Relevant bibliographies by topics / A fairytale play for children

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Academic literature on the topic 'A fairytale play for children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "A fairytale play for children"

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Muzychko, Lesya T. "PSYCHOTHERAPICAL WORK WITH THE TALE AS AN ELEMENT OF EFFECTS ON THE FORMATION OF PSYCHOLOGICAL HEALTH OF PRESCHOOL CHILDREN." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (January 28, 2021): 114–19. http://dx.doi.org/10.25264/2415-7384-2021-12-114-119.

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Fairytale therapy is one of the effective methods of working with preschool children who are experiencing various emotional and behavioral difficulties. The essence of this method is to create a special fabulous atmosphere that makes the child’s dreams come true, allows the child to fight their fears and complexes. Fairytale therapy well overcomes the high level of anxiety in children, various fears, aggression, adapts to different children’s groups. Fairytale therapy can be used to deal with aggressive children, insecure, shy, susceptible to deception, as well as in cases of all kinds of psychosomatic illnesses. The process of fairytale therapy allows the child to understand and analyze their problems, to see ways to solve them. The basic principle of fairytale therapy is the holistic development of the individual, the care of the soul, the healing of the fairy tale. According to the results of theoretical and empirical study of fairytale therapy as an element of corrective influence on the formation of psychological health of preschool children, it is determined that the use of fairy tales in daily lessons with them gives an effective result in overcoming children’s anxiety, fears and complexes, stabilizes their emotional state, overcomes excessive aggressiveness in interaction with peers. The main task of fairy tales: to offer alternative behaviors, other exits from problematic situations through fairy-tale events and fairy-tale characters. At the same time performing various functions – diagnostic, prognostic, educational, corrective. At the choice of objects or audience, fairy tales can be individual and group, author and folk. We can choose them arbitrarily for the purpose of direct psychological and pedagogical influence on the problem, depending on the set goals. By freeing children from gaming addiction, the fairy-tale atmosphere allows toddlers to work out certain behavioral and role-playing stories, shaping adaptive and sparing, constructive and creative approaches to addressing urgent children’s problems. Listening, illustrating, playing fairy tales, supplementing and ending a fairy tale allows you to form adequate self-esteem and criticality today, and most importantly – independence and autonomy in the future. However, the results also gave us the opportunity to analyze that the immediate results of the lessons provided do not always give a lasting effect, and often children need reminders, re-discussing, playing the same fairy tale with the use of other activities, consolidating the acquired knowledge and skills in the form of play. Fairy tale as a cultural-philosophical and psychological-educational phenomenon significantly influences the mental health of the younger generation.
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Kuciapiński, Marek Jan. "The Therapeutic and Educational Properties of Fairytale Therapy in the Early Stages of Children’S Development." Pedagogika Rodziny 4, no. 2 (June 1, 2014): 77–93. http://dx.doi.org/10.2478/fampe-2014-0019.

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Abstract Literature builds children’s personal resources. It not only confers knowledge, but also helps to know other ways of thinking and acting. It shows patterns of behaviour that give considerable support in emotionally difficult situation; compensates for any deficiencies; relaxes releasing a good mood. Such an approach to the role of literature shows that the influence on a child using a variety of psychological mechanisms, mainly imitation and identification plays an essential role in the therapy and prophylaxis. Fables, fairy tales (these two concepts often used interchangeably) build a lot of bridges to the art of imagination, to other people and to each other. Therefore, knowing their role is not only interesting but also necessary. Fairy tales are therapeutic means for independent and creative way to cope with the world. They are an excellent way to build relationships between parents and children. They allow to establish a closer contact with a toddler, understand its situation, emotions and a way of looking at the world. Thus, a treatment by fairy tales is one of the best methods to reach the child’s understanding of its problems and provide support in difficult times. The main purpose of the following article is to show how great and educational value of literature is in the life of children; how it can be used to help a child overcome his difficulties. It presents the fairy tale not only as a factor in developing imagination, raising an interest in reading, satisfying curiosity and transmitting moral values providing many emotions, but also as a therapeutic agent
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Ph.D, Anastasia Chournazidi. "The Pedagogic Role of Children’s Literature Walter Benjamin’s Theory in Modern Education." World Journal of Educational Research 4, no. 3 (July 5, 2017): 395. http://dx.doi.org/10.22158/wjer.v4n3p395.

