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Plocha, Aleksandra Helena. "The Importance of Imaginative Play in Child Development." Thesis, Boston College, 2007. http://hdl.handle.net/2345/502.
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Thesis advisor: Julia FisherThe future of imaginative playtime in the lives of children today is at great risk. Currently, 40% of schools are considering eliminating- or have already eliminated- recess from the school day. The goal of this essay is to argue the irreplaceable value that imaginative play has in contributing to the cognitive, emotional, and social growth of a child. In making a case for the importance of play in child development, all three of these areas of potential growth will collectively be considered as true development of the child. To lay the foundation for these specific categories of benefits, it is necessary to understand the general biological background supporting the innate importance of play, as well as the previous work of those who have researched this subject. Once this information is presented, the cognitive, emotional, and social benefits of imaginative play will be explored in more detail, and the effects of play deprivation and play reintroduction will be discussed. In this manner, it is the aim of this presentation to demonstrate the exceptional importance of imaginative play
Thesis (BA) — Boston College, 2007
Submitted to: Boston College. College of Arts and Sciences
Discipline: Psychology
Discipline: College Honors Program
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Morelock, John Ray. "Motivating Students in Game-Based Learning: The Importance of Instructor Teaching Practices." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/86192.
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Game-based learning--using games to achieve learning objectives--represents a promising and increasingly popular means of progressing engineering education's decades-long goal of bringing more evidence-based, active learning pedagogy into the classroom. However, if game-based learning is to proliferate as a pedagogy, research on game-based teaching is critical to provide practical recommendations for implementation, making the pedagogy more accessible to instructors. However, reviews of game-based literature reveal that little work exists in the game-based teaching space, and what work exists models high-level teaching practices and archetypal roles, which often fail to pinpoint specific practices game-based instructors can use to be successful. Moreover, reviews of game-based learning literature more generally suggest that research on how to improve student motivation in game-based learning settings--an important variable for learning and a longstanding argument for the value of games in education--are lacking in both quantity and theoretical soundness.
To redress these gaps, I conducted a primarily qualitative, multiple-case study of seven non-digital game-based learning activities in engineering with the goal of furthering game-based teaching research and providing practical recommendations to instructors when using games in their classrooms. Using the MUSIC Model of Motivation as a motivation framework and the Observation Protocol for Adaptive Learning as a framework for categorizing teaching practices, I interviewed instructors about how they expected their teaching practices to affect student motivation, and I interviewed these instructors' students about how they actually perceived their instructors' actions as affecting their motivation. By comparing instructor and student responses, I derived recommendations for game-based learning practice that are likely to have a high impact on student motivation, and condensed these recommendations into a four-phase framework of game-based teaching to bolster student motivation. I supplemented my interview data with observation data to construct detailed summaries of each case I studied.
The recommendations I offer in my framework can serve as useful resources for instructors seeking to foray into game-based teaching practices or improve their existing game activities, especially in engineering. Moreover, my study provides a model for investigating game-based teaching practices and motivation in game-based learning using established theoretical frameworks in natural classroom settings.Ph. D.
Game-based learning—the use of games to achieve learning objectives—is a promising and increasingly popular way to introduce active learning into engineering classrooms, which is something engineering education as a field has been trying to achieve for decades. However, if game-based learning is to reach a wider audience of engineering instructors, research on the teaching practices instructors use in game-based learning classrooms is important, so that researchers can provide practical recommendations to instructors and make game-based learning less intimidating. However, little work has been done to study these teaching practices, and the work that exists tends to look at high-level trends across teaching practices, rather than offering specific pieces of advice. Moreover, research on how to improve student motivation in game-based learning settings is lacking, which is a problem because student motivation is important for learning and is one of the biggest theoretical benefits of using games in education. To fill in some of these gaps, I conducted instructor and student interviews around seven non-digital game-based learning activities in engineering, with the goal of furthering game-based teaching research and providing practical recommendations to instructors considering or currently using games in their classrooms. Using an established framework of student motivation and an existing means of grouping teaching practices, I interviewed instructors about how they expected their teaching practices to affect student motivation, and I interviewed these instructors’ students about how they actually perceived their instructors’ actions as affecting their motivation. By comparing instructor and student responses, I came up with several recommendations for gamebased learning practice that are likely to have a high impact on student motivation, and I produced a framework to serve as a visual aid to help instructors implement teaching practices that can bolster student motivation at any phase of a game-based learning activity. I also supplemented my interview data with observation data to provide readers with detailed summaries of each case I studied. The recommendations I offer in my framework can serve as useful resources for instructors looking to implement game-based learning activities or improve their existing game-based learning activities, especially in engineering. Moreover, my study serves as a model for future researchers who want to qualitatively study game-based teaching practices or motivation in game-based learning using established frameworks.
