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1
Glover, Ann L. (Ann Louise). "Billikin Whiskers and the Mountain Trolls: A Children's Play." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500252/.
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This thesis is a play for children. The story and the characters were derived from traditional Norwegian fairy tales. The central character is Billikin Whiskers, a billy-goat, who is captured by three trolls--Sparky, Garr and Pragg. The play is set on a mountain in Norway. The central idea of the play is the issue of intelligence--represented by Billikin Whiskers--versus physical strength--symbolized by the trolls.
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Mtonga, Mapopa. "Children's games and plays in Zambia." Thesis, Queen's University Belfast, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356953.
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Torgerson, Pamela. "Influencing children's gendered play preferences through play interventions /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7877.
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Yiu, Chi-wai Albert. "The children's museum : a stimulating environment of play, wonder and learning /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25955111.
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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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Takhvar, Mehri. "Context of play : a longitudinal, observational study of children's play." Thesis, University of Sheffield, 1985. http://etheses.whiterose.ac.uk/12777/.
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L'heureux, Lisa Joan Marie. "Une ouverture sur le monde : children's theatre and Théâtre de la Vieille 17." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2510.
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Over the past three decades, the plays and productions of Theatre de la Vieille 17 have made significant contributions to French Canadian children's theatre. Their productions embrace a fantastical and imaginative narrative that make them accessible to most audiences. As much as this company shows a remarkable openness to the world, it maintains strong ties to the Franco-Ontarian theatre milieu. This thesis examines key elements that have contributed to La Vieille 17's continual commitment to children's theatre as well as ways in which its productions and policy making have resulted in its increasing artistic and financial success.
This study begins by looking at La Vieille 17's three most significant plays: Le Nez, Mentire, and Meta. This analysis takes into consideration the narrative of each play, production elements, co-producers and collaborators, funding, the scope of their tour, and awards and recognition. Each of these aspects contribute to giving these productions a broader world view and help to establish La Vieille 17 as a leading producer of children's theatre.
The second part of this thesis analyses key moments during the company's history as well as moments in which it has acted as a common front with other Franco-Ontarian theatre companies. Both of these activities have shaped La Vieille 17's children theatre programming and have led the company to create a successful model in which to produce their works.
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Ng, Kwok-sun Chris, and 吳國新. "Hong Kong Children's Museum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31984101.
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Thorell, Mia. "Politics and alignments in children's play dialogue : play arenas and participation /." Linköping : Tema, Univ, 1998. http://www.bibl.liu.se/liupubl/disp/disp98/arts173s.htm.
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Fletcher, Helen. "An exploration of children's play : classifying play and exploring gender differences in aggressive play." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/2410/.
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The aim of this study was to explore children's play, looking at developmental domains of play and gender differences in aggressive play. Chapter One reviewed existing literature on types and functions of play. Five developmental domains of play that incorporate types and functions were proposed, namely sensorimotor, cognitive, socio-communicative, imaginative/ creative and emotional. Chapter Two involved an observational study of children's play. An attempt was made to explore the existence and occurrence of the developmental domains that were proposed in Chapter One. Results suggested that the domains exist in this sample of children's play. Children statistically spent the most time in sensorimotor and imaginative/ creative play, compared to the other types of play. No statistical difference was found in gender with respects to time spent playing in the domains. Clinical implications are discussed. Future research is required to create more valid and reliable criteria for the domains and age-related norms. Chapter Three investigated gender differences in the duration of aggressive play. An observational study of children's play was carried out. The duration of time of aggessive play in each child's play was recorded and analysed. Results showed that boys displayed statistically more aggressive play than girls in this sample. Clinical implications are discussed. Chapter Four reviews the previous three chapters, looking at methodological limitations, observations of the research process and personal reflections.
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Orozco, Nicole A. "Who Plays Nice? Mechanisms Behind Individual Differences in Children's Altruistic Tendencies." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1233.
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Although children display the rudiments of altruistic capacity as early as during infancy, the manifestation of their actual altruistic behavior varies dramatically as they age. This paper explores some of the possible mechanisms behind the variation in altruistic tendencies in individual children, including some evolutionary theory, potential environmental factors, as well as sex, gender, and cultural differences. Specifically, it deals with topics such as attachment, emotions, personality, biological sex differences, gendered socialization, transgender children, parenting, reinforcement, perceptions of power, religion, and distinct cultural differences between collectivist and individualist cultures, and how each of these factors uniquely influence the manifestation of altruistic tendencies in children. Understanding the influence of even these few mechanisms ultimately leads to a better understanding of not only altruism in general, but also of specific instances of altruistic behavior in children, which may lead to a better understanding of how to encourage such behaviors to promote social and overall well-being.
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Madrid, Samara Dawn. "Emotional themes in preschool children's play narratives." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189731683.
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Martin, Wendy. "Linguistic coherence in young children's role play." Thesis, University of Brighton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264003.
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Woods, Francesca. "Children's access to their right to play." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/childrens-access-to-their-right-to-play(a795fdf6-3135-428e-b933-b13ab648a8e9).html.
