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... It is capable to visualize that pretend play and dramatic play refer to the activity that children dress up and use their imagination pretending to be animals, princess, objects, and many other characters to be in a particular story or situation that they create. [7] Jean Piaget's notion is cited in the book 'Toys, play, and child development.' He called it "symbolic play" which "is not just a passing feature of growth through emergence of logical and orderly thought, but rather an intrinsically adaptive feature of our human condition." ...
... Thus, there is a suggestion for parents that their children should be exposed to gender-neutral toys that can be played by both boys and girls, such as blocks, playhouse, wooden music instruments, balls, legos, board games, and so on. [7] Pulaski's implications was cited about toys for children aged from kindergarten through second grade that the minimally structured toy materials elicited more varied themes and richer fantasy by the children than the highly structured toy materials. The minimally structured toys included drawing paper, paints, Playdough, wooden blocks, and cardboard cartons, whereas the highly structured toys are such as plastic molds, cutters for use with playdough, a metal dollhouse, Barbie dolls, and specific outfits for those dolls. ...
... The careful awareness and observation from adults are needed to understand and assess their children's cognition and emotion through action and communication. [7] Those benefits have been concluded into eleven items as follows: According to Table I, play is believed to benefit various areas of basic child development including cognitive, physical, social-affective, and language development. However, in elementary education, most studies of play focused on first language development. ...
... This plenitude reflects the complicated composition of the world in general, which demands certain strategies for coping with its wealth. Learning how to handle the demanding abundance of a wimmelpicture therefore implies learning how to cope with a complex world, and mirrors " the child's fundamental need to make sense of the large, the looming, and the loud in her world by [page 121] forming manageable units and exploring these strange objects over and over again " (Singer 1994: 9). This means that Wimmelbooks can be described as models of the world and vice versa: " For children who cannot read yet, the world resembles a picture book without text " (Ludwig 2008: 7). ...
... Such speculations may finally evolve into independent stories about any of the characters, objects or places in each picture. The child is challenged to engage in symbolic play, to juggle with visual and verbal symbols (Singer 1994: 13–15; Largo and Benz 2003: 69f.). ...
... Our fascination with works of fiction can be interpreted as a motivational system rewarding such adaptive training (Tooby & Cosmides 2001: 19f.); by constructing play worlds, we reassure ourselves that our inborn patterns of cognitive processing can master the chaos of the actual world (Eibl 2009: 20f.). Since wimmelbooks comprehend a far larger world sample than most other picturebooks, they provide children with lots of material for playful experiments with such fictional world constructions.Their plenitude supports the incessant dynamics and ever shifting focus of playing children and encourages divergent thinking (Singer 1994: 22–26; Pepler 1982: 75). Through their experiments, the young readers gain competence in facing both the actual world and its fictional counterparts. ...
Wimmelbooks are a type of wordless picture books which display a series of panoramas teeming with an immense amount of characters and details. They constitute a narrative threshold genre with the potential to accompany children a good piece of way along their path to literacy and introduce them to different strategies of coping with the world and of telling stories. In contrast to puzzle or search books, wimmelbooks rely on their readers to find their own way through the rich material they present and do not direct readers' attention by phrasing explicit search tasks. Visual references to other works of fiction may provide an additional stimulus and motivation for adult readers and thus constitute the "dual address" of such books. They allow for manifold reading options and encourage a highly active response from children and adults alike, which rightfully might be described as a form of playing.
... A metaanalysis conducted by Fisher [94] emphasised the impact of imaginative play on the development of complex thinking skills for children [94]. Similarly, Singer (1994) found that children aged 3-4 years engaging in pretend play, were observed to be smiling and laughing more compared to children observed in highly structured play environments (teacher centred activities) over a one year period [95]. In addition, imaginative play has also been linked to increased social interaction -this was emphasised by early research in 4-to-5-year-olds showing [96] more positive social outcomes during pretend play compared with structured non-pretend play (i.e. ...
... A metaanalysis conducted by Fisher [94] emphasised the impact of imaginative play on the development of complex thinking skills for children [94]. Similarly, Singer (1994) found that children aged 3-4 years engaging in pretend play, were observed to be smiling and laughing more compared to children observed in highly structured play environments (teacher centred activities) over a one year period [95]. In addition, imaginative play has also been linked to increased social interaction -this was emphasised by early research in 4-to-5-year-olds showing [96] more positive social outcomes during pretend play compared with structured non-pretend play (i.e. ...