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Karl, Bethany C. "The Importance of Child Life Within the Neonatal Intensive Care Unit (NICU)." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1428577797.
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Hall, Claudia. "Tabletop role-playing game characters| A transdisciplinary and autoethnographic examination of their function and importance." Thesis, California Institute of Integral Studies, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3743712.
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This dissertation uses mythological studies, psychological ideas and sociological techniques to introduce the reader to the thesis that tabletop role-playing game (TRPG) characters are intricate, semi-independent personae of their players, who have the potential to be equal in influence to an individual’s other expressions of personality (e.g. employee, parent, friend, etc). TRPG characters, like all aspects of personality, exist at the junction of mythical, psychological, and sociological forces. Unlike other personae, TRPG characters exist within alternative realities deliberately crafted from heroic mythology, which feature group-centered behavior at their core.
By examining differences between character and player perspectives, especially the group based norm of heroism common across many kinds of TRPGs, the importance of studying TRPG characters as personae in their own right is emphasized. The dissertation concludes with ways for TRPG scholars to increase emphasis on TRPG character studies, and with ways for non-TRPG studies to benefit from an increased emphasis on personae play as an important aspect of psychosocial growth, especially with regard to how heroism is understood in American culture.
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Varga, Kristina. "U.S.,ISRAEL, PALESTINE : - A REFLECTION OVER THE IMPORTANCE OF NEGOTIATION -." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21342.
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The purpose of this study is to examine the U.S. relations to Israel and the affect the relationship has had on Palestine from the viewpoint of Robert D. Putnam’s `two level-game´ theory. The core of the theory is that representatives have been placed between two tables; where one represents domestic negotiations while the other represents foreign negotiations. The bargains made at the foreign table affects the state’s domestic politics and vice versa. Applying the theory on U.S. relations to Israel it is possible to see that the U.S. is leading an unsuccessful negotiation at both tables. The relationship between the U.S. and Israel has existed since U.S. decided to recognize the state in 1948. Events such as the Holocaust and 9/11 have let Israel keep its underdog status as well as its sympathy from the American population. Israel also has a very powerful lobby group which have tried to steer U.S. policies towards its goal, the continuation of the Israeli state. The U.S. government have different interests in the region, besides the peace between Israel and Palestine. This leads to the government’s most difficult mission, being able to both satisfy their own people as well as proceeding with its plans and agendas for the region.
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Delong, Allen Wayne. "Parents of first-generation college students their perceptions on the importance of college /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069865199.
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Thesis (Ph. D.)--Ohio State University, 2003.Document formatted into pages; contains xiv, 162 p. Includes bibliographical references (p. 157-162). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Dec. 1.
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Rust, Amy J. "Teenage pregnancy, depression, and high risk parenting attitudes in relation to child physical abuse the importance of school programs /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999rustam.pdf.
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Zhou, Yile. "Parent-child interactions in home numeracy activities: investigating the effect of game format." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6901.
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The purpose of this study was to investigate the differences in parent-child interactions when they played the same numeracy-related game using two formats, a technology-based electronic format and a non-technology traditional board format. It aimed at unpacking the game format effect on parent-child interactions in early home numeracy activities.
A mixed-method study with an embedded design was conducted to approach the research questions. In the repeated-measures experiment, 39 parent-preschooler dyads played the same numeracy-related game – The Game of the Goose – using both an electronic format and a board format. The videos of all the play sessions were the data source. Both quantitative and qualitative analyses were conducted. The quantitative analysis was the primary focus. The videos of parent-child play were coded using two pre-determined coding schemes, Parental Scaffolding Behavior and Mathematical Talk. Two repeated-measures multivariate analyses of variance (MANOVA) were conducted respectively for each coding scheme. The qualitative analysis of the 30% selected dyads played a supportive role to further explore the similarities and nuanced differences in parents’ performance of each coded scaffolding behavior across the two formats.