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<p><em>This article focuses on the theory of German philosopher and literature critic Walter Benjamin (1892-1940) on the role of children</em><em>’</em><em>s literature and the degree by which his aesthetical theory, as expressed in the early 20th century, may be applied in modern education. Particularly in preschool ages, children’s literature plays a defining role in children</em><em>’</em><em>s development, stimulating learning memory and providing the foundations for the child</em><em>’</em><em>s perception of the world around him/her. Children</em><em>’</em><em>s literature and illustrations of children’s books, introduce children in learning and writing. In his theory, Benjamin describes how literature, and in particular the magic perceived by children’s mentality in fairytale, can and should be an integral part of education that does not apply standardized pedagogic norms or psychological interpretations, but promotes the way in which the child observes the world, imagination and intuitive perception.</em></p>
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Purwati, Yuli, Dadang Wahyu Utomo, Fandy Setyo Utomo, and Wiga Maulana Baihaqi. "Windows Communication Foundation untuk Audiobook Dongeng bagi Anak Penyandang Tunanetra." Jurnal Teknologi Informasi dan Ilmu Komputer 7, no. 2 (February 18, 2020): 339. http://dx.doi.org/10.25126/jtiik.2020721943.

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<p class="Abstrak">Anak penyandang tunanetra memiliki keterbatasan dalam mengakses informasi, hiburan, dan hal lain yang bisa diakses anak normal. Salah satu keterbatasan yang tidak mampu dilakukan oleh anak tersebut yakni membaca dongeng. Buku dongeng adalah salah satu yang dibutuhkan oleh anak untuk mengasah daya imajinasi dan kreatifitasnya. Buku dongeng biasanya dilengkapi dengan ilustrasi yang menarik untuk anak. Bagi anak penyandang tunanetra hal tersebut tidak bisa dilakukan. Mereka tidak dapat melihat gambar maupun tulisan di dalam buku dongeng. Namun mereka masih dapat mendengar cerita dongeng dari orang lain. Membaca dongeng membutuhkan ketrampilan khusus karena tidak hanya sekedar membaca tapi juga mengilustrasikan gambar dan teks di buku dongeng sesuai cerita dan karakter dari tokoh-tokoh yang ada di dalam buku sehingga anak seolah-olah masuk dalam cerita di buku tersebut meskipun mereka tidak melihat gambar yang ada di buku. Penelitian ini bertujuan merancang dan membangun <em>Windows Communication Foundation</em> untuk aplikasi <em>Audiobook</em> dongeng agar dapat dimanfaatkan oleh anak penyandang tunanetra. Penelitian ini dilakukan dengan 3 tahapan, yaitu analisis sistem, desain sistem, serta implementasi dan pengujian sistem. Hasil riset ini adalah perangkat lunak Windows Communication Foundation dengan 3 layanan, yakni layanan untuk menambah data audio dongeng, layanan untuk memilih dan memutar audio dongeng, dan layanan untuk melihat daftar audio dongeng. Berdasarkan hasil pengujian terhadap Windows Communication Foundation, seluruh layanan tersebut telah berfungsi dengan baik.</p><p class="Abstrak"> </p><p class="Abstrak"><em><strong>Abstract</strong></em></p><p class="Abstract"><em>Children with visual impairments have limitations in accessing information, entertainment, and other things that can be accessed by normal children. One of the limits that cannot be done by the child is reading a fairy tale. A fairy tale book is one that is needed by children to hone their usability and creativity. A fairy tale book that is usually equipped with exciting illustrations for children. For children with visual impairments, this cannot be done. They cannot see pictures or writings in fairy tales books. But they can still hear tales from other people. Reading a fairy tale needs special skills such as how to read it aloud and how to illustrate pictures and texts in a fairytale book according to the stories and characters in it. Children might feel that they are involved in the story even though they could not see the picture given. The purpose of the research is to design and to develop Windows Communication Foundation for the fairytale Audiobook application to be used by children with visual impairments. This research was conducted in 3 stages, namely system analysis, system design, and system implementation and testing. The results of this study are Windows Communication Foundation software with three services, namely services to add audio data tales, services to select and play tale audio, and services to view a list of fairy tales audio. To conclude, the result of testing of the Windows Communication Foundation shows that all these services have been well equipped.</em></p><p class="Abstrak"><em><strong><br /></strong></em></p>
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Nugraha, Joko Tri, Retno Dewi Pramodia Ahsani, and Nike Mutiara Fauziah. "Meneguhkan Nilai Keindonesiaan melalui Program Deradikalisasi Anak Usia Dini di Kampung Karanggading Kota Magelang." Indonesian Journal of Community Services 2, no. 1 (May 31, 2020): 80. http://dx.doi.org/10.30659/ijocs.2.1.80-91.