Background
Nature play is growing in popularity as children’s play spaces are transforming from traditional playgrounds into more nature-based play spaces with considerable financial and resource investment from government bodies. This has resulted in the re-development of children’s play spaces to incorporate more natural elements such as trees, plants and rocks. Despite this, it is unclear whether there is empirical evidence to support claims that play in nature is beneficial for child health and development.
Aim
To conduct a systematic review examining the impacts of nature play on the health and developmental outcomes of children aged 2–12 years.
Methods
Seven electronic databases were searched (MEDLINE, ERIC, Embase, PsycINFO, The Cochrane Library, The Joanna Briggs Institute and Emcare) from inception to July/August 2018 (search updated July/August 2019). The Inclusion criteria were children aged 2–12 years with no health/developmental conditions. The exposure/intervention of interest was unstructured, free play in nature. Critical appraisal of included studies was conducted using the McMaster Critical Appraisal Tool. Descriptive synthesis was then undertaken using the NHMRC FORM Framework.
Results
Out of 2927 articles identified, 16 studies met the inclusion criteria. The nature play exposure/intervention was heterogeneously described, and a plethora of outcome measures were used. Nature play had consistent positive impacts on physical activity outcomes and cognitive play behaviours (imaginative and dramatic play). However, there remain some concerns regarding the quality of the evidence base, heterogeneity in intervention description and parameters in the outcome measures used.
Conclusions
While the positive impacts of nature play were encouraging in terms of physical activity and cognitive development, nature play stakeholders should focus on producing a universal definition for nature play, the development of standardised outcome measures and the conduct of robust research designs. Implications of these findings suggest the need for the development of standardised guidelines to inform practice and policy in the design of children’s play spaces in different contexts.
... Although research has theoretically discussed reproducing, following rules or imitating versus creativity and imagination (Singer, 1994;Vygotsky, 2004), little work has empirically examined play typologies that relate to these aspects of children's development. This paper proposes that both developmental skills have a counterpart in children's play behavior. ...
... The second type of play relates to children's use of imagination and creativity. Previous literature shows that through play, children can express creative thinking and behavior (Singer, 1994;Vygotsky, 2004). Creativity facilitates the production of original content relevant to a particular task (Lillard et al., 2013). ...
Play is children's most important daily behavior and when children play, they do so in multiple ways. With two studies, this paper explores how children perceive a continuum of two play types, namely replicating play (in which models, guidelines, and examples are used to reach an intended result) and originating play (in which children create something from the mind, think freely about how they will play, are less restricted by given models, etc.). Study 1 (N = 56, Mage = 9) quantitatively shows that both play types occur and tests if children also describe the play types as we define them. Results show that children who play originating (vs. replicating) believe they follow less (vs. more) rules and do their own thing more (vs. less), which verifies the definitions of both types of play. Study 2 includes 16 in‐depth semi‐structured interviews (Mage = 10) and shows which determinants children identify as triggers for engaging in play that has more replicating or more originating elements.
... A substantial body of research(e.g., Else, 2009;Pellegrini & Jones, 1994;Singer, 1994;Trawick-Smith et al., 2015) has shown the importance of play in young children's physical, social and intellectual development. An integral part of children's play, incorporating the right toys at an early age helps promote development and decreases the chances of developmental delays (Dauch, Imwalle, Ocasio, & Metz, 2018). ...
... For instance, a child is more likely to play chef than to play doctor if s/he is given a pretend-play cooking set. More realistic toys that represent common objects in the home are often needed by very young children in order to facilitate imaginative thought and engage in make-believe play, even though such dependence decreases as their language and thinking develop (Singer, 1994). ...
Toys are an important part of every child’s life. Toys are defined as any objects that children used in their play (Trawick-Smith, Wolff, Koschel, & Vallarelli, 2015). They may be items designed for such use or materials that are usually intended for other purposes. Research in early childhood settings has revealed that 90% of young children’s play involves toys (Tizzard, Phelps, & Plewis, 1976).
... Mothers had also recently provided more feminine-typed toys and were more likely to provide feminine-typed toys to their children in the future when they rated their children as being more distractible, which could be due to the mothers responding to their child's distractibility and trying to provide toys that would either decrease their child's distractibility, or at the very least not increase it even more. According to Singer (1994), the simpler or less structured the toy, the more active and lengthy the imaginative play scenario in which the child engages, and feminine-typed toys are more likely to be simple and less structured. Thus, mothers may be trying to provide toys that will encourage lengthy play sessions with fewer toys, as opposed to more toys. ...