The MANOVA for Parental Scaffolding Behaviors showed that the game format had a significant effect on seven of the twelve coded behaviors. The frequencies of Affirmation/Encouragement, Explanation, Inquiry, Re-representation, Modeling, Correction/Disaffirmation, and Physical Control were significantly higher in the board game condition compared in the electronic game condition. The MANOVA for Mathematical Talk revealed an interaction between the game format and the player on Naming Numbers. Both parents and children engaged in more statements about naming numbers in the board condition compared to the electronic condition, but the difference across the two game formats was bigger for parents than for children. In terms of the main effect of game format, the frequencies of Counting, Using Spatial Words and Estimating were significantly higher in the board game condition compared to the electronic game condition. Themes from qualitative analysis revealed parents’ different roles when using the two game formats, as well as the affordances of each format and their influence on parental scaffold behaviors. Interpretations of the results and findings about the game format effect were provided through the lens of sociocultural perspectives and affordances.
This study enlarged the understanding of parent-child interaction in early numeracy activities. The findings offered implications for how to help preschoolers develop early numerical skills using different tools and how to design effective learning products for early numeracy using the features of different formats.
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Barbera, Michael D. "The importance of fathers in the promotion of children's literacy." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/MBarberaPartI2006.pdf.
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Johansson, AnnaKarin. "Passive Smoking in Children : The Importance of Parents’ Smoking and Use of Protective Measures." Doctoral thesis, Linköping, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5174.
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Nguyen, Vu Trung. "Children's diarrhea in Hanoi, Vietnam : importance of enteric pathogens /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-233-0/.
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McBroom, Evan S. "An Examination of Correlates of Video Game and Internet Addiction." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365086721.
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Burks, Carrie C. "ASSESSMENT IN EARLY CHILDHOOD INTERVENTION: THE IMPORTANCE OF TRAINING." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/68.
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Information collected from multiple domain child developmental assessments, known as five area assessments, are being used in early intervention for high stakes purposes such as program monitoring. As a result, it is important to examine variables that may affect test administration fidelity and its impact on obtaining valid data. The purpose of this study was to survey early intervention service providers in the state of Kentucky to determine possible independent variables that may affect their comfort level in administering five-domain tests. Surveys were made available to all early intervention service providers within the Kentucky First Steps early intervention program. Data were analyzed to determine the effect of independent variables such as: amount and format of training in administering assessments, amount and format of training in child development, years of experience, educational degree level, certification in interdisciplinary early childhood education, and discipline area on a provider’s comfort level in administering five area assessments. The results of the study indicated a statistically significant positive relationship between the amount of assessment training a provider received and their self-perceived comfort level in administering assessments.
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Vela, Valentina. "THE IMPORTANCE OF SOCIAL SUPPORT FOR NEWLY EMANCIPATED FOSTER YOUTH." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/190.
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The Child Welfare system is widely known as the macro system responsible for ensuring the safety of children within particular parameters, which, in some cases, results in the removal of these individuals from their family of origin. Research has explored the short- and long-term effects of this disruption in hopes of improving the ability of services to effectively prevent negative effects. Despite improvements on a macro and micro level, foster youth continue to be unprepared for the transition out of the foster care system, resulting in negative outcomes. According to research, the newly developed theory of emerging adulthood may have implications in terms of the component that is key to the success of this population in the future. The purpose of the current study was to explore the importance of social support for newly emancipated foster youth. This study utilized a qualitative study design and sought data in the form of self-reports which were captured through an interview that consisted of 14 questions. Participants included 8 administrators working in the counties of San Bernardino and Riverside who possessed at least two years experience working directly with emancipated foster youth or with an agency which provided services to this population. The data collected was conceptualized as a model that highlighted the application of the theory of emerging adulthood as important in terms of service implementation; however, implementation would require the reconsideration of policy and improvement the utilization of services by foster youth in order to increase permanent placement. The results of this study implies that future research should determine the benefits of beginning independent living services at a younger age, linking these individuals with informal support systems, transitioning these individuals to a social worker with the knowledge and ability to apply the theory of emerging adulthood, regarding these individuals as active participants in the services provided, and providing foster parents with psychoeducation.