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AbstrakKegiatan Pengabdian Kepada Masyarakat ini dilatarbelakangi oleh keterlibatan kaum muda dan terlebih anak-anak dalam pusaran ideologi radikalisme. Anak muda yang menganut ideologi radikalisme merupakan isu yang harus dicermati di tengah bonus demografi yang tengah berlangsung di negeri ini tidak terkecuali pada salah satu daerah di Kota Magelang yaitu di Kampung Karanggading. Adapun tujuan dari pengabdian masyarakat ini adalah untuk meneguhkan nilai keindonesiaan melalui kegiatan bermain sambil belajar dan kegiatan cinta lingkungan sebagai upaya meningkatkan rasa cinta tanah air, budaya,� keagamaan dan lingkungan. Metode yang digunakan dalam pengabdian ini diantaranya dengan beberapa tahapan program dongeng nusantara bagi anak, program outbond, belajar dan bermain bagi anak dan program bersih lingkungan bagi anak. Hasil kegiatan pengabidan kepada masyarakat ini diantaranya kegiatan dongeng nusantara, outbond dan kerjabakti menumbuhkan budaya anti kekerasan dan radikalisme dan masyarakat Kampung Karanggading, khususnya anak-anak mendapatkan pemahaman nilai-nilai nasionalisme dalam kehidupan mereka sehari-hari.�Kata kunci: nasionalisme; deradikalisai; anak usia dini.��Abstract This Community Service Activity is motivated by the involvement of young people and especially children in the impact of radical ideology. Young people who adhere to the ideology of radicalism are an issue that must be observed in the midst of the demographic bonus that is taking place in this country, not least in one area in the Magelang City, in Kampung Karanggading. The purpose of this community service is to strengthen the value of Indonesianism through play activities while learning and loving activities in an effort to increase the patriotism, culture, religion and environment. The methods used several stages of the Indonesian fairytale program for children, outbound programs, learning and playing for children and a clean environment program for children. The results of community service activities include the folklore activities of the archipelago, outbound and collaborative work fostering a culture of anti-violence and radicalism and the people of Kampung Karanggading, especially children get an understanding of the values of nationalism in their daily lives.�Keywords: nationalism; deradicalization; early childhood.
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Vidal Carulla, Clara, Nikolaos Christodoulakis, and Karina Adbo. "Development of Preschool Children’s Executive Functions throughout a Play-Based Learning Approach That Embeds Science Concepts." International Journal of Environmental Research and Public Health 18, no. 2 (January 12, 2021): 588. http://dx.doi.org/10.3390/ijerph18020588.

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This study focuses on the development of executive functions in preschool children during a series of science activities. A longitudinal play-based learning intervention was designed and implemented following the design of an educational experiment. Data were collected through visual ethnography in hot situations with adult supervision. Results show how entwined the concepts of inhibitory control and cognitive flexibility are within young children’s development. The development of cognitive flexibility or attention shifting readily occurred when there were fictive characters (such as the king and his royal family), but changing perspective toward a nonfictive environment (i.e., taking other children’s perspectives) was a more difficult and time-consuming process. This process began in an individual perspective and expanded to acknowledging others’ perspectives, then moved toward creating common perspectives or alternative narratives. Results show that science activities can be a bridge for preschool children to transfer their use of executive functions, from fairytales and games toward everyday tasks.
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Park, Sang-jae. "Concentric aesthetics unraveled through play -Hyundeok Fairytale Theory-." Korean Journal of Children's Literature Studies 39 (December 31, 2020): 37–59. http://dx.doi.org/10.24286/kjcls.2020.12.39.37.