... In addition, mothers of children who adapted more quickly had recently provided more masculine-typed toys for their children and were less likely to encourage play with feminine-typed toys. Because of the more active and elaborate aspects of the masculine-typed toys (Denmark, Rabinowitz, & Sechzer, 2005;Singer, 1994), children who adapt more quickly may respond better to them, so mothers provide more masculine-typed toys. In addition, the mothers are less likely to encourage play with feminine-typed toys, which may be more appropriate for more gradually adapting children. ...
... Mothers had also recently provided more feminine-typed toys and were more likely to provide feminine-typed toys to their children in the future when they rated their children as being more distractible, which could be due to the mothers responding to their child's distractibility and trying to provide toys that would either decrease their child's distractibility, or at the very least not increase it even more. According to Singer (1994), the simpler or less structured the toy, the more active and lengthy the imaginative play scenario in which the child engages, and feminine-typed toys are more likely to be simple and less structured. Thus, mothers may be trying to provide toys that will encourage lengthy play sessions with fewer toys, as opposed to more toys. ...
... In addition, mothers of children who adapted more quickly had recently provided more masculine-typed toys for their children and were less likely to encourage play with feminine-typed toys. Because of the more active and elaborate aspects of the masculine-typed toys (Denmark, Rabinowitz, & Sechzer, 2005; Singer, 1994), children who adapt more quickly may respond better to them, so mothers provide more masculine-typed toys. In addition, the mothers are less likely to encourage play with feminine-typed toys, which may be more appropriate for more gradually adapting children. ...
System requirements: World Wide Web browser and PDF reader. Mode of access: Available through the Internet. Title from document title page. Document formatted into pages; contains viii, 97 p. Thesis (M.S.)--West Virginia University, 2006. Includes abstract. Includes bibliographical references (p. 49-55).
... play and playful approaches to learning and teaching, how they design play/learning environments, and all the pedagogical decisions, techniques and strategies they use to support or enhance learning Play is often chosen as a medium through which children should learn because of key theoretical underpinnings, such as the work of Vygotsky (1930Vygotsky ( /2004) who advocated for imagination or the notion that play allows children to trial scenarios in a safe context, such as rehearsal for adult life (Bruce, 2018). Certainly, it is believed to add value to child development (Singer, 1994). Yet, casually linking play and learning can be problematic because it is not possible to say whether it is the play itself, the instructive teacher or some other social experience which has caused the learning or development to occur. ...
Pedagogical leadership views leadership as something separate from formal authority or qualifications, seeing educators’ understanding, interpretation and passion as the key lever for continuous improvement in early childhood education (ECE). This book shows how effective pedagogical leadership can create the right conditions for quality ECE provision, to increase motivation and engagement among staff, and impact positively on staff recruitment and retention. Written by a team of international experts based in Australia, Azerbaijan, Estonia, Greece, Finland, Norway, Sweden, the UK and the USA, this book explores pedagogical leadership in ECE in-depth and through an international lens. The chapters address questions including: what is pedagogic leadership?; what does it look like?; what impact can pedagogic leadership have on the everyday work of nurseries and other ECE providers? The contributors cover a range of topics including trauma-responsive pedagogy, child-initiated pedagogies, conflict management, change management theory and social leadership theory.
... Jenis permainan yang biasa dimainkan oleh anak-anak adalah pretend play. Singer (1994) menyebutkan bahwa pretend play adalah cara bermain yang menggunakan imajinasi dan bahasa untuk berpura-pura bertingkah laku dalam situasi tertentu atau seperti orang tertentu. Menurut Hendrick (2003), setting dalam pretend play sudah dikelompokkan dalam kelompok-kelompok tertentu, yaitu permainan rumah, permainan pasar, berkemah, permainan rumah sakit, permainan kantor, permainan memandikan bayi, permainan pesta ulang tahun, dan permainan melakukan perjalanan. ...