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Dutta, Gitanjali. "Child labor in Vietnam : the relative importance of poverty, returns to education, labor mobility, and credit constraints /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074396.
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Knaack, Brooke E. "Can We Play A Game? Art Therapy with a Child Who is Reluctant to Make Art." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/92.
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This case study explores the benefits as well as the challenges of using art therapy with an emotionally disturbed child who was seen in three different settings. The literature reviewed for this case study covers the wide variety of factors affecting the client, including prenatal exposure to drugs, drug abusing parents, neglect in the postnatal environment, difficulty attaching to others, classification as emotionally disturbed (ED), requiring a special education classroom setting, and a diagnoses of Attention-Deficit/Hyperactivity Disorder (ADHD). The findings indicate that the art proved to be a particularly useful tool with which to assess and treat the client. Initially, the client’s reluctance to create art in the session was interpreted by the author as being a reflection of her abilities as an art therapist. By examining her countertransference, the author was able to understand the client’s reluctance as a reflection of his difficulty attaching to the therapist and collaborating with his family. The findings highlight the importance for emerging art therapists to address their countertransference in supervision when working with clients who appear unwilling to make art.
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Avgoustis, Effie. "The importance of childhood emotional neglect to adolescent dating violence : is insecure attachment style a risk factor? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56162.pdf.
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Mahto, Haldhar. "The perceptions of Anganwadi workers and mothers of the importance of nutritional care of children during the first 3 years of life : a study of Jharkhand, India." University of the Western Cape, 2015. http://hdl.handle.net/11394/5490.
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Magister Public Health - MPHIndia has the highest prevalence of child malnutrition in the world and is ranked among the worst performing Commonwealth countries in terms of child undernutrition. This poor performance is despite the implementation of the Integrated Child Development Scheme (ICDS) since 1975, which seeks to combat malnutrition through community-based Anganwadi workers. Anganwadi workers play a pivotal role in the implementation of the ICDS Programme and thus their understanding of the key concepts relating to the services provided at the centres is crucial. This study is carried out in the Indian state of Jharkhand, where almost half of the population is undernourished. The study seeks to gain insights on the understanding and perceptions of Anganwadi workers and the mothers with whom they interact, regarding the long term impact of being malnourished in the first 3 years of life. The study used a qualitative approach, with data collection methods including focus group discussions as well as individual in-depth interviews. The study findings suggest that the majority of Anganwadi workers know about the services provided. However, they were unable to state the reasons underlying why these services are important. Mothers on the other hand could only mention three out of six services and many mentioned that the services were scheduled on certain days. In addition, mothers were concerned about the services provided and mentioned that there was poor information sharing even though at times they expressed an interest in the programme. The knowledge of Anganwadi workers about the importance of nutrition in the first three years of life was limited. The same was observed among the mothers in this study. Anganwadi workers identified deficiencies in their training as a reason for their limited understanding about issues pertaining to nutrition within the programme. In conclusion, this study suggests a general lack of knowledge about programme components amongst the Anganwadi workers and mothers. The ICDS programme has failed to develop an understanding about the service components, its importance and consequences for malnutrition. Furthermore, there are limited services offered at the centre, presenting missed opportunities. This has resulted in mothers being deprived of important information which may be crucial in improving child survival and cognitive development. There is thus an urgent need to evaluate ICDS training provided to Anganwadi workers as well as constant retraining to reinforce critical messages. This will ensure that there is congruence between training and practice in the largest nutrition programme in the world.
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Miller, Joseph B. "The importance of having warm and caring teachers for children with behavior problems." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2408.