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The thesis focuses on play for early and middle childhood; children aged birth to twelve years. Children's access to their right to play has decreased internationally and teachers' beliefs about play are likely to impact upon their practice. Therefore, a systematic literature review of teachers' beliefs on play internationally was conducted. The second paper explores how play can be facilitated for children with SEND within a mainstream primary school. UNICEF UK Level 2 Rights Respecting schools embed the UNCRC rights within their policy and practice, at all levels of school life. This case study focuses specifically on how one Level 2 Rights Respecting school facilitates play for children with SEND. A third paper considers concepts of evidence-based practice, dissemination and implementation, and applies this to a dissemination strategy for the current research. The first paper explores elementary and early years teachers' beliefs on play internationally. Three data bases were systematically searched between October 2016 and January 2017 yielding 9792 hits for screening. 30 studies met eligibility criteria and were assessed for methodological quality and appropriateness of focus. Eleven remaining studies were included in the final review. The case study site was one mainstream primary school within the North of England. Data were collected via interviews with three children with SEND, their corresponding teachers, and their head teacher, and analysed using thematic analysis. Observations of the children, analysed using content analysis, further contributed to the data set. Findings from all data sources were triangulated to identify themes. The literature review reflects tensions within teachers' definitions of play, and highlight beliefs on topical sub-types of play. The case study highlights how themes of inclusion, child-centred practice and teacher knowledge contribute towards facilitating play for children with SEND. The third paper considers common and effective methods of dissemination and implementation, and the implications of this for the current research. A dissemination strategy is outlined at different geographic and professional levels.
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Ho, Wai-yan Vivian, and 何慧欣. "Children's farm." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986456.
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Sobaski, Cindy. "An investigation of interactivity at the Michigan 4-H Children's Garden." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 172 p, 2007. http://proquest.umi.com/pqdweb?did=1253509951&sid=10&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Schweighardt, Sherry L. "Natural Play, Healthy Play: Environmental Determinants of Young Children's Outdoor Physical Activity." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/325946.
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KinesiologyPh.D.
The prevalence of obesity among young children has markedly increased over the past two decades, with more than one-third of American preschoolers now overweight or obese and at risk for lifelong health problems. Physical activity is a recommended obesity prevention strategy, yet preschoolers typically fail to meet recommended daily physical activity guidelines, spending just 15 minutes engaged in moderate to vigorous physical activity, compared to six sedentary hours daily. Unstructured play in settings with varied features, such as childcare center playgrounds, potentially plays a significant role in increasing the amount of time preschoolers spend in moderate-to-vigorous physical activity (MVPA). The purposes of this study were first, to compare the intensity and type of preschoolers' physical activity across four distinctly different outdoor play settings; second, to identify particular features in each play setting associated with MVPA and sedentary behavior; and, third, to identify, test, and evaluate environmental modifications to increase preschoolers' MVPA in outdoor play settings. Seventeen 3-5 year-old children participated in repeated unstructured play sessions featuring 16 min of play in each of 4 novel settings: a traditional climber, a wooded natural area, a garden, and an adventure, or "loose parts" playground. Interventions to increase physical activity were introduced to the adventure playground during the first two phases, and to all four settings during the third phase. Physical activity intensity was measured using ActiGraph GT3x+ activity monitors and contextual information concerning motor skills was obtained by trained observers using the System for Observing Play and Recreation in Communities (SOPARC), adapted to the age and environment of the study. Results show that both play setting design theme and the composition of specific play features within the setting impact the type of motor skills children perform and the amount of MVPA young children accumulate during unstructured play. Findings additionally demonstrate that simple, low-cost modifications to play settings can increase MVPA for targeted subgroups and individual children; outcomes were setting-specific. Study results may be useful to public health and medical workers, parents, educators, playground designers, community planners, and policy makers who focus on increasing preschool children's daily MVPA and decreasing childhood obesity.
Temple University--Theses
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Zhao, Hongxia, and L. Kathryn Sharp. "Improving Children’s Literacy Through Guided Play." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4259.
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Stratton, Gareth. "Children's health promoting physical activity in school contexts." Thesis, Liverpool John Moores University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247314.
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McMonigle, Catherine Lorraine. "Parents' and Children's Experiences in Family Play Therapy." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32448.
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Family Play Therapy is a creative therapeutic approach to engage children in
therapy in the context of their family system. While the young field of family play
therapy offers both the benefits of family therapy and play therapy, research concerning
its efficacy is largely unavailable. The purpose of this qualitative study was to
understand the experience of family play therapy in context of child sexual abuse
treatment, from the perspective of child clients and their parents. A secondary purpose of
this descriptive study was to provide contextual data to inform future quantitative
research on family play therapy. In separate, semi-structured and open-ended interviews,
eight children and their non-offending parents described their therapy experience of the
family puppet interview intervention, in which they created and acted out a story with
puppets. Participantsâ descriptions of their experience revealed five broad themes: (1) the
perceived benefits of play (what participants liked), (2) parents feelings about play as a
medium, (3) parentâ s perceived role in the session, (4) childrenâ s thoughts about family
participation in therapy, and (5) suggestions for improvement. A discussion of the
findingsâ relevance to previous literature, clinical practice and future research, as well as
the limitations of this study is providedMaster of Science
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Orrock, Amy Louise. "Play and learning in Pieter Bruegel's 'Children's games'." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5505.