Kompetensi interpersonal merupakan kemampuan yang diperlukan dalam menjalin relasi dengan orang lain. Pada masa anak-anak, kemampuan ini sudah berkembang dan dapat distimulasi melalui berbagai metode. Salah satu metode yang dapat digunakan adalah melalui permainan, sebab bermain merupakan aktivitas yang dekat dengan kehidupan anak. Bentuk permainan ini dapat berupa pretend play dengan setting ‘Pasaran’. Penelitian ini bertujuan untuk mengetahui pengaruh permainan pasaran terhadap kompetensi interpersonal anak. Metode yang digunakan adalah eksperimen kuasi dengan menggunakan desain untreated control group with dependent pre-test and post-test samples. Terdapat dua kelompok yang digunakan dalam penelitian ini, yaitu kelompok eksperimen (dengan perlakuan yang diberikan adalah permainan pasaran) dan kelompok kontrol. Kompetensi interpersonal diukur dengan menggunakan skala kompetensi interpersonal yang disusun berdasarkan aspek-aspek yang dikemukakan oleh Buhrmester, dkk. (1998). Hasil penelitian menunjukkan terdapat perbedaan kompetensi interpersonal antara kelompok eksperimen dengan kelompok kontrol. Kelompok eksperimen memiliki kompetensi interpersonal yang lebih tinggi dibandingkan kelompok kontrol. Dapat disimpulkan bahwa permainan pasaran dapat digunakan sebagai media mengembangkan kompetensi interpersonal pada anak.
... Playful children are happier, better adjusted, more cooperative, and more popular with their peers than those who play less. According to Singer (1994), "Children play longer when a wide variety of toys is available. Playful children are more physically active, creative, humorous, imaginative, emotionally expressive, curious and communicative" (page 132). ...
The purpose of the research study was to assess the educators' knowledgeability regarding children's physical, creative and cognitive development through play activities in Basic Education schools in Uyo Urban of Akwa Ibom State, Nigeria. It was assumed that the findings of the study would help educators to have an understanding that pupils' play activities should not be regarded as time for children to expend excess energy while the teachers take rest. A 5-point structured questionnaire with 30 item-statements based on the fundamental principle of Developmentally Appropriate Practice (DAP) was used to elicit opinion from the respondents. A sample of 180 educators randomly drawn from 18 Basic Education schools in Uyo Urban was surveyed. The reliability index of the instrument was 0.78 determined through Cronbach Alpha method. The data collected were analysed using frequency, percentage and the rank order statistics. The findings of the study showed that educators implementing the Basic Education programme are quite knowledgeable of children's physical, creative and cognitive development through school play activities but the highest ranking goes for the physical development. This seems to suggest that the goals of play activities are not mutually exclusive, hence, children's development should be considered wholistically through play activities.
... 'Playful children are more physically active, creative, humorous, imaginative, emotionally expressive, curious and communicative' (Singer;63) In offering an environment which is child-centred and playful, it is supporting the pre-school child's holistic development, learning and well-being. Although Aistear is open to interpretation, its strong play based foundation will undoubtedly offer children an environment where play is the activity and playfulness is the content. ...
Transitions from one education setting to another must be effectively managed and cannot be left to chance. This is an issue that practitioners in Early Childhood Care and Education (ECCE) settings enrolling new children, as well as primary school teachers in junior infant classes, regularly encounter. Successful transitions entail supporting all children in becoming resilient, self-assured and capable, and can be a critical factor in determining children’s future at school. This paper locates the transition from the ECCE setting to formal school in the context of Bronfenbrenner’s (1979) ecological system theory. Children’s relationships with the stakeholders involved in the transition process include the practitioners, teachers, and other staff involved in the setting as well as parents/carers, siblings and extended family. The support offered by these significant others/stakeholders can promote continuity of care and education for the children which makes the whole process less distressing and confusing. This paper asks how can ECCE settings actively help children make the transition to formal education? The role of play in this context is also addressed. We suggest that play, as a process, aids transition in a child centred and developmentally appropriate way, ensuring that all children feel accepted, welcomed and valued in their new setting. Finally, practical suggestions are offered for making the transition process successful for all concerned.
... Mūsų nuomone, menamo žaidimo reikšmė ir prasmė iki šiol nepakankamai suprasta ne tik tėvų ir pedagogų, bet ir tyrėjų. Labai gražiai apie tai rašo Singer (1999), žinomas amerikiečių menamo žaidimo tyrėjas: "Žvelgiant iš ilgalaikės perspektyvos, menamas žaidimas yra pagrindas, konsoliduojantis svarbiausias žmogiškąsias savybes: vaizduotę, sąmoningą gebėjimą savo patirtims suteikti pasakojimo formą ir savo atminties vaizdinius sumaniai supinti į vis naujus siužetus" (7 p.). Manome, kad menamas žaidimas yra viena sudėtingiausių ir viena svarbiausių veiklų, skatinančių mažo vaiko sąmonės raidą, ir, kaip šių dienų tyrimai patvirtina (Elkind, 2007;Singer et al. 2008), yra "nykstanti" veikla. ...