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Studies examining student-teacher relationships have indicated that certain relationship qualities, as well as teacher qualities, play a role in the development of student outcomes. Research suggests that this is particularly so for students who enter the classroom with preexisting risk factors (Hamre & Pianta, 2005). This study examined the way in which warm and caring teachers, as perceived by students themselves, moderate the link between the risk factor of early development of behavior problems at school and future problems, as defined by behavior problems and student-teacher conflict. Behavior problems were measured with an overall externalizing behavior composite. Participants in the analysis included 649 children from the longitudinal National Institute of Child Health and Development (NICHD) Study of Early Child Care. Variables in this study were measured from the 4 th through the 6 th grades. Though preliminary analyses indicated that having a warm and caring teacher in the 5 th grade was correlated with reduced behavior problems and better relationships with teachers in the 6 th grade, results of the moderation analyses suggested that there was no difference in extent of benefit for students with varying degrees of behavior problems. The results of this study may assist in determining how school psychologists can apply developmental theory through consultation with teachers to maximize student success and minimize problems in the classroom environment.
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Burgos, Anthony E., Karen E. Schetzina, L. Beth Dixon, and Fernando S. Mendoza. "Importance of Generational Status in Examining Access to and Utilization of Health Care Services by Mexican American Children." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5099.
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Objectives. To describe the sociodemographic differences among Mexican American children (first, second, and third generation), non-Hispanic black children, and non-Hispanic white children; to compare the health status and health care needs of Mexican American children (first, second, and third generation) with those of non-Hispanic black children and non-Hispanic white children; and to determine whether first-generation Mexican American children have poorer health care access and utilization than do non-Hispanic white children, after controlling for health insurance status and socioeconomic status.
Methods. The Third National Health and Nutrition Examination Survey was used to create a sample of 4372 Mexican American children (divided into 3 generational groups), 4138 non-Hispanic black children, and 4594 non-Hispanic white children, 2 months to 16 years of age. We compared parent/caregiver reports of health status and needs (perceived health of the child and reported illnesses), health care access (usual source of health care and specific provider), and health care utilization (contact with a physician within the past year, use of prescription medications, physician visit because of earache/infection, and hearing and vision screenings) for different subgroups within the sample.
Results. More than two thirds of first-generation Mexican American children were poor and uninsured and had parents with low educational attainment. More than one fourth of first-generation children were perceived as having poor or fair health, despite experiencing similar or better rates of illnesses, compared with other children. Almost one half of first-generation Mexican American children had not seen a doctor in the past year, compared with one fourth or less for other groups. Health care needs among first-generation Mexican American children were lower, on the basis of reported illnesses, but perceived health status was worse than for all other groups. After controlling for health insurance coverage and socioeconomic status, first-generation Mexican American children and non-Hispanic black children were less likely than non-Hispanic white children to have a usual source of care, to have a specific provider, or to have seen or talked with a physician in the past year.
Conclusions. Of the 3 groups of children, Mexican American children had the least health care access and utilization, even after controlling for socioeconomic status and health insurance status. Our findings showed that Mexican American children had much lower levels of access and utilization than previously reported for Hispanic children on the whole. As a subgroup, first-generation Mexican American children fared substantially worse than second- or third-generation children. The discrepancy between poor perceived health status and lower rates of reported illnesses in the first-generation group leads to questions regarding generalized application of the “epidemiologic paradox.” Given the overall growth of the Hispanic population in the United States and the relative growth of individual immigrant subgroups, the identification of subgroups in need is essential for the development of effective research and policy. Furthermore, taking generational status into account is likely to be revealing with respect to disparities in access to and utilization of pediatric services.
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Warm, Anna. "The role of video game violence in hostile affect, cognitions and attributional style among adolescent players." Thesis, University of Central Lancashire, 1999. http://clok.uclan.ac.uk/19055/.