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This thesis offers a reassessment of Pieter Bruegel the Elder’s painting Children’s Games (1560, Kunsthistoriches Museum, Vienna). Addressing the lack of historically accurate interpretations of Bruegel’s panel, I use a wide range of sixteenth-century sources to develop fresh insights into how the work might have been understood by its original audience. The Introduction opens with a description of the painting’s iconography, provenance, current condition and conservation history. A review of previous literature relating to the panel sets Children’s Games within the trajectory of scholarship on Bruegel and other related works in his oeuvre and serves to highlight areas of scholarly difficulty and disagreement as well as current methodological trends. Considering the reception, rather than the inception, of Children’s Games, the third part of the Introduction outlines broader cultural developments which shaped habits of looking in the sixteenth century, including encyclopaedic texts, atlases, Wunderkammern and memory systems. Surmising that Bruegel’s viewers would have been adept at searching for arguments within abundant collections of material, I then introduce a number of sixteenth-century sources which detail contemporary attitudes towards game-playing. The Introduction ends with an outline of the structure and methodological approach of the thesis. Chapter 1, 'Artistic Precedents: Illuminated Manuscripts', considers the panel in relation to the iconography of popular games found in the borders of illuminated manuscripts produced in France and the Netherlands in the late fifteenth and early sixteenth century. After highlighting areas of shared iconography, I discuss how Children’s Games differs from illuminated manuscripts, concluding that Bruegel rejected the 'game of the month' tradition found in the calendar borders and instead amalgamated a variety of children’s games and festive customs to create a humanistic encyclopaedia of children’s culture. A second sixteenth-century source which details popular games is François Rabelais’s book Gargantua (1532). Chapter 2 presents my research into why Rabelais’s writing is relevant to Bruegel scholarship, including archival evidence that Rabelais’s books were available in Antwerp and an analysis of the Songes drolatiques de Pantagruel (1565), a collection of woodcuts which combined Rabelais’s name with Bruegelian imagery. I then compare Children's Games with the list of 217 popular games played by Gargantua and discuss how these fictional lists related to the factual compilations of the period. Gargantua’s game-list occurs in the context of his humanist education, a context which is also relevant to Bruegel’s panel. During the sixteenth century a wealth of material on children’s play and deportment emerged in the form of humanist school colloquies and treatises. A number of these were closely related to the education system in Antwerp and were penned by members of Bruegel’s circle of associates. These have never been brought to bear on Children’s Games, and are used in chapter 3 to develop a new, historically-accurate reading of the painting. The pedagogical texts suggest that during the sixteenth century children’s play was viewed positively and was closely bound to education, and so challenge the canonical view arising chiefly from c.17th emblem books and paintings that Children’s Games makes moral points about adult behaviour. Appendix 1 - Enumerates Bruegel’s games and records comparable depictions found in manuscripts, printed images and paintings from the fifteenth, sixteenth and seventeenth centuries. Appendix 2 - Presents versions of Gargantua’s game-list from original editions of Rabelais’s text alongside standard translations and modern critical editions.
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Huber, Linda K. "Children's language and sociodramatic play with multicultural materials." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063415.
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The purpose of this study was to examine children's play and language when a variety of unfamiliar multicultural pretend foods and cooking utensils not typically found in dramatic play centers were introduced. The study was conducted in a laboratory preschool setting with three multiage heterogeneous groups of children over a period of 7 weeks.Three methods of data collection were employed: (a) videotapes of children in the dramatic play center, (b) a notebook of observations made by the teachers when the researcher was not present, and (c) interviews with 18 children. The children who chose to play in the dramatic play center were videotaped daily during indoor play time for 1 week prior to the introduction of new materials. The new multicultural pretend foods and cooking utensils were introduced during the second week of the study. The children were then videotaped daily for 2 more weeks and then once each week for the next 4 weeks.The data collected from the videotapes and teacher notes were used to develop coding categories. Categories of children's play were: (a) time spent playing with unfamiliar materials, (b) conventional use of materials, and (c) unconventional use of materials. Categories of children's language were: (a) labeling, (b) other conversation in dramatic play, (c) questions, and (d) conversation about the materials outside of the dramatic play center.The data were interpreted to discover how children interacted with and talked about the multicultural pretend foods and cooking utensils. It was concluded that children interacted with the unfamiliar multicultural pretend foods and cooking utensils in much the same manner as familiar materials. Labeling items or being able to put words with the foods and cooking utensils appeared to be important to the children. Children used unfamiliar materials unconventionally more often than they used familiar materials unconventionally. Furthermore, children did not see a relationship between the items in the dramatic play center and materials in other parts of the preschool.Department of Elementary Education
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Loebenberg, Abby. "Play, risk and children's sociality in urban Vancouver." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:1d3965dc-f97b-48a5-bb9a-55dd58a56c20.
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This thesis demonstrates how children challenge the boundaries adults place on them, out of concern for their safety, through child-specific cultural practises. The thesis argues that these boundaries emerge from contemporary changes in the perception of risk to children and have driven the systematic limitation of spaces that children are allowed to experience on their own. Based on data collected among elementary school-age children during twelve months of fieldwork (2008-2009), across multiple sites in the city of Vancouver, Canada, I argue that children creatively adapt to spatial and social limits imposed on them through play, consumption and exchange. Moreover, the research demonstrates that through gathering social knowledge and experimenting with self-presentation and systems of social order, children create a sophisticated peer culture. This incorporates social differentiations and hierarchies that differ from those of adult society however, are interdependent with it. My work thus challenges the position of children as objects and ‘anecdotes’ in anthropology: considered ‘works in progress’ and lacking full status as persons in society. Rather, I argue that they should be treated as competent social actors in their own right with their own social meanings and cultural practises.