... We believe that the meaning and value of imaginative play is not understood well enough, not only by parents and teachers but also by many researchers. Singer (1994), one of the defenders of make-believe play, nicely wrote: ...
... Bu da oyunun kendine özgü bir düzen içerisinde gerçekleştiğinin göstergesidir ki bu düzeni bozanlar oyun dışına itilir. Öte yandan Singer (1994), tekrarlayıcı ve keşfedici özellikleri olan çocuk oyunlarının sadece eğlence amaçlı değil, aynı zamanda onların bilişsel ve duygusal becerilerinin gelişimi için önemli bir etken olduğunu savunmaktadır. ...
... Jenis permainan yang biasa dimainkan oleh anak-anak adalah pretend play. Singer (1994) menyebutkan bahwa pretend play adalah cara bermain yang menggunakan imajinasi dan bahasa untuk berpura-pura bertingkah laku dalam situasi tertentu atau seperti orang tertentu. Menurut Hendrick (2003), setting dalam pretend play sudah dikelompokkan dalam kelompok-kelompok tertentu, yaitu permainan rumah, permainan pasar, berkemah, permainan rumah sakit, permainan kantor, permainan memandikan bayi, permainan pesta ulang tahun, dan permainan melakukan perjalanan. ...
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Kompetensi interpersonal merupakan kemampuan yang diperlukan dalam menjalin relasi dengan orang lain. Pada masa anak-anak, kemampuan ini sudah berkembang dan dapat distimulasi melalui berbagai metode. Salah satu metode yang dapat digunakan adalah melalui permainan, sebab bermain merupakan aktivitas yang dekat dengan kehidupan anak. Bentuk permainan ini dapat berupa pretend play dengan setting ‘Pasaran’. Penelitian ini bertujuan untuk mengetahui pengaruh permainan pasaran terhadap kompetensi interpersonal anak. Metode yang digunakan adalah eksperimen kuasi dengan menggunakan desain untreated control group with dependent pre-test and post-test samples . Terdapat dua kelompok yang digunakan dalam penelitian ini, yaitu kelompok eksperimen (dengan perlakuan yang diberikan adalah permainan pasaran) dan kelompok kontrol. Kompetensi interpersonal diukur dengan menggunakan skala kompetensi interpersonal yang disusun berdasarkan aspek-aspek yang dikemukakan oleh Buhrmester, dkk. (1998). Hasil penelitian menunjukkan terdapat perbedaan kompetensi interpersonal antara kelompok eksperimen dengan kelompok kontrol. Kelompok eksperimen memiliki kompetensi interpersonal yang lebih tinggi dibandingkan kelompok kontrol. Dapat disimpulkan bahwa permainan pasaran dapat digunakan sebagai media mengembangkan kompetensi interpersonal pada anak.
Kata kunci : permainan pasaran; kompetensi interpersonal; anak</p
... I believe that the meaning and value of imaginative play is not understood well enough, not only by the parents and teachers but also by many researchers. Singer (1999), one of the defenders of make-believe play nicely wrote: "Pretend play … is … the foundation of a long-term incorporation and consolidation of major human characteristics: our human imagination, our capacity through consciousness to form experiences into stories, to manipulate memory representations of our physical and social worlds into new scenarios" (p. 7). I am convinced that imaginative play is the most complex and most significant activity for the development of young child's consciousness and as current research confirms (Elkind, 2007;Singer et al., 2008) it is endangered activity. ...
... For example, Vygotsky (1 976) ascribes pretend play a direct role in the development of abstract thought and self-regulation, while failing to acknowledge complex construction activity as an existing or valuable activity choice for children. Similarly, neither Singer (e.g., Singer & Singer, 1990;Singer, 1994), nor Leslie (1 987) mention complex constructive activities in their contributions to play theory, focusing instead on pretend play, Sources that do include constructive activity within the definition of play tend to place it at the lower end of the developmental hierarchy. For example, Piaget (1962) described play as emerging in the following stages: practice play (first 24 months); symbolic, pretend or sociodramatic play during the pre-operational stage (2 years through 7 years); and games with rules during the concrete operational stage (7 years to 12 years). ...
... Those play patterns were shown at different cognitive development stages and were intensified by the interaction with the physical objects. Singer [1994] has elaborated on this matter by showing how imagination and creativity evolve from "fantasy play" with objects. He demonstrates how children's creativity is enhanced by "imaginative play" with neutral objects, when children use their imagination to create role-playing scenarios. ...
... The authors concluded that men extracted gratification with these specific sports as they emphasized combative coordination, whereas women were more gratified with competitions that avoided overt aggressiveness and highlighted the stylish movements of the body. The researchers cite play activity and toy choices at a young age may help share their play preferences in adulthood (Singer, 1994), whereby this leads males to watch ‗combative' sports and potentially linking them (males) to an identification with a sport team. Messner, Dunbar, and Hunt (2002) Formula. ...
The purpose of the research was to elaborate on the relationship between sport national team identity and national identity. The relationship has been documented anecdotally and in other areas of study, most notably in sport sociology (Bairner, 2001). There has been no research in sport management, however, addressing how national sport team identity may influence or contribute to the formation of national identity.
One of the researcher’s goals was to advance our understanding of group identities by examining the influence of national sport team identity on national identity. An additional goal was to assess the relative importance of national sport team identity in relation to regional and religious identities as a component of one’s national identity. A supplemental outcome of the current research was to extend the GROUP* ID scale developed by Heere and James (2007) by measuring different group identities in international settings. The four group identities examined were: 1) ‘national’ team, 2) regional, 3) religious, and 4) national. The current study also included an examination of whether there were differences in the respective identities (team, national, regional, and religious) due to demographic characteristics (age, gender, education, and income). Finally, the current study included an examination of whether there were differences in indirect sport consumption (media and merchandise) based on demographic characteristics (age, gender, education, and income) among individuals that identified with a national sport team.
Participants were selected from the countries of Serbia (n = 800) and Ireland (n =218). The Serbian sample was a random sample of participants from the country of Serbia. The Irish sample was a convenience online sample from residents in Ireland. Confirmatory factor analysis was conducted on the two datasets to provide evidence of reliability and validity of the GROUP*ID scale. The samples were then reduced to reflect ‘only’ those individuals that chose to identify with the nations of Serbia (n = 691) and Ireland (n = 194). Multiple regression and One-Way ANOVA were used to analyze the data.
The Serbian sample (n = 691) was composed of males (52%) and females (48%) and their average age was 43.71. The Irish sample (n = 194) was composed of males (57%) and females (43%) and their average age was 36.59. Descriptive results revealed that Serbians identified with the national soccer team the most (44%). The Irish identified with the national soccer team (37%) and rugby team (37%). The results from a series of multiple regressions revealed that the influence of national sport team identity on national identity was significant in both Serbia and Ireland. The proposed models explained 49% of variance in national identity in Serbia (n = 691), and 55% of variance of national identity in Ireland (n = 194). Further analysis revealed national sport team identity was not as important as regional and religious identity in assessing a Serbian’s national identity. With the Irish sample, national sport team identity accounted for more variance than religious identity in Irish national identity, but not more than was accounted for by regional identity.
Findings from the current research also included significant differences in team identity relative to gender, age, and education within the Serbian sample (n = 691). A significant difference was also found in national identity relative to gender in Serbia. There were no significant differences in national sport team or national identity within the Irish sample (n = 194). Other findings of the current research included significant differences on indirect sport consumption (media and merchandise) based on demographic characteristics amongst individuals that identified with a Serbian and Irish national sport team respectively. Based on the findings, key research and practical implications are presented.
... One network television executive contends, for instance, that men focus more on the moment of victory and defeat, while women show "a deeper interest in the athlete and the sport" (Stipp, as cited in "TV Sports," 1992). These differences, it has been speculated, may reach back to childhood; in particular to activities with gender-typed toys (Singer, 1994;Singer & Singer, 1990;Smith & Boulton, 1990;Sutton-Smith, Gerstmyer, & Meckley, 1988). ...
This investigation provides further evidence of gender‐specific differences in enjoyment of televised sporting events. Male viewers were found to be partial to combative and mechanized sports such as boxing, ice hockey, and basketball, but they disliked figure skating. Female viewers, in contrast, expressed greater enjoyment of stylistic sports, such as figure skating, and disliked boxing. In other words, male spectators love the sport (boxing) that women despise and men despise the sport (figure skating) that women love. Preference‐defining perceptions of athletic competition were also recorded.
... In any case, this result has theoretical implications since it suggests that the common notion that fantasy is largely free from external constraints (e.g. [Piaget, 1951; Singer, 1994]) may not hold true for fantasy occurring in interactive exhibits. The simple graphics also seemed to have the drawback of disorienting some children. ...
Learning and engagement have been recognised as very important in defining the effectiveness of interactive museum exhibits.