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Schubert, Maria. "Dramatherapy and Fairytale: Entering the fantastic reality." Dramatherapy 41, no. 1 (April 2020): 25–36. http://dx.doi.org/10.1177/0263067221996923.

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A magical, transitional space connects Dramatherapy and Fairytale. A space isolated, consecrated and forbidden, within which special rules occur. The description of this space talks about “temporary worlds,” as Johan Huizinga describes for Play, “within the usual world, dedicated in doing an act independent from our everyday practical lives.” It is there, that the dramatherapeutic stage allows us to enter this magic, transitional space that transforms itself from a wooden floor into a space where important and serious acts happen—even if they make us cry out with laughter. Therefore, within the context of Play, Fairytale, and Dramatherapy, the dramatherapeutic stage allows the person to exit, for a while, its real life and routine, and enter a magic world, a world that allows the unconscious to be expressed and relieved in a safe way. In this article, the author will explore the way Dramatherapy and Fairytale interconnect through the mediation of aesthetic distance which in both disciplines allows the clients and the dramatherapist to enter the liminal space of fantastic and/or dramatic reality and explore traumatic and painful events and issues of the clients’ life.
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Petrenko, V. F., and O. V. Mitina. "Fairytale Semantic Differential Technique: Diagnostic Possibilities." Психологическая наука и образование 23, no. 6 (2018): 41–54. http://dx.doi.org/10.17759/pse.2018230604.

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The method “Fairy Semantic Differential”, during which a respondent should assess a number of fairy-tale characters according to a set of personal characteristics, is designed for the individual work of a psychologist with children 4—10 years old.Personality characteristics, according to which the characters are evaluated, are formulated by words that adults use when dealing with children of this age.An analysis of the child’s attitude to characters allows us to determine the specificity of his/her moral-value sphere.Quantitative indicators that can be calculated using the data of the answering the questionnaire are discussed.These indicators characterize the child’s attitudes toward oneself and others, dimension of categorial space of interpersonal perception, content and hierarchy of these categories, the level of cognitive development in this area, the degree of socialization.The results of an empirical study are presented.Age/sex differences in the cognitive complexity of interpersonal perception and socialization were shown.For each indicator normative intervals are calculated.Examples of individual semantic space are presented.
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Jung, Yun Ho, Chun Ho Pak, and Eu Jean Jang. "Analysis of Horticultural Elements in Fairytale Books for Children." Journal of Korean Society for People Plants and Environment 19, no. 3 (June 30, 2016): 209–16. http://dx.doi.org/10.11628/ksppe.2016.19.3.209.

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Dissertations / Theses on the topic "A fairytale play for children"

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Hermann, Sophia [Verfasser], and Manfred [Akademischer Betreuer] Holodynski. "Evaluation of a fairytale-based pretend-play intervention to foster socioemotional competences in preschool children / Sophia Hermann ; Betreuer: Manfred Holodynski." Münster : Universitäts- und Landesbibliothek Münster, 2017. http://d-nb.info/1145035000/34.

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Gabelman, Daniel. "'Divine carelessness' : the fairytale levity of George MacDonald." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/2584.

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Though known for his fantastical writings George MacDonald is often considered to be a typical Victorian teacher of religious and moral seriousness. Approaches to MacDonald’s works normally seek to find his ‘message’ by expositing the moral, social, pedagogical, psychological or theological ‘content’ of his work. This study recasts MacDonald in the light of his shorter fairytales for the ‘childlike’ and argues that these seemingly small and insignificant works are a golden key to his artistic enterprise. This is not because of any particular ‘message’ that they carry but because of their peculiarly light mode of generating meaning and the relation of this lightness to theology. Whilst it is frequently disparaged, levity actually has strong parallels with the theological atmosphere of Christianity. Light modalities such as folly, ecstasy, play, vanity, carnival and Sabbath demonstrate that the Christian faith has greater affinities with lightness and whimsicality than its solemn defenders sometimes admit. MacDonald’s fairytales draw upon this surprising harmony between levity and faith to create environments in which readers can playfully reflect upon the nature of ultimate reality and begin to find their own place within that reality. By helping to remove the mask of ‘seriousness’ presented by things in the everyday world, fairytales engender a kind of ‘divine carelessness’ and help people to let go of the weighty cares and fears that keep them tightly bound to worldly things.
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Dowker, Ann Derore. "Language play in young children." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019603/.

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Lovatt, Diane L. "Ecosystemic play therapy with maltreated children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/MQ32169.pdf.

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Martin, Suzanne. "Play in Children with Motor Disabilities." UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.

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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of 33.7 (SD 9.3) months. Children demonstrated mild to moderate motor disabilities based on the Gross Motor Function Classification System. The prevalent motor disabilities were cerebral palsy, genetic disorders, delayed development, and myelomeningocele. The questions addressed were what combination of child and family variables will predict play ability in a child with motor disability and do the learning materials in the home or levels of maternal or paternal education affect play ability in children with motor disabilities. Two studies were conducted to establish reliability with the Test of Pretend Play (ToPP) and to determine if children with delayed development would exhibit a delay. One study was done to establish reliability for the Fluharty-2. The results of the main study demonstrated a significant positive correlation between ToPP scores and the learning material subscale (LMS) scores of the Home Observation for Measurement of the Environment Inventory and maternal education. The LMS scores were significantly correlated with family income, maternal and paternal education. The ToPP scores were not significantly correlated to income or paternal education. Age of the child was significantly positively correlated with ToPP scores and the LMS scores. Fifty-three percent of the children exhibited delays in play. The child’s age and the maternal level of education accounted for 60% of the variance in ToPP scores. Children with cerebral palsy and myelomeningocele appear to be at greater risk for pretend play delays than children with developmental delay and genetic disorders. More research is needed to further elucidate the role of play in children with motor disabilities.
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Craddock, Tracey M. "The play behaviors of hospitalized children." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3176.

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Thesis (M.S.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains iv, 59 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 43-45).
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Homeyer, Linda. "Play Therapy Behavior of Sexually Abused Children." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277920/.

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This survey research was designed to identify play therapy behaviors of sexually abused children. A survey instrument was developed from a comprehensive review of the professional literature and the assistance of an expert panel. After a field test, 140 items of play therapy behavior were developed into a survey instrument. The respondent was asked to rate on a Likert scale the frequency of occurrence of these play therapy behaviors of sexually abused children. Each play therapy behavior was rated for the following four groups: Males, 3-6 Years; Females, 3-6 Years; Males, 7-10 Years and Females, 7-10 Years. The entire international membership of the Association of Play Therapy (APT) was used to obtain the largest possible number of viable responses. As anticipated, of the 786 replies, 41% were not seeing sexually abused children in play therapy. In order to insure the most robust findings possible, it was determined to utilize data from the 249 most experienced play therapists (having worked with 16 or more sexually abused children). The typical respondent in this group was a female play therapist, 40-50 years of age, with a Masters degree in Counseling or Social Work.
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Mudrock, Libby Ann. "What motivates children to play video games?" The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239795078.

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Ferguson, Roseann Evelyn. "The play behaviour of young blind children." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/29099.