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Mansor, Evi. "Designing tabletop environments for preschool children's fantasy play." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/designing-tabletop-environments-for-preschool-childrens-fantasy-play(4afb9c05-fda2-460b-96bc-6d950cf06957).html.
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Fantasy play is when children explore and travel through time and space, to interpret experiences into stories and to act them out. Children love this kind of play and it is really important for developing skills which will be used later in life. Today, computers are increasingly present in children's lives, and the development of technology over recent decades has changed the way children play. This thesis explores the possibility of young children (aged 3-4) enacting their fantasy play in a virtual environment. Three different games were designed and implemented on a Mitsubishi DiamondTouch (DT) multi-touch interactive tabletop. Three evaluation studies were conducted and the performance of the children's fantasy play was examined. In each study, children were recruited from a local preschool class. The first study was designed to compare fantasy play in physical and virtual settings. Children from the preschool class in a state primary school were invited to play with both a real tree house and its virtual implementation on a Mitsubishi DiamondTouch (DT) multi-touch interactive tabletop. Overall, the children played quietly and alone. The results evinced several problems in the interaction with the tabletop as children struggled to drag the objects displayed on the table surface. Therefore, the study did not provide conclusive evidence of a distinction in fantasy in physical and virtual environments. The second study was concentrated on testing solutions for the interaction difficulties evinced in the first study. A new application named The Magic House was developed and implemented on a Mitsubishi DT multi-touch interactive tabletop and tested twice with the preschool children. The results showed that most of the interaction problems from Study 1 were eliminated; evidence of more fantasy play was captured, and children played more confidently in the second evaluation session. The third study was designed to investigate and to compare children's fantasy play in physical and virtual settings. A new physical setting and the virtual implementation on the Mitsubishi DT multi-touch interactive tabletop of materials named The Farm were designed and examined with a group of preschool children. The results revealed that high occurrence of fantasy play was observed in the virtual setting and several similarities and dissimilarities between the two settings was also highlighted. Overall, this thesis produced knowledge on how the application on the multi-touch interactive tabletop environment was designed and evaluated with preschool children. The thesis results demonstrate that appropriate interaction design of virtual environments could stimulate preschool children's fantasy play and the tabletop can be operated by children as young as three. This thesis also specified requirements for designing and facilitating tabletop environments for preschool children's fantasy play.
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Cote, Courtney. "Children's Perception of the Learning Value of Play." Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10684898.
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Play time has been thought to be an important part of the Kindergarten experience. However; over the years there has been a shift in what is seen in the Kindergarten classroom. Rarely is play seen in the classroom; rather there is more focus on seated work for efficiency of meeting all standards during the year. This thesis focused on how important play in the Kindergarten classroom and how much children learn through play that examined the child’s perception of what they learned after a mixture of guided play and free play centers. Through observations of the children and interviews, this thesis showed learning can be seen while in play through the eyes of children. Students’ observations showed learning through both independent play as well as playing in groups of students. Every station observed through this study showed some type of learning whether it was a general understanding of concepts or a very specific understanding of the concepts the students were introduced to during play. This study also showed that students learned in both guided and free play settings.
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Broderick, Jane Tingle, Narges Sareh, and Patience Mensah-Bonsu. "Social Structure of Children’s Play: Children’s Perceptions of Status and Roles." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6002.
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Broderick, Jane Tingle. "Social Structure of Children’s Play: Children’s Perceptions of Status and Roles." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6000.
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Soltangheis, Mina. "From children's play to intentions : a play analytics framework for constructionist learning apps." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/114061.
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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 73-76).
Educational games and digital learning environments provide opportunities to collect fine-grained data on how learners engage with these technologies. The number of technologies targeted at literacy learning for children is increasing. However, the majority of them are structured and reward-based. Therefore, the users' behavior and data collected from them have the same limits. In this thesis, however, we assess children's engagement with a constructionist literacy learning app. The open ended nature of play in such an environment gives us the opportunity to analyze children's play not only through what they made while playing but also how they did it. This thesis provides an analytics pipeline from data acquisition to modeling behavioral patterns. This systematic way of capturing significant events in children's play can be used to inform stakeholders such as parents, peers and teachers and engage them with the learning process. It also gives the learning environment more intelligence on when and what to provide scaffolding on. To collect data, we ran two pilot studies and gathered audio and video recordings of play sessions. In addition, all of the children's interactions within the app were automatically logged. The fine-grained longitudinal data collected during the pilot studies provides a rich yet raw corpus. To reveal the patterns hidden in the data, the analytics pipeline parses logs of low-level interactions into abstract representations for sequences of actions in a word construction process. Next, it visualizes the process for each play session and the entire play history. Using the visualizations, I identified and annotated repeated motifs for more intentional sequences of actions during play and used supervised learning models to capture those patterns. The results of this analytical pipeline are currently being used by literacy experts to provide feedback to parents and suggest activities based on the child's process.
by Mina Soltangheis.
S.M.
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MERRYFIELD, JESSICA L. "LET'S PLAY: DESIGNING SPACES FOR COGNITIVE DEVELOPMENT." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148070735.
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Millichamp, Catherine Jane. "Sharing and social responses during mentally retarded children's play." Thesis, University of Canterbury. Psychology, 1987. http://hdl.handle.net/10092/4520.
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Sharing is an important skill which contributes to the social, verbal, cognitive and motor development of children. In this thesis, seven experiments were conducted to evaluate the effects of antecedent and training conditions on sharing of mentally retarded children. The aim of these experiments was to examine ways in which sharing and positive social behaviour could be facilitated. In Experiment 1, the effects of laboratory conditions were assessed with 62 mentally retarded boys. It was found that 56 participants did not share in this context. Experiment 2 was designed to compare the effects of laboratory versus classroom sessions on sharing and collateral behaviours. An alternating treatments design revealed no significant differences between conditions. Sharing remained at low levels for all participants. In Experiment 3, the effects of familiar versus novel play materials were compared in an alternating treatments design. Sharing and positive social responses occurred at low levels during both conditions. Experiment 4 involved the use of an alternating treatments design to investigate the effects of different numbers of play materials. Again, no socially significant differences were noted. Experiment 5 was designed to evaluate the effects of individual versus group reinforcement contingencies on sharing with mildly mentally retarded boys. The results showed that both contingencies substantially increased sharing, with the individual contingency producing slightly higher levels of sharing. Finally, Experiments 6 and 7 investigated the effects of say-do and do-say correspondence training procedures, respectively. A changing criterion design was employed in both experiments to assess the effects of intervention on sharing and social behaviours during play. Verbal sharing and physical sharing were trained separately. The results showed that both procedures were effective in facilitating sharing and social behaviours. Generalization occurred across settings and behaviours. In sum, these experiments demonstrated that antecedent conditions were ineffective in the facilitation of sharing, whereas consequent procedures had marked effects. Theoretical explanations regarding the efficacy of the training procedures and implications for mentally retarded children were discussed.
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Long, Carol Ann. "A Case Study of Jamaican Children's Lived Play Experiences." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4913.
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Although research on children's play is abundant and considerable advances have been made in young children's play, the majority of these studies have been based in western developed countries and written from adults' perspectives rather than with children. Additionally, very little research has been done on children's play with active participants from smaller developing countries. The voices of society's youngest members have been lost or are only marginally represented.
The purpose of this qualitative research is to explore, understand, and describe young Jamaican children's lived play experiences as related through their eyes. The theoretical frameworks used to guide this study are sociocultural theory and narrative case study. Narrative case study focuses on a particular phenomenon and, through rich description, each participant's story relates the complexities of this phenomenon. Sociocultural theory is related to the social, cultural, and historical theory of a people and is constructed as they participate in culturally pertinent activities.
The examined literature, which draws on diverse theoretical frameworks, including Vygotsky and Rogoff's sociocultural theory and Bronfenbrenner's work on socioecological theory, discusses types of play, the relationship between play and children's development, indoor and outdoor play at school, and play as perceived by children. A key theme in this literature is children's beliefs and values observed through a cultural filter.
The three 5-year-old children, their teacher, and parents were purposefully selected for this single-bounded case study. The methods of data collection include video-cued interviews (VCI), a researcher's journal, and observation and field-notes. An understanding of the history of Jamaican education and its people is essential to the successful implementation of the play-based curriculum. The importance of knowing how children view their play and its manifestations and meanings is compelling to the Jamaican people and will help inform teachers, teacher education programs, parents, national and international funders, and other stakeholders as they try to fuse Jamaican culture with global elements of young children education.
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Bing, Kathleen. "The role children's librarians play in fostering literacy in the community." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237778483.
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Deniger, Marcy M. (Marcy Marble). "An Ethnographic Study of the Use of Puppetry with a Children's Group." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331542/.
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This study utilized an ethnographic methodology to examine and describe the various aspects and processes occurring in a children's group as the members created their own puppets and accompanying puppet plays. Individual and interactive behavior patterns were isolated and analyzed as a means of gaining an in depth understanding of the puppetry process. The puppetry process, in turn, was viewed in terms of information it provided regarding the individual members and the group process. The facilitative and non-facilitative aspects of the procedure were delineated. The adult leader met with a group of six boys, in grades four and five, for 12 one-hour sessions in which they made puppets and then created puppet plays around issues that they had articulated as problems. The group sessions were videotaped and transcribed. The transcriptions were coded in an effort to extensively analyze the puppetry process and the group process, and the ways in which the two processes interacted. An independent observer/rater was utilized in order to provide some validity for the researcher's reported results. The puppet-making task appeared to offer an opportunity for individuals to begin to come together in a common, but individual task. Characteristic styles and individual personality dynamics were evidenced. General response to the task was enthusiastic, with varying degrees of satisfaction expressed regarding their finished products. The play-creating and performing process met with less success than the puppet-making. While the group members appeared to be generally amenable to contributing ideas for the puppet plays, the process met with far more resistance in the cooperative task of putting their ideas into a finished product. The group discussion and interaction that occurred around these tasks provided a vehicle by which to view levels of interpersonal skills and the group's overall stage of development. The puppets the children created appeared to act as metaphors in expressing the group members' views of themselves and in enabling the symbolic representation of some of their central concerns. The plays they created paralleled the process that actually took place in the group. The subject matter and content of the puppets and plays provided information and evidence as to how each member approached and solved problems. The discrepancies in the ways in which the researcher and the independent observer/rater viewed the positive and negative social/emotional interactions of the group members, coupled with the small number of subjects included in this study preclude generalizing to other groups of children at this time. Further studies, with additional groups of children, utilizing parametric statistics are called for before any such generalizations can be made.
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Peters, Margaret P. "Children's culture and the state : South Australia, 1890s-1930s /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09php4823.pdf.
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Nozari, Behnaz. "Children's House, Old Town North Alexandria Montessori School." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/105000.
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Montessori education is a pedagogy based on the development of a child's natural intuition
and curiosity. The teachers lead rather than teach, motivating the student to explore through activity. The student's spontaneous exploration cannot be dictated or controlled by the environment; therefore, the architect's role is to create an experiential architecture, one that exploits the context of pedagogy, site, and material to create a series of spaces to inspire within the individual a feeling unique to each.
This thesis aims to create an environment that promotes the learning process through the design of a private Montessori school in Alexandria, VA on the Potomac waterfront. The concept of the thesis suggests that success in education can be associated with the school's environment and design. The building teaches by itself and improves the learning process by creating a comfortable and didactic space. Furthermore, designing an elementary school demands the architect to look at the world through the child's eyes since their scale is different from adult people. Architects should consider the scale of the spaces, both in terms of size and perception of a child, to efficiently use the space. And by incorporating design aspects that are usually disregarded in traditional schools, such as daylighting and natural ventilation, the school becomes less of an institution and more like a welcoming home, just as Maria Montessori described it.
"A more just and charitable attitude would create an environment in which children were free from the oppression of adults, where they could really prepare for life. The school should feel like a shelter from the storm or an oasis in the middle of a desert, a safe haven for the child's spirit." - Maria MontessoriMaster of Architecture
Montessori education is a pedagogy based on the development of a child's natural intuition and curiosity. The teachers lead rather than teach, motivating the student to explore through activity. The student's spontaneous exploration cannot be dictated or controlled by the environment; therefore, the architect's role is to create an experiential architecture, one that exploits the context of pedagogy, site, and material to create a series of spaces to inspire within the individual a feeling unique to each. This thesis aims to create an environment that promotes the learning process through the design of a private Montessori school in Alexandria, VA on the Potomac waterfront. The concept of the thesis suggests that success in education can be associated with the school's environment and design. The building teaches by itself and improves the learning process by creating a comfortable and didactic space. Furthermore, designing an elementary school demands the architect to look at the world through the child's eyes since their scale is different from adult people. Architects should consider the scale of the spaces, both in terms of size and perception of a child, to efficiently use the space. And by incorporating design aspects that are usually disregarded in traditional schools, such as daylighting and natural ventilation, the school becomes less of an institution and more like a welcoming home, just as Maria Montessori described it. "A more just and charitable attitude would create an environment in which children were free from the oppression of adults, where they could really prepare for life. The school should feel like a shelter from the storm or an oasis in the middle of a desert, a safe haven for the child's spirit." - Maria Montessori
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Rogers, Susan Jane. "Play in school : a qualitative study of teacher perspectives." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367384.
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Brėdikytė, M. (Milda). "The zones of proximal development in children’s play." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514296147.
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Abstract This study investigates the relationship between play and child development. This work is the continuation of a thesis on children’s verbal creativity stimulated by dialogical drama intervention which I defended in 2001 at the Vilnius Pedagogical University, Lithuania. The first doctoral thesis in educology resulted in the main intervention method (Dialogical Drama with Puppets) used in this project. The theoretical framework of the study is based on cultural-historical theories developed by Vygotsky and his followers. This approach has influenced on the methodological choices of the study and the concept of the zone of proximal development is a central concept in Vygotskian theory of human cultural development. The concept has been elaborated in an earlier publication (Hakkarainen & Bredikyte 2008) and is now used as an analytic tool. Other theoretical concepts of Vygotsky like the social situation of development, the unit, environment and mechanism of development are used. This study is a small sample from the whole research project, which integrated research studies, theoretical courses and practice of master’s degree students in early education. For families and children the project was a play club. From the theoretical point of view the project was a “genetic experiment”, a “playworld” and intervention study aiming at joint creative play of adults and children. In cultural-historical theory (cultural) environment is the source of qualitative developmental changes of individuals, but each child has to be motivated and self carry out developmental acts. These theoretical principles require special forms of social interaction “mutual interventions”. The methodological approach opens a new perspective to the study of play and development. Individual play development of some children is followed up several years. Cumulative effects and qualitative changes can be detected easier in this setting. Multi-age child groups change our understanding about play development. Empirical part of this study consists of a few cases, which demonstrate what kind of developmental trajectories are possible. It is impossible to tell exactly what the effect of our play environment is, but observations and interpretations can guide further research activity. The results of this study demonstrate