However the relationship between these two notions is not fully understood. In particular, little is known about engagement
with interactive exhibits and how it relates to learning. This paper describes a hypothesis seeking approach to find out how
children engage with an interactive exhibit at the Science Museum. Engagement is found to be described in terms of the three
categories: participation, narration and co-presence of others. These aspects of engagement can be seen to arise from specific
aspects of the interaction design of the exhibit. Moreover, they also overlap with features required for a positive learning
experience. These findings suggest many fruitful directions for future research in this area.
... Dramatic symbolic play has a special role in enhancing narrative and imaginative skills by "playing out various roles and trying out different voices and situations. Children can polish their abilities and transform external experience into small scale, controllable forms, developing their means of storytelling and their narrative thought" (Singer, 1994). With this in mind, we believed that a virtual theatre would enable children to exercise both imagination and creativity during playing. ...
This paper describes how different kinds of research activities (theory building and application, exploratory and experimental studies, prototyping, user testing) are instrumental in informing the design of virtual environments. We show how general user-centred design methods can be used when tackling specific issues concerned with the properties of virtual environments. To illustrate our approach we describe how we have designed a virtual theatre for young children to support learning through playing. We end with a general discussion of the core issues that need to be considered when designing virtual environments.
Primary school playground and pupils’ physical skill acquisition is a crucial issue that needs urgent attention because empirical studies have shown that primary school playground can go a long way in influencing pupils’ holistic development and pupils’ physical skill acquisition need to be fully involve in the educational setting. The instrument used was checklist titled primary school playground, material, qualities and activities (PSPMQA); another instrument used was rating scales named pupils physical skill acquisition (RSPA); T-test was used to determine the reliability and index obtained from the instrument were 0.75. The findings revealed that the Primary school playgrounds in Ilorin West Local Government Area, Kwara State have enough space for children to play, it is free from dangerous object, it is safe and secure and also it has grasses. Activities that are always done on playground includes running, hide and seek, passing of ball and kicking of ball. Available playground materials are swings, play sand and natural grass. The level of pupils’ physical acquisition is low (weighted mean= 1.57), Primary school playground qualities have significant influence on pupils’ physical skill acquisition (F (1,375) = .719, P < 0.05), Primary school playground activities have significant influence on pupils’ physical skill acquisition (F (1, 375) = 0.11, P < 0.05), There was no significant difference in pupils’ skill acquisition in Ilorin west Local Government Area, Kwara State based on gender (t = -2.698; df = 374; P > 0.05), The finding revealed that there was no significant difference in pupils’ skill acquisition in Ilorin west Local Government Area, Kwara State school type (t = -2.444; df = 374; P > 0.05). Teacher should allow the pupils to make use of playground to develop their holistic development. It was recommended that the ministries and other concerned agencies should set workshop, seminar and conference on the important of playground on physical skill acquisition on the development of the pupils’.
This paper draws on two doctoral projects using innovative research methods with young people. The authors, both in their final months of write-up, reflection the importance of being in the space of the research generation with the participants and the affect of bodies, environment and people on their research journeys. Both projects worked to develop innovative methods of interaction with the participants basing their research in creative maker spaces of digital filmmaking and zines. The practice of doing and being together in the space with the participants lead the researchers and their research into unforeseen directions where the richness of the qualitative encounter was tied inextricably to being in “the room where it happens”. In this paper, the researchers will each give an example from their two research encounters and theorise the meanings made in the space and the moments of encounter. Recognising the importance of current debates around logistics and ethics in anew digital world, we engage in productive re-imaginings of our methods to question ‘what can methods do?’ (Coffey and Cahill 2019) and what can’t they do, in the wake of COVID-19. We will then look forward towards the possible research trajectories online and what creative, qualitative research can and will look like in the future.
The paper presents the review of literature devoted to research of toys. The authors’ focus is on the main function or special characteristics of a toy, that make it a toy. A toy is understood as a specifically playing object which means that it possesses the main characteristic of a play – the discrepancy between real and semantic field, i.e. it possesses conditionality. Conditionality of a play object provokes a person to attribute some meanings to the object i.e. it stimulates him to create imaginary situations. Imagination or creation of an imaginary situation is connected with the inner world, with the personal experience of a player, which a toy can only discover, but not produce. This paper presents research data that show that a toy does not develop a child by itself. For example, it cannot be a source of aggressive behavior or early sexualization, just like it cannot teach kindness and mutual assistance.