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There are very few studies on developmental patterns of play in blind children. Those studies which do exist suggest that their play is not only delayed but also different in both qualitative and quantitative terms. Study 1 of this thesis gathered descriptive, cross-sectional data on the spontaneously-emerging patterns of play behaviour in 16 ‘educationally blind’ children aged 1 year 4 months to 6 years. Study 2 extended Study 1 by gathering further play data and taking measure of concurrent developmental status, thereby allowing differences in play profiles to be related to both chronological age and current stage in cognitive, language, social, gross motor and fine motor development. All six categories of play commonly found in sighted children were observed in the group of blind children who participated in these two studies: creative, exploratory, constructive, functional, receptive and pretend play. However, frequency and duration of engagement varied between children and across age groups, reflecting both differences in individual developmental profiles and the affordances of the proffered toys.  Many of the play behaviours identified correlated significantly with scores on the developmental measures taken. Children with low scores on sensori-motor understanding, verbal comprehension and expressive language were significantly more involved in exploratory play, and less involved in collaborative, constructive and fantasy play. Although an association between gross and fine motor abilities and functional play behaviour might have been expected, no significant correlations were found with scores on either of the motor measures. In contrast, constructive play, rarely seen in the younger children, was significantly correlated with fine motor abilities, language and social skills. The first two studies observed the children playing mainly with toys which were typically available to them in their nursery/school, and it was noted that certain toys appeared to appeal more to the blind child and to engage them differentially. Study 3 was therefore designed i) to allow a comparative investigation of play patterns when ‘standard’ versus ‘blind-friendly’ toys were made available, and ii) to provide longitudinal comparative data over an 18 month period on the development of play in blind versus typically-developing young children. Four ‘educationally’ blind and 4 typically developing sighted children, matched for general cognitive status, and aged 3 to 6 years, played with toys, books and art materials which either had or lacked tactile, olfactory and musical features. The same 6 categories of play were examined. In all 6 categories, there were differences in play behaviour for both blind and sighted children when play took place under ‘standard’ or ‘blind-friendly’ conditions. The blind children typically performed less well in the ‘standard’ condition, producing less varied play, engaging with significantly less materials, and spending a greater length of time off-task than the sighted children. However, in the ‘blind-friendly’ condition these differences were not evident. Taken together, these findings suggest that the reported delays in the development of play in blind children may, in part at least, be due to the type of toys used in research studies or to the methods by which materials are presented to the children. Given the important role play is believed to have in development, the findings have implications for both educational practice and theories of atypical development.
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Vujanovic, Suzan. "Young Vietnamese Children's Conceptions of Play." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16157/.

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Children benefit in many ways from play. Play provides children with an excellent way to express their feelings and conceptions of the world in which they live. Play also provides a forum in which researchers can capture, understand and interpret children's voices and views. Like many countries around the world, Vietnam is currently reforming their early childhood education curriculum to provide a play-based, child centred and outcomes focused approach to early childhood education. In order to capture children's interest and promote child initiated and directed learning, educators and policy makers need to consider how children interpret their personal play lives. This study presents data from children's programs in nine kindergartens and cultural programs in Hanoi and Ho Chi Minh City. Children's drawings and stories were collected to document young children's conceptions of play in Vietnam at the turn of the millennium. Through these 353 drawings and stories, key themes in the children's play lives were identified. The purpose of this study is to examine children's views about play. What do they like to play? How do they define play? How are young Vietnam's children's conceptions of their play influenced by cultural attitudes and expectations? In addition, the study proposes some new play-based, child centred and outcomes focused approaches to curriculum development for Vietnamese early childhood programs.
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Books on the topic "A fairytale play for children"

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The classic fairytales. London: Aurora Metro, 2002.

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Paxton, Kate. Tatyana's golden doe: A musical Russian fairytale. New Orleans, La: Anchorage Press, 1999.

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Bluege, Wilor. The golden bough: A fairytale ballet for children. St. Paul, Minn: Blue Rose Productions, 1996.

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Seavey, Jordan. Children at play: A play. New York: Playscripts, Inc., 2012.

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Smith, Peter K. Children and play. Malden, MA: Wiley-Blackwell, 2010.

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Hughes, Fergus P. Children, play, anddevelopment. 2nd ed. Boston: Allyn and Bacon, 1995.

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Children, play, and development. Boston: Allyn and Bacon, 1991.

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Senda, Mitsuru. Play space for children. Tokyo: Ichigaya Publishing, 1998.

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Children, play, and development. 3rd ed. Boston: Allyn and Bacon, 1999.

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Children, play, and development. 4th ed. Thousand Oaks, Calif: Sage Publications, 2010.

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Book chapters on the topic "A fairytale play for children"

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Takada, Akira. "Children and Play." In The Ecology of Playful Childhood, 57–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49439-1_4.

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Stearns, Peter N. "Children at Play." In Childhood in World History, 67–75. 4th ed. Fourth edition. | New York, NY : Routledge, 2021. | Series: Themes in world history: Routledge, 2021. http://dx.doi.org/10.4324/9781003161752-6.

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Wilson, Ruth. "Nature play." In Nature and Young Children, 5–17. Third edition. | New York : Routledge, 2018. | "First edition published by Routledge 2007"—T.p. verso. | "Second edition published by Routledge 2012" T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315148533-2.

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Matsudaira, Chika. "Play with children in hospitals." In Routledge International Handbook of Play, Therapeutic Play and Play Therapy, 89–100. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks: Routledge, 2020. http://dx.doi.org/10.4324/9780429327230-11.

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Drewes, Athena A. "Children Born Opioid-Addicted." In Infant Play Therapy, 215–29. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429453083-15.

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Strom, Robert D. "Too Busy to Play?" In Parenting Gifted Children, 76–86. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-10.

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Wood, Jenny. "Children as heterotopians." In Place, Pedagogy and Play, 165–79. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429023477-14.

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Matsudaira, Chika. "Play for sick children." In Playwork Practice at the Margins, 124–30. Abingdon, Oxon ; New York, NY: Routledge, 2021. | Series: Advances in playwork research: Routledge, 2020. http://dx.doi.org/10.4324/9780429454073-9.

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Nash, Julie Blundon. "Doll play." In Play therapy with children: Modalities for change., 25–37. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000217-003.

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Peabody, Mary Anne. "Block play." In Play therapy with children: Modalities for change., 39–53. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000217-004.

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Conference papers on the topic "A fairytale play for children"

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Mironova, Olga Viktorovna. "The plan of lesson for children of senior logopedic group (ages 5-6) "At fairytale's"." In 8th International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114564.

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Zashchirinskaia, Oksana. "The Fairytale Character In Advertisment As A Means Of Influence On Children." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.27.

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Del Fatto, Vincenzo, Gabriella Dodero, Rosella Gennari, Alessandra Melonio, Marco Montali, Simon Razniewski, Santina Torello, Xiaofeng Wang, and Floriano Zini. "Gamified children universities." In CHI PLAY '14: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2658537.2661300.

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Vasudevan, Veena, Yasmin Kafai, and Lei Yang. "Make, wear, play." In IDC '15: Interaction Design and Children. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2771839.2771911.

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Hiniker, Alexis, Bongshin Lee, Kiley Sobel, and Eun Kyoung Choe. "Plan & Play." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079752.

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Soute, Iris, Maurits Kaptein, and Panos Markopoulos. "Evaluating outdoor play for children." In the 8th International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1551788.1551844.

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Mixo, Fabiano. "Children do not play war." In SIGGRAPH '19: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3302502.3319905.

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Fogh, Rune, and Asger Johansen. "The play grid." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485842.

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Rothschild, Meagan K. "Two-way play." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485875.

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Huerga, Ruth Sancho, Jennifer Lade, and Florian Mueller. "Designing Play to Support Hospitalized Children." In CHI PLAY '16: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2967934.2968106.

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Reports on the topic "A fairytale play for children"

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Hunter, Janine, Lorraine van Blerk, and Wayne Shand. Play on the Streets: Street Children and Youth in Three African Cities. University of Dundee, August 2017. http://dx.doi.org/10.20933/100001145.

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Yeboah, Thomas, and Irene Egyir. Forms, Prevalence and Drivers of Children’s Work and Children’s Harmful Work in Shallot Production on the Keta Peninsula, South-Eastern Ghana. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/acha.2020.002.

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This paper synthesises the available literature on the forms, prevalence and drivers of children’s work, and evidence of harm associated with children’s work in shallot production on the Keta Peninsula, Ghana. What emerges is that children have historically played, and continue to play, a key role in this horticultural system and their work contribution is structured by both age and gender. Desires to support parents and earn income drive children’s involvement, and children’s work has potential negative effects on their education.
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Gorman, Clare, Lucy Halton, and Kushum Sharma. Advocating for Change in Nepal’s Adult Entertainment Sector. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.010.

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The United Nations Human Rights Council has a powerful role to play in addressing the worst forms of child labour. Accountability mechanisms such as the Universal Periodic Review (UPR) – which work to support Member States to improve their human rights situation – are therefore widely seen as important opportunities to advocate for change. Ahead of Nepal’s third UPR cycle in 2021, the CLARISSA programme met with eight UN Permanent Missions to present recommendations addressing the exploitation of children within Nepal’s adult entertainment sector. This spotlight story shares the programme’s experience in advocacting within this process. It also highlights their approach of providing decision makers with recommendations to the Government of Nepal that were underpinned by the importance of integrating a participatory, adaptive and child-centred approach.
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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Kaffenberger, Michelle, Danielle Sobol, and Deborah Spindelman. The Role of Low Learning in Driving Dropout: A Longitudinal Mixed Methods Study in Four Countries. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/070.

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Using unique longitudinal quantitative and qualitative data, we examine the role that low learning plays in driving dropout in Ethiopia, India, Peru, and Vietnam. Regression analysis using IRT-linked test scores and data on schooling attainment and dropout shows a strong, significant association with one standard deviation higher test scores associated with 50 percent lower odds of dropping out between the ages of 8 and 12, and a similar association between the ages of 12 and 15. Qualitative analysis indicates a direct relationship between low learning and dropout, with children and parents choosing to discontinue school when they realize how little is being learned. Qualitative findings also show that low learning interacts with and exacerbates more proximate causes of dropout, with low learning often contributing to choices of early marriage (for girls) and of leaving school to work (for both genders), with families making practical decisions about which options will best provide for children in the long run. Finally, learning, work, and poverty often interact, as the need to work to help provide for the household reduces the opportunities to learn, and low learning tilts the opportunity cost of time in favor of working. These findings suggest that low learning may play a larger role in dropout decisions, by underlying and interacting with other causes, than has been typically recognized.
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ul Haque, Minhaj. Discrimination starts at home: A brief on parents' aspirations for adolescents and youth in Pakistan. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1009.

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Parents play a critical role in socializing their children and passing on essential information and life skills. The attitudes of parents help determine what young boys and girls do in life, and how they utilize opportunities and develop the skills necessary to make a comfortable transition into adulthood. This brief is based on interviews with Pakistani parents and describes their aspirations, which are likely to influence the lives of young people. More young people aged 15–24 live in Pakistan now than at any other time in its history—an estimated 36 million in 2004. Recognizing the dearth of information on the situation of this large group of young people, the Population Council undertook a nationally representative survey from October 2001 to March 2002. The analysis presented here comes from Adolescents and Youth in Pakistan 2001–02: A Nationally Representative Survey. The survey sought information from youth aged 15–24, responsible adults in the household, and other community members in 254 communities. A total of 6,585 households were visited and 8,074 young people were interviewed.
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Play and social skills may protect children who have difficulties with spoken language. National Institute for Health Research, October 2020. http://dx.doi.org/10.3310/alert_41884.

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Allowing young children to play with their friends must be prioritised as soon as possible when lockdown is eased. ACAMH, June 2020. http://dx.doi.org/10.13056/acamh.12119.

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More Than Brides Alliance—Marriage: No child’s play, Endline evaluation brief. Population Council, 2021. http://dx.doi.org/10.31899/pgy23.1000.

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This brief summarizes key results from the endline evaluation of the More than Brides Alliance (MTBA) project “Marriage: No Child’s Play” (MNCP) in India, Malawi, Mali, and Niger. The MTBA consists of partners Save the Children Netherlands, Simavi, Oxfam Novib, and the Population Council, along with 25 local implementing partners. The MNCP project—which took place from 2016 to 2020—aimed at being holistic and targeting pathways to child marriage on multiple levels simultaneously, treating communities as either having the full MNCP package or no intervention. The Population Council’s MNCP evaluation was designed to estimate program impact and trends among girls at the community level, across settings that differ with respect to child marriage prevalence and drivers. The evaluation explored behavioral outcomes related to child marriage, schooling, work, and pregnancy, as well as indicators measuring relevant knowledge and attitudes.
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Play and the pandemic: a rapid review of the literature and promising steps forward. ACAMH, December 2020. http://dx.doi.org/10.13056/acamh.14323.

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The ongoing coronavirus (COVID-19) pandemic continues to be a health crisis among the global community. Children in virtually all countries have been impacted in terms of movement restrictions, school closures, playground and public park closures, and limited access to social and extended family networks.
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