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A central aim of the present research was to investigate the short-term influences of video game play on aggression-related psychological states (including affect, cognitions, attributions and behavioural tendencies). More specifically, efforts were directed at establishing psychological effects of video games, which are causally related to game violence. A series of experiments examined short-term changes in adolescent players following various types of video game play. Experiment 1 identified a number of important game dimensions (i.e., characteristics of video game play) and explored their relationship to overall game enjoyment using path analysis. Of particular interest was the finding that violence did not strongly influence game enjoyment. In Experiment 2, increases in affective hostility and anger were reported after both types of video game play. Significantly greater increases after violent video game play provided support for a video game violence-hostile affect relation. However, the findings of subsequent experiments produced contrasting evidence showing that affective changes following video game play do not predictably vary as a function of game violence, but appear to be linearly related to video game pace. Game violence was more strongly implicated in cognitive effects of video game play. Evidence that game violence affects cognitions emerged on a variety of measures. These cognitive effects were seen as being reflective of aggression priming and short-term disinhibition processes. Finally, the extent to which short-term effects of violent video game play dispose players towards aggression was investigated using attribution and response tendency measures. Whilst the majority of the analyses failed to produce effects of game violence on attributions and response tendencies, an interesting interaction emerged involving game violence effects in females. The nature of the inteaction was viewed as being best explained by modelling processes, though disinhibition explanations were also viewed as being compatible. The findings were interpreted within existing social-psychological theories of media-elicited aggression. A number of video game effects could be accounted for using Berkowitz's cognitive neo-associationist framework, whilst other findings implicated the usefulness of Zillmann's excitation-transfer theory for understanding video game effects. Ultimately, the results were conceptualised using Anderson's General Affective Aggression model. Overall, the research was fairly successful in highlighting a number of short-term affective and cognitive states that can result from video game play. However, these effects were generally not manifested in behavioural tendencies towards others. The few findings that did implicate increases in aggressive behavioural tendencies were difficult to place within Anderson's framework, as they did not parallel changes at earlier stages of the model (i.e. affective and cognitive changes). Modelling and/or possibly disinhibition effects were viewed as the most appropriate theoretical concepts for explaining the findings relating to behavioural tendencies. The implications of the findings in relation to previous research on video game and media effects and limitations to the generalisability of the findings are discussed. Finally, several recommendations for future research are outlined.
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Seher, Christin L. "Efficacy of Game On! The Ultimate Wellness Challenge in Increasing Nutrition Knowledge Among Elementary School Children." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1216835487.
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Samuelsson, Margareta. "The social network and its importance for the mental health of children in single-parent families a comparison between a clinical group and a control group." Lund : Dept. of Child and Youth Psychiatry, University of Lund, 1995. http://catalog.hathitrust.org/api/volumes/oclc/39632315.html.
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Souza, Rubens Andrà Carloto de. "Um Estudo sobre o Processo de SingularizaÃÃo de CrianÃas atravÃs do Jogo Protagonizado." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4616.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoEsse estudo objetiva compreender o processo de singularizaÃÃo de crianÃas na educaÃÃo infantil a partir de suas interaÃÃes na situaÃÃo lÃdica de jogo protagonizado. A base teÃrica engloba autores da teoria histÃrico-cultural da mente â principalmente Vigotski, Leontiev e Elkonin â, assim como alguns outros teÃricos que tratam do desenvolvimento psicossocial do homem (Edgar Morin e Elias Norbert) e pensadores que discutem sobre o brincar das crianÃas (BrougÃre e Oliveira). De acordo com esses referenciais, partiu-se do pressuposto da imprescindibilidade das relaÃÃes e interaÃÃes sociais na formaÃÃo da personalidade, assim como da pressuposiÃÃo de que o jogo protagonizado à uma atividade fundamental para o desenvolvimento psicolÃgico da crianÃa, incidindo na sua singularidade. O estudo empÃrico foi realizado numa escola federal de educaÃÃo infantil da cidade de fortaleza. Treze crianÃas com idades entre 4 e 6 anos participaram da pesquisa. Utilizou-se o mÃtodo da observaÃÃo participante com inspiraÃÃo etnogrÃfica. Os dados foram gerados atravÃs da filmagem das interaÃÃes de crianÃas em situaÃÃo de jogo protagonizado. As gravaÃÃes se centraram na aÃÃo protagonizada e nos episÃdios de negociaÃÃo. A anÃlise se pautou pela interpretaÃÃo microgenÃtica do corpus, de modo que se realizou o estudo das atividades discursivas das crianÃas em situaÃÃo interativa, com o intuito de se obter indÃcios do processo de singularizaÃÃo nesses episÃdios. Os conceitos empÃricos utilizados para analisar os dados foram os seguintes: âprotagonizaÃÃoâ, ânegociaÃÃo de regras e papÃisâ, âinversÃo de papÃis e posiÃÃesâ e âdramaâ. Eles consistem nas principais formas de interaÃÃo que evidenciaram o processo de singularizaÃÃo das crianÃas no jogo. Os resultados apontam que o modo como elas se conduziam nos momentos de negociaÃÃo; suas posturas perante os colegas, principalmente as atitudes de afastamento e aproximaÃÃo ao outro brincante; o convite para mudar de lugar com o parceiro; as relaÃÃes de poder; o modo como realizavam suas protagonizaÃÃes; e os mecanismos criativos utilizados pelas crianÃas na elaboraÃÃo de argumentos e na reconstruÃÃo das relaÃÃes sociais sÃo elementos importantes do processo de singularizaÃÃo que emerge no jogo.