Çocuğun en önemli işi olarak kabul edilen oyun çocuklar tarafından doğal bir uğraş olarak nitelendirilebilirken, çocukların yaşamlarında önemli bir yeri olan ebeveynler ve öğretmenler tarafından farklı şekilde algılanabilmektedir. Bu çalışmanın amacı çocuk, anne ve öğretmenlerin oyun ve oyuncaklarla ilgili görüşlerinin incelenmesidir. Çalışmaya 11 çocuk, yedi anne ve dokuz okul öncesi öğretmeni katılmış; çocuklara dokuz, yetişkinlere ise 13 sorudan oluşan yarı yapılandırılmış görüşme soruları yöneltilmiştir. Elde edilen veriler betimsel analiz yöntemi ile çözümlenmiştir. Bulgular göstermektedir ki çocuklar ve anneler oyunu hayal gücünün bir ürünü olarak görmekte ve oyunu hayal gücünden ayrı düşünmemektedirler. Tüm katılımcılar oyunun önemi ve gerekliliği konusunda sosyal becerilerin kazanılmasına dikkat çekmişlerdir. Oyun ve oyuncaklarda bulunması gereken özellikler hakkındaki görüşler incelendiğinde çocukların oyuncakların farklı özelliklerine değindiklerini; anne ve öğretmenlerin ise benzer cevaplar vererek oyun ve oyuncakların güvenli, yaşa ve gelişime uygun, sosyal becerilerin kazanılmasına yardımcı ve eğlenceli olması gerektiği üzerinde durdukları görülmüştür. Elde edilen veriler doğrultusunda annelerin gözlemlerine, öğretmenlerin sahip oldukları teorik bilgiye, çocukların ise deneyimlerine dayalı cevaplar verdikleri söylenebilir.
Conceptually anchored in theoretical references that demonstrate the fundamental role of the narrative and ubiquity of the products of narrative schemes in the various domains of human life, as well as the importance of the development of adequate narrative competences as a determining process for the construction of literacy, this study sought to understand the processes of structuring and the structure of stories told by primary education children, from a morphological approach grounded on Vladimir Propp’s theory and model, so as to conceive and prototype a multimedia application to support the construction of stories.
The empirical studies conducted, of a comparative and exploratory nature, allowed children to adopt the role of storytellers and informants, offering us the corpus and the contents for morphological and content analysis, especially of a qualitative nature and fundamentally with descriptive goals. The results of the study supported the conception of guidelines for the development of the conceptual model and functional requirements of a multimedia application to support storytelling of an educational nature that came to me named Curucucu©, Conto eu ou contas tu?.
The prototyping process of the multimedia application followed an iterative and learner-centred approach in the conceptualisation, design, implementation and testing of the tool and having as a central concern the development of interfaces, adequate both to the children, the objectives and contexts of its usage, integrating children and primary education teachers as well as other informants (in the quality of experts) at specific times in the process.
Besides reference to the limitations of the present study, suggestions for future research are put forward.
Background and Aims: Play is the primary means through which children develop skills and socially interact with other children. The aim of this study was to investigate the relationship between pretend play and social competence in 4–5-year-old typically developing children, thereby adding further knowledge to the construct validity of the Child-Initiated Pretend Play Assessment (ChIPPA).
Procedure: The pretend play ability of 35 preschool children aged 4–5 years was assessed using the ChIPPA. Parent/guardians of the children were interviewed regarding their child's social competence using the Vineland Social–Emotional Early Childhood Scales (Vineland SEEC Scales).
Main Findings: No significant correlations were found between the children's play scores and their Vineland SEEC Scales scores. A significant and negative relationship was found between cooperation and sharing and elaborate play scores, suggesting that children who scored poorly on the play assessment were rated as cooperative by parents.
Principal Conclusions: Parent report of social competence cannot be inferred from play scores. Reasons for the negative and significant finding are put forward and clinical implications of the findings are discussed. Additional investigations are necessary to further explore the construct validity of inferring social competence using the ChIPPA.
In a virtual environment where users can interact with agents, the way in which the agent displays its internal emotional
state and what the user infers from this display is central to effective affective communication. Given the reliance on visual
expression of emotion in current VR Systems, any differences between children and adults in the way such information is utilised
and perceived raises interesting design issues in relation to the experience and age of the user. Here we discuss some of
these issues in relation to the PUPPET project, where the goal is to provide a virtual play environment, using a theatre metaphor,
to enable young children’s (4-8 years old) story construction. This paper first presents a summary of previous research that
demonstrates the special meaning that young children place on facial expressions when gathering information about emotion.
Three empirical studies are presented that explore these issues using prototypes of our system. Some design solutions are
suggested in conjunction with directions for future empirical work.
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