in which conditions narrative intervention in joint playworld environment can lead to creative acts, what steps are necessary in the development of joint play, how mutuality in adult-child play supports child development, and what elements are essential in play producing pedagogy and professional growthTiivistelmä Tämä tutkimus selvittää leikin ja lasten kehityksen välistä yhteyttä. Siinä työssä jatkuu tekijän edellisessä Vilnan pedagogisen yliopiston edukologian väitöskirjassa 2001 aloittama lasten luovuuden tutkimus dialogista draamaa käyttäen. Tämä tutkimus tuotti keskeisen intervention menetelmän (Dialoginen nukkedraama), jota nyt käytetään. Tämän tutkimuksen viitekehys perustuu Vygotskin ja hänen seuraajiensa kehittelemään kulttuuri-historialliseen teoriaan. Metodologiset ratkaisut ja Vygotskin kulttuurisen kehityksen teorian keskeinen käsite – lähikehityksen vyöhyke – ovat vaikuttaneet tutkimuksen toteutukseen. Tätä käsitettä on kehitelty aikaisemmassa julkaisussa (Hakkarainen & Bredikyte, 2008) ja sitä käytetään nyt analyyttisenä työvälineenä. Vygotskin muitakin teoreettisia käsitteitä kuten ”kehityksen sosiaalinen tilanne”, ”kehityksen analyysiyksikkö”, ”kehityksen ympäristö”, ja ”kehitysmekanismi” on otettu käyttöön. Tämä tutkimus on pieni siivu koko tutkimusprojektista, johon kytkeytyi varhaiskasvatuksen maisteriopiskelijoiden tutkimusopintoja, teoriakursseja ja harjoittelua. Perheiden ja osallistuvien lasten näkökulmasta projekti oli leikkikerho. Teoreettiselta näkökulmalta projektin ydin oli ”geneettinen eksperimentti”, ”leikkimaailma” ja ”interventiotutkimus”, joka pyrkii saamaan aikaan aikuisten ja lasten yhteistä luovaa leikkiä. Kulttuuri-historiallisessa teoriassa (psykologinen/ kulttuurinen) ymäristö on yksilön laadullisten kehityksen muutosten lähde, mutta jokaisen lapsen on oltava motivoitunut ja itse toteutettava kehittävät teot. Nämä teoreettiset periaatteet edellyttävät erityistä sosiaalisen vuorovaikutuksen muotoa ”vastavuoroista interventiota”. Käytetty metodologinen lähestymistapa avaa uuden mahdollisuuden tutkia leikkiä ja kehitystä. Joidenkin yksittäisten lasten leikin kehitystä on voitu seurata useita vuosia. Kasautuvat vaikutukset ja laadulliset muutokset voidaan todeta helpommin tällaisella tutkimusotteella. Eri-ikäisten lasten yhteiset leikkiryhmät auttavat ymmärtämään paremmin leikin olemusta ja kehitystä. Tutkimuksen empiirinen osa muodostuu yksitäistapauksista, jotka kertovat millaiset kehityskaaret ovat mahdollisia. Tarkkoja syitä ja seurauksia ei ole mahdollista leikkiympäristössä osoittaa, mutta havainnot ja tulkinnat ohjaavat jatkotutkimusta. Tutkimuksen tulokset kertovat millaisissa olosuhteissa narratiivinen interventio yhteisessä leikkiympäristössä voi johtaa luoviin tekoihin, miten yhteinen leikki voi kehittyä ja kehittää, millainen vastavuoroisuus aikuisen ja lasten leikissä tukee kehitystä sekä mitkä asiat ovat välttämättömiä leikin pedagogiikassa ja ammatillisessa kasvussa
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Stowers, Louisa Lockhart Lau Tin-Man. "An approach to improve children's hospital facilities by incorporating a play system with stimuli that allows for imaginative play to aid in children's development." Auburn, Ala, 2009. http://hdl.handle.net/10415/1744.
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Randell, Angela. ""It's only pretend!" : children's use of social cues during pretend play /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16826.pdf.
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Topping, Marisa Khe. "Revealing the relationship between furniture and play: an informative tool for designers." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24683.
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Efimova, Yulia. "Children's play and its role in everyday life in kindergarten." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23728.
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In the present master thesis play of young children and it’s role in their everyday life in the setup of state kindergartens in Russia were explored. The reason why I have addressed to this topic is the lack of free time for play in kindergarten’s of Moscow due to a very busy time scheduler in kindergartens, filled with different activities organized and controlled by adults. The fieldwork that this research is based on was conducted in one of state kindergartens of Moscow in Autumn 2011. I used method of participant observation as the main research method in this study. My main informants were 25 young children between 5 and 6 years attending the kindergarten. A theoretical framework of this study was provided by Social studies of children and childhood. Play is seen in frames of cultural analytical perspective as a part of children’s culture, where children are appearing to be active agents. Children’s play culture is not homogenous so different cultural changes impact children’s play culture. Also in this thesis play I am seeing as part of children’s everyday life. In this study I have elaborated only on some aspects of children’s play and its role in their everyday life in kindergarten: time and place for play in children’s everyday life; diversity of play in kindergarten’s setup; participation in play and role of adult’s in play as a part of children’s everyday life. Importance of children’s agency in their everyday life was specially emphasized. Study findings confirm that everyday life of children in the studied state kindergarten is very busy and filled with different activities, most of which are organized and controlled by adults. Children use any opportunity to play. Activities, organized and controlled by teachers are seen by children as a part of their everyday life, but at the same time as their duty. They not always like this activities and rather often getting tired from them. Adults (teachers) can be allowed by children to participate in children’s play but children do not let them to have main initiative and control in their play. The level of adult’s control can be seen as a criteria for children’s choices of place to play: children prefer places where adults have less control. In play children are active agents and meaning makers so play can be seen as one of activities in which children have the opportunity to resist adult’s control in kindergarten.
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Measham, Toby Jane. "Children's representations of war trauma and family separation in play." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33807.
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The objective of this study was to develop and evaluate a non-intrusive research instrument for children who have experienced war trauma and family separation that has the capacity to elicit verbal and non-verbal representations of their experiences in their play. A related objective was to explore the relationship between the family's disclosure of traumatic events and the children's play. The research was conducted among 21 Algerian and West and Central African children. The methodology was based on both qualitative and quantitative methods. The play of children from a community and a clinical group was compared to identify play indicators that were potentially indicative of positive mental health.Results suggest that indicators of play structure may be more important than indicators of play content in identifying children with potential mental health difficulties as a result of trauma. In particular, a flexible approach to trauma and a modulated approach to the disclosure of traumatic events may be related to positive mental health.
These results suggest that this non-intrusive directed play interview is a valid and culturally sensitive instrument for assessing the verbal and non-verbal representations of war trauma in refugee children.
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Ilic, Angela. "Kindergarten children's referential communication skills and communication behaviour in play /." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsi28.pdf.
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Lau, Grace. "Teachers' understanding of children's play in the early childhood curriculum." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423790.
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Tan-Niam, Carolyn S. L. "Social interaction and theory of mind in children's pretend play." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243421.
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Memik, N. Hayal. "An evaluation of the changing approaches to children's play spaces." Ankara : METU, 2004. http://etd.lib.metu.edu.tr/upload/12604764/index.pdf.
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Bauer, Michelle. "Exploring Military Parents' Perspectives on Their Children's Outdoor Risky Play." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42574.
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Parents’ perspectives on their children’s outdoor risky play (ORP) can influence their engagement in it and the risk-navigation strategies they adopt. Until now, the perspectives of parents who regularly navigate threats to their safety, such as military members in combat arms occupations (CAOs) in the Canadian Armed Forces, and who have second-hand information on war and combat, such as female partners of members in CAOs, have been excluded from research. Conducting research with members in CAOs and their female partners can provide important understanding for experiences with risk, danger, injury, traditional gender roles, and ORP perspectives. I thus recruited and conducted semi-structured interviews with military members in CAOs (female = 1, male = 6) in the Canadian Armed Forces and 16 female partners of members actively serving in CAOs. Individuals could participate if they had a child in the 4-12 age range. I selected this age range for the study due to it being important for children’s adoption of safety strategies.
I addressed three questions in stand-alone papers in my thesis: 1) “Do experiences in the military influence members’ in CAOs perspectives on their children’s ORP?”; 2) “What are military mothers’ perspectives on their children’s outdoor risky play and how may these perspectives be shaped by their military experiences?”; and 3) “How do gender expectations for female partners of members in CAOs influence their perspectives on children’s ORP?” I used risk and sociocultural theory to inform my approach to research questions 1 and 2 and conducted a reflexive thematic analysis. The results of my study addressing research question 1 were twofold: 1) Members in CAOs believe ORP provides children with opportunities that challenge excessive safety restrictions promoted in Canadian society; and (2) the work experiences of members in CAOs in the Canadian Armed Forces influenced their distinction between children’s ORP and dangerous play-related injuries. In response to research question 2, I found that female partners believed (1) ORP in close physical proximity to strangers and cars is dangerous for children; (2) ORP should not result in children experiencing serious injuries; and (3) outdoor risky play can teach children to assess and manage risks. I employed poststructural feminist theory, feminist methodologies, and critical discourse analysis to address question 3. My results were twofold: (1) Military mothers resist discursively produced pressures to subscribe to overprotective parenting during their children’s ORP; and (2) traditional gender discourses in Canadian society shape military mothers’ feelings of responsibility for their children’s ORP safety. The results from my research suggest that exposure to information on war and combat can influence parents’ perspectives on their children’s ORP. Further, they suggest that societal values, such as gender role expectations and pressure on mothers to engage in overprotective parenting, can influence parents’ fears for their children’s safety and the ORP they encourage and restrict.
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Kerpcarova, Barbora. "The involvement of preschool teachers in children's play in Sweden." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45588.
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Carrick, Nathalie R. "Exploring the Contribution of Videotaped Documentation to Children's Symbolic Play." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/10104.
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This study explored how documentation contributed to children's symbolic play. The naturally occurring symbolic play of two children, five-years-old, was videotaped in their classroom for four weeks. Edited segments of their symbolic play were then given to the children to revisit and reflect on with the researcher through questions on themes, roles and object substitutions. Each child participated in three interview sessions. The children's thoughts on themes, roles, object substitutions, pretense and play negotiation were described. The children's symbolic play in the classroom and during the interviews was described in relation to the claims of documentation. The role of documentation in children's symbolic play was discussed. Recommendations for future use of documentation and children's symbolic play were made.Master of Science
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MacDonald, Bonnie. "The role of teacher interaction in preschool children's dramatic play." Thesis, Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/53726.
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Although practical guidelines in the field of early childhood education recommend a high level of involvement among teachers with children, empirical research on the effects of such involvement has been equivocal. This study assessed the contribution of teacher presence to the appropriate behavior of preschool children in a single area of the childcare setting, the dramatic play area. In addition, parent reports of child behavior problems were used to delineate two groups of children, with high and low scores on this measure. A normative analysis of differences across teacher involvement conditions indicated that children engaged in more social play when the teacher was absent. This was particularly true among those children with fewer behavior problems, and appears to have been due in part to a roughly proportional increase in interactions with an adult. Children's dramatic play also differed across these dimensions: the highest rate of this behavior occurred among low behavior-problem children when the teacher was absent, and the lowest rate was obtained among high behavior problem children when the teacher was present. Other useful indicators included age, gender, and socialization experience. In general, older children and those with more socialization experience engaged in more appropriate play, while boys exhibited more disruptive behaviors.Master of Science