This study aims to understand the childrenâs singularization process in education from their interactions in situations of childrenâs role-playing games. The theoretical basis spans authors of the historical-cultural theory of the mind â especially Vygotsky, Leontiev and Elkonin â, some other theorists who deal with manâs psycho-social development and thinkers who discuss childrenâs games. According to theses references, we started from the premise of indispensability of social relationships and interactions in shaping personality, as well as the assumption that role-playing games is a fundamental activity for childrenâs psychological development, affecting their singularity. This empirical study was carried out on a federal childhood education school in Fortaleza. Thirteen children between 4 and 6 years of age were the research subjects. We used the method of participatory observation with ethnographic inspiration. The data were generated through shooting the childrenâs interactions in situations of role-playing game. Shootings were focused in role-playing action and negotiation episodes. The analysis was guided by microgenetic corpus interpretation, so that the study was carried out on the childrenâs discourse activities in interactive situations, in order to gather evidence of the singularization process in these episodes. The analytical concepts adopted consist of the main forms of interaction during role-playing games, which showed the childrenâs singularization process, namely: âprotagonizationâ, ârule and role negotiationâ, ârole ando position swappingâ and âdramaâ. The results show the way the children acted in negotiation moments; Their attitudes towards their peers, especially those of moving closer to or away from each other; the invitations to swap roles; power relationships; the way they performed their protagonizations; and the creative mechanisms used by children in developing their arguments and reconstructing social relationships are key elements of the singularization that emerge during the game.
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SOUZA, Rubens André Carloto de. "Um estudo sobre o processo de singularização de crianças através do jogo protagonizado." http://www.teses.ufc, 2010. http://www.repositorio.ufc.br/handle/riufc/2757.
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SOUZA ,Rubens André Carloto de. Um estudo sobre o processo de singularização de crianças através do jogo protagonizado. 2010. 120 f. Dissertação (Mestrado em Psicologia) – Universidade Federal do Ceará, Departamento de Psicologia, Programa de Pós-Graduação em Psicologia, Fortaleza-CE, 2010.Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-05-17T17:26:49Z No. of bitstreams: 1 2010_dis_RACSouza.pdf: 663328 bytes, checksum: 2bae804d7e4a070b6812b91dfb2617ff (MD5)
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This study aims to understand the children’s singularization process in education from their interactions in situations of children’s role-playing games. The theoretical basis spans authors of the historical-cultural theory of the mind — especially Vygotsky, Leontiev and Elkonin —, some other theorists who deal with man’s psycho-social development and thinkers who discuss children’s games. According to theses references, we started from the premise of indispensability of social relationships and interactions in shaping personality, as well as the assumption that role-playing games is a fundamental activity for children’s psychological development, affecting their singularity. This empirical study was carried out on a federal childhood education school in Fortaleza. Thirteen children between 4 and 6 years of age were the research subjects. We used the method of participatory observation with ethnographic inspiration. The data were generated through shooting the children’s interactions in situations of role-playing game. Shootings were focused in role-playing action and negotiation episodes. The analysis was guided by microgenetic corpus interpretation, so that the study was carried out on the children’s discourse activities in interactive situations, in order to gather evidence of the singularization process in these episodes. The analytical concepts adopted consist of the main forms of interaction during role-playing games, which showed the children’s singularization process, namely: “protagonization”, “rule and role negotiation”, “role ando position swapping” and “drama”. The results show the way the children acted in negotiation moments; Their attitudes towards their peers, especially those of moving closer to or away from each other; the invitations to swap roles; power relationships; the way they performed their protagonizations; and the creative mechanisms used by children in developing their arguments and reconstructing social relationships are key elements of the singularization that emerge during the game.
Esse estudo objetiva compreender o processo de singularização de crianças na educação infantil a partir de suas interações na situação lúdica de jogo protagonizado. A base teórica engloba autores da teoria histórico-cultural da mente – principalmente Vigotski, Leontiev e Elkonin –, assim como alguns outros teóricos que tratam do desenvolvimento psicossocial do homem (Edgar Morin e Elias Norbert) e pensadores que discutem sobre o brincar das crianças (Brougére e Oliveira). De acordo com esses referenciais, partiu-se do pressuposto da imprescindibilidade das relações e interações sociais na formação da personalidade, assim como da pressuposição de que o jogo protagonizado é uma atividade fundamental para o desenvolvimento psicológico da criança, incidindo na sua singularidade. O estudo empírico foi realizado numa escola federal de educação infantil da cidade de fortaleza. Treze crianças com idades entre 4 e 6 anos participaram da pesquisa. Utilizou-se o método da observação participante com inspiração etnográfica. Os dados foram gerados através da filmagem das interações de crianças em situação de jogo protagonizado. As gravações se centraram na ação protagonizada e nos episódios de negociação. A análise se pautou pela interpretação microgenética do corpus, de modo que se realizou o estudo das atividades discursivas das crianças em situação interativa, com o intuito de se obter indícios do processo de singularização nesses episódios. Os conceitos empíricos utilizados para analisar os dados foram os seguintes: “protagonização”, “negociação de regras e papéis”, “inversão de papéis e posições” e “drama”. Eles consistem nas principais formas de interação que evidenciaram o processo de singularização das crianças no jogo. Os resultados apontam que o modo como elas se conduziam nos momentos de negociação; suas posturas perante os colegas, principalmente as atitudes de afastamento e aproximação ao outro brincante; o convite para mudar de lugar com o parceiro; as relações de poder; o modo como realizavam suas protagonizações; e os mecanismos criativos utilizados pelas crianças na elaboração de argumentos e na reconstrução das relações sociais são elementos importantes do processo de singularização que emerge no jogo.
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Yau, Emily. "The Importance of Rising ‘Non-Resistance’ to China's Biopolitically Strategic One Child Policy: Culturally Productive Discourses of ‘Little Emperors’ and ‘Rural Others’." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/255.
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Thirty years after its initial implementation, China’s one child per family policy has been undeniably successful statistically speaking. Over 400 million births can be estimated to have been prevented, and the birth rate per family has lowered from 2.47 in 1979 at its implementation, to 1.6 most recently in 2010. These numbers cannot be ignored. However, attributing this success to the policy restrictions alone would be viewing it outside of the context of a thirty year evolution of substantial social, political, cultural, and economic changes which have completely changed the face of China. This paper examines the far reaching effects of the one child policy as it is informed by Foucauldian post structuralist theory which defines power as productive, and re conceptualizes the policy as that which is a crucial manifestation of rising biopolitically strategic forms of governmentality which enhance nations through the subjugation, enhancement and creation of the bodies of their subjects. Critical to China’s case is rising ‘non-resistant’ behaviors and attitudes which not only comply with, but actively agree with the one child policy limitations once considered abhorrent. This paper complicates the logic behind the rise of these ‘non-resistant’ attitudes, by suggesting that they are evidence to the fact that this ‘modern’ Chinese subject is the productive outcome of several discourses which proliferated in the last thirty years during the juxtaposed implementation of both economic reforms and family planning limitations. This paper chronicles two of the productive discourses involved in the making of this newly emergent ‘modern’ Chinese subject: the culturally productive discourse involved in the care and feeding of ‘little emperors‘ and the socially exclusive discourse with paints the rural population as internal ‘rural others’.
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Öhman, Sebastian. "Game mechanics, Role play, and Narