynamics can provide a sound theoretical framework to understand emergent behavior such as movement coordination and decision making in game play. Nonlinear Pedagogy is presented as a methodology for games teaching, capturing how phenomena such as movement variability, self-organization, emergent decision making, and symmetry-breaking occur as a consequence of interactions between agent-agent and agent-environment constraints. Empirical data from studies of basketball free-throw shooting and dribbling are used as task vehicles to exemplify how nonlinear phenomena characterize game play in sport. In this paper we survey the implications of these data for Nonlinear Pedagogy, focusing particularly on the manipulation of constraints in team game settings. The data and theoretical modeling presented in this paper provide a rationale in nonlinear dynamics for the efficacy of a prominent model of game play teaching, Teaching Games for Understanding approach.
The psychoanalysis of an 8-year-old boy who does not play is presented to illustrate the centrality of the "state of playing" for meaning-making and communication in treatment. Developmental research links affect regulation, narcissistic balance, and the capacity for make-believe to the early inter subjective exchange between mother and infant. The intersubjective dialogue between patient and analyst in the "state of playing" is a crucial component of child analysis and its absence both reflects and compounds ego vulnerability in the child and presents a daunting technical challenge to the analyst.
A total of 86 children treated for injuries that occurred while playing in water from fire hydrants are described. Patients were urban (100%), minority (97%) children with few alternative means for keeping cool. Injuries occurred on extremely hot summer days (mean maximum temperature 36.3 degrees C [97.5 degrees F]). Laceration of the foot on broken glass was the most common injury and was prevented by wearing footwear (P less than .001). Motor vehicles caused all serious injuries. Sprinkler attachments on the hydrants were associated with significantly fewer motor vehicle-related injuries (P less than .001) and water pressure-related injuries (P = .02). Adults were present at more than 90% of injury scenes, but had no effect on the safety of fire hydrant play. Public policy should be directed toward increasing the availability of alternative means for keeping cool, increasing the number of hydrants equipped with sprinklers, and reducing the amount of broken glass in the streets. Public education targeting adults to remove glass from the street, insist that children wear footwear, and open only those hydrants that have sprinklers could further reduce injuries to urban children who play in water from fire hydrants.
The effects of intervention versus nonintervention on the length and diversity of symbolic behaviors in children with mental retardation (classified as trainable) were compared. Eight children were matched on several variables and divided into two groups. The experimental, intervention group received 10 therapy sessions that were focused on symbolic play development; the control, nonintervention group did not receive play intervention. Children in the experimental group demonstrated qualitative as well as quantitative changes in their symbolic play profile. Clinical implications of these findings were discussed.
The array of instructional methods utilized in teaching behavioral sciences to dental students has included both teacher-centered and student-centered approaches. The purpose of this study was to evaluate the effectiveness of two small-group treatments, mini-lecture and role-playing, in teaching dental psychology. Freshman dental students were randomly assigned to 12 groups. Groups were then assigned to one of six dentist-pyschologist teaching teams so that each team taught one mini-lecture and one role-playing group. Teaching teams taught seven sessions in which each mini-lecture/role-playing pair of groups received parallel subject matter. Following instruction, two outcome measures were administered: (1) an achievement post-test measuring factual recall, and (2) a measure of facilitative communication. Results indicated that mini-lectures were more effective than role-playing in effecting student mastery of factual information. There were no significant differences between the instructional treatments in teaching facilitative communication skills.
Play therapy is a viable nursing intervention used in a multitude of settings and in a multidisciplinary fashion. Therapeutic play interventions can be directed or non-directed, as well as used in recreational, therapeutic, or dramatic forms. Children need play opportunities.
The purpose of this study was to determine whether iron-deficient anemic infants show affective and attentional disturbances during play. The behavior of 21 iron-deficient anemic and 21 nonanemic 6- to 24-month-old Guatemalan infants and their mothers was analyzed during a videotaped 8-minute free-play session. There were no statistically significant differences between the two groups in measures of infant irritability, distractibility, or apathy. There were differences, however, in measures of spatial relations. In 71% of the anemic infants, the duration of child-initiated body contact with their mothers was high, compared with a high level of contact in only 26% of the nonanemic babies (p = 0.01). Mothers of anemic infants spent less time at a distance from them, were less likely to break close contact, and were more likely to reestablish close contact if the baby moved away (p less than 0.03). The increase in body contact was interpreted as a reflection of fearfulness, hesitance, or inactivity. The results suggest that the specific behavioral manifestations of iron deficiency anemia in infancy may vary with the context, differing in free play and structured developmental testing.
Groups of 20 normal and 20 hyperactive boys ranging in age from 6 to 12 years were observed interacting with their mothers in 15-min free-play and 15-min structured-task situations. Using a 15-sec interval coding procedure, 1 observer recorded the mother's response to specific antecedent behaviors of the child while a second observer recorded the child's response to specific behaviors of the mother. Hyperactive boys proved more active, less compliant, and less likely to remain on task than nonhyperactive peers. Mothers of hyperactive boys were less likely to respond positively to the child's social interactions, solitary play activities, or compliant on-task behavior. In addition, mothers of hyperactive boys imposed more structure and control on the child's play, social interactions, and task-oriented activities. It is suggested that the controlling intrusive style observed among the mothers of hyperactive boys, while initially a response to the child's overactive, impulsive, inattentive style, may further contribute to the child's behavioral difficulties.
For the dissolution of secondary neuroses of children with motor dysontogenesis there is recommended an active play-therapeutic method: concrete life situations are represented in free play, in the playing of fairy-tale parts, by the Szeno test, by clay-molded figures, and by drawings. The experience gained encouraged the author to further develop this particular method.
The concurrent and predictive relations of sensorimotor behavior and play to language in the second year were assessed. 19 preterm and 20 full-term infants were tested at 13 1/2 and 22 months of age. Functional play directed toward dolls and other persons and meaningfully related sequences of functional and symbolic acts at 13 1/2 months were associated with language measured at 13 1/2 months and 9 months later. Concurrent positive relations between sensorimotor behavior and language were found only at 22 months for object-permanence skills. There were no significant positive relations between sensorimotor behaviors at 13 1/2 months and language at 22 months. The consistent relations found between play and language in this research derived from the infants' ability to translate experience into symbols that are used as a means of interacting and communicating with others. Sensorimotor behavior and language were much more loosely associated in the same age period.
A multimeasure, multicontext study of the relationship between father-child and mother-child play and children's competence with preschool peers was conducted. 13 boys and 14 girls, ages 3-4 years, and their parents participated. Children were videotaped while playing with each parent separately for 20 min in their homes. Children's social competence with their peers was independently evaluated by 3 measures: (1) rankings of preschool teachers of popularity with peers, (2) Q-sort ratings of children's competence by their teachers, and (3) assessments of social interaction with 3 different preschool peers on separate occasions. Differential patterns of maternal and paternal behavior were associated with the social competence of boys and girls. Paternal physical play, engagement, and maternal verbal behavior were positively related to children's peer relations, especially for boys. Paternal directiveness was negatively related to popularity for boys and girls, while maternal directiveness was positively linked with popularity for girls. Opportunities for learning to regulate affect are hypothesized to contribute to these relationships. The study illustrates the linkages between family and peer social systems.
Two ways of increasing the initial interaction among integrated EMR students and their nonretarded classmates in a game-playing situation were examined. Three hundred and four randomly assigned intermediate school students observed classmates about to play a simple game and were asked to select partners and opponents from two pairs of students matched on sex and grade. The experimental pair had 1 EMR student and 1 nonretarded student; the control pair had 2 nonretarded students. The subjects' past knowledge of the pair members served as a covariate in the design to determine whether past knowledge influenced their selections of pair members. Each subject was also provided information regarding the competency level of each pair member in relation to the particular game. Results indicated that the covariate was not a significant factor in the selection process; however, the appended competency statement and the game-playing option were found to be highly significant in influencing selection of the pair members and increasing the selection of the EMR child by his nonretarded classmate.
Following Mussen and Distler (1959) and Bandura, Ross and Ross (1963), the developmental, defensive, and role-playing theories of identification are tested on high school seniors. Previous tests have supported the developmental and role-playing hypotheses about equally, while the defensive hypothesis lacks consistent empirical support. Questions are raised, however, about the merit of these tests. Data are presented on seniors in an Eastern suburban school and a Midwestern small town school which support the developmental (warmth) hypothesis but which are inconsistent with the defensive and role-playing hypotheses. Parental behavior is measured by the Bronfenbrenner Parent Behavior Questionnaire and identification is measured by the semantic differential.
50 33-month-old children were observed at home with their siblings and mothers. Observational measures of pretend play, observer ratings of the child's, mother's, and sibling's behavior, and measures of family discourse about feelings were collected. At 40 months each child was assessed on Bartsch and Wellman's false beliefs task and Denham's affective perspective taking task. Results revealed individual differences in the amount and sophistication of young children's social pretend play and suggested that these individual differences are related to experiences in the relationships that young children have with their mothers and siblings. Results also indicated that early social pretend play was significantly related to the child's developing understanding of other people's feelings and beliefs. The data are interpreted as providing support for the notion that early experience in social pretense is associated with children's mastery of the relation between mental life and real life. The importance of considering the relationship context of social pretense is also discussed.