Play - Science topic

There are a number of dog psychologists who could probably answer your question. I suggest that you start with Stanely Coren: drcoren@stanleycoren.com

Dear Doctor Benyamin Hamid

Let me start by saying that I am considered a world while expert in Jean Piaget's monumental theory of cognitive development and have some published papers on that theory, as you can see in my RG profile.

I do not know of any questionnaire for determining types of play in 7-year-old children and even think that it would not be possible to determine types of play in 7-year-old children through a questionnaire.

In order to attain such goal you have to observe via a naturalistic observation at home and/or school how children of this age play. To play with whom: children of their age, younger than or older than them?

Before performing such an observation, I would urge you to read the following two books by Jean Piaget:

1. Piaget, J. (1932). The moral judgement of the child. London: Routledge & Kegan Paul. (Original published in French in 1932)

2. Piaget, J. (1962). Play, dreams and imitation in childhood . London: Routledge & Kegan Paul. (Original published in French in 1945).

PS: I hope that this is of some help to you.

14 Empathy Card Games for Grown-ups, Businesses, And Organizations (edudingo.com)

Mohammad Ali Mousavi AR and VR have brought about a transformation in the globe, particularly in the gaming industry. These technologies aid in the creation of a realistic image, as well as sound and other sensations, in order to provide an imaginative setting that stimulates a gamer's physical presence in the environment.

Please follow the links where the direct correlation of my proposal is described:

The process of applied drama/theatre is directly connected to the development of creativity, creative thinking, new solutions strategy, innovation.

It's simple: in the performing arts, it is the condition to have those skills incorporated in the body and mind (embodied mind).

The content of applied drama is providing exactly what is needed in the development of the five most important competencies (excellent communication/connectivity, relation/partnership, leadership, creative thinking, innovation)

Any article or the book under that title is of great help when discussing the benefits of the playfulness as the centre of applied theatre process.

More than 20 years ago I was started to develop the practical performative AV (Ars Vitae- art of living) method and training program on the basis of the "acting tools and rules" which equipped many of today's top managers. It was a kind of contrast to "team-building", it was titled team tunning/attunement. So I speak from the practical perspective too:)

Anyhow it is enriching to dive into that area, it is naturally connecting people and it definitely has the antistress as well:)

Hug, Alenka

Let's play are one type of game-related video. Maybe the following pieces are in line with what you are looking for:

Scale for Assessing Academic Stress

(SAAS)

May be useful

By photo play, do you mean multiple photos from a single event that display on a journalistic website?

If so, I think the differences are not extensive.  You still need to try to obtain a single photo that tells the entire story of an event, but you have the benefit is being able to show multiple photos that show different aspects of the story.

All of the photojournalistic skills are the same, regardless of whether the public will see one or many of your photos. 

Agree with  Mallesh Bandi. Check the pond pH after such kind of event. And also you should have everyday pH values in ponds. Next thing...check the samples from pond surface, mid, and bottom. if you can count the damaged cells from each samples. Compare it with normal day samples.

Rain with lightning brings acidic water. So pH change is possible.

Rain drops disturb to the pond surface and may brake the cells.

If your pond is mechanically mixed one...this factor is not accounted....

If the pond is stagnant, rain allows it to mix. Usually stagnant pond bottoms have different chemical conditions than other layers. It may lead to osmotic changes in cells.

I found this possibility:

This is a list of many different codecs, and links for some of them.

This site compares 18 different codecs. If nothing else, it might give you an idea of where to look next, in your search for something that works.

Dear Artem, the embedded links to brief Google Scholar searches may guide your thoughts somewhat. They even included a few publications that are available on ResearchGate. Good luck!

thank you for these. I am looking for quite specific information on the smile types, duplay, duchenne, etc how these relate to children's level of joy, what contexts they are found in, in order to be able to measure more precisely their affect etc within play.

Dear Jean,

Please find attached some articles for your literature.

Best Regards

Hi Allaudin

Breaking toys after playing with them for few days may not have any hidden psychological predisposition except the 5 to 10 years old's curiosity in exploring the functioning of the toys! beacuse since they have already played with them for few days they might be exploring further possibility and in the process ends up breaking them

regards

Rathish

Hi Andreas, I am interested in the interaction between play and emotions myself. The current focus is gamification rather than "real" games, but still the attached paper might provide a few hints.

We used facial recognition to get a more objective view on a person's emotions than the usual questionnaire can provide. However, I feel that this is just a starting point. Multiple sensors are required to consolidate this kind of physiological research. I also got the impression that current systems (like the SHORE-kit for facial recognition we used) have been developed for lab conditions and are often difficult to use in the field.

Maybe we can work together on this topic. I'll soon start a new project on measuring emotions in the context of (gamified) learning processes.

No it is not.

Game is often distinguished from play in terms of its open-endedness. Games are rule-bound (such as in chess), in play rules emerge during the activity (such as in playing with a doll house or Lego). Typically playful activities have mix of both modes. The rules of a game can encourage play (in street soccer the rule what constitutes a goal encourages a lot of open ended play, and those who master the rules of chess will actually consider it as a playful activity).    

Gamification is the application of game dynamics to activities that are otherwise not considered much fun, such as the classroom. This could be used to create a more playful experience, but gamification schemes are often applied badly. They might encourage the intended behavior (just like grades do) and they might be considered more fun than grades, but at the same time they often limit the space for open ended exploration rather than encourage exploration - thus making things less playful not more. It is not impossible to encourage play with gamification, but it takes careful design. 

Although strictly not in the world of (classroom) gamification, you might want to take a look at the work of Rob Tieben. For example: Sturm, Janienke, et al. "PlayFit: Designing playful activity interventions for teenagers." Proceedings of DIGRA. 2011.

Dear @Ahmad, I am not an expert, but some resource might be helpful! Ancient Board Games in Perspective. Papers from the 1990 are attached and some other resources, so you can trace the author, even here at Research Gate. Good luck!

Margie I. Mayfield. Toy libraries: Promoting play, toys, and family support internationally. Early Child Development and Care. Volume 87, Issue 1, 1993.

It is helpful first to understand the level of belief of the catastrophic thinking of the child if the ritual is broken to avoiding a situation of flooding with psychophysiological anxiety symptoms.  Then proceed to creating a fear hierarchy and working through play to expose the child to each situation.  First in play and then in reality.

Children with sensory sensitivity should not be exposed to sensory-challenging environments that use artificial stimulation, to answer Anthony's question. Unnatural sensory stimulation like loud music, noise, and bright artificial lights can easily cause sensory overload. That does not mean that children who experiences sense sensitivity are not in need of sensory engagement like other children. The existing environments should be assessed and redone using natural resources.

Srivani-  happy to be helpful.

I can suggest:

JARID http://eu.wiley.com/WileyCDA/WileyTitle/productCd-JAR.html

IDD http://aaiddjournals.org/loi/mere.1

AJIDD http://aaiddjournals.org/loi/ajmr.1

There is a definite and tangible link between independence and risk-taking. It depends hghly on the subject-area/domain, the nature of activity/experimentation involved, the range of possibilities in terms of consequences and the policies and infrastructure in place. In general, it helps to do a risk-assessnment analysis conducted by a subject-area expert and students should be actively involved in this process so as to make this process as democratic as possible, but also so that they can assume ownership for what they do. The spirit of innovation relies on courage and risk-taking abilities but these risks are ideally calcuted ones, and with back up alternatives that guarantee some degree of control and safety. Fundamental content knowledge is also an essential pre-requisite before application/implemetation procedures can be tried out. At the core of it all, the learning environment should instil a sense of optimism in its students where caution has its place but does not interfere with the willingness to try. The only people who never fail are the ones that never try.

Dear Carolyn,

According to my interpretation of play (not necessarily the only interpretation), that activity is goal-oriented or purposive, but the goals lie within the activity itself. Precisely their freedom from extrinsic goals and purpose makes them play and makes them creative.

Thanks for proposing this topic for discussion Alice!! I guess though I am increasingly struggling with the notion of a continuum of adult involvement in play...with what seems to be the preferred option at one end ("free play") and a far less preferred option (adult dominated play) at the other! I am wondering if we might more usefully consider adult involvement in play as being more like consisting of a number of different repertoires or vocabularies of practice, with each one being applied (or not) depending on the context, the needs/interests/play skills/imaginations etc of individuals. Also needing to be taken into account in the selection of these approaches is the context, not just culturally but also in terms of the constraints and imperatives inherent within them (such as curriculum requirements, policy mandates, political imperatives etc) that are to a greater and lesser extent the "givens" , especially within formal schooling contexts (such as the Australian preparatory and early years of schooling).

Based on this view, for some children and in some contexts, adult involvement in play will only need to be minimal, with the vocabularies of involvement being limited to the provision of time, space and open-ended resources. For many other contexts and individuals however, the vocabularies of involvement will need to shift, with the adult taking far more of a lead including introducing new ideas for play, linking play to literacy in explicit and implicit ways, or adopting a greater range of playwright functions when operating as a co-player (a term I use to describe and understand how quality socio dramatic play moves forward). For example, in relation to how to function as a co-player, there may be times when all that might be needed may be reinforcement of the play ideas offered by the Master dramatist children, while at other times a more proactive approach to the coplayer role might be needed where groups or individuals are struggling or where the play has become repetitive. Here the adult might introduce new tensions into the play or might shift their status to empower children who are struggling in a play environment.

I guess then I am calling for flexibility and individualisation in adult involvement in and support for play, to shift this important life skill to the centre of children's worlds in schools and beyond!!

Cheers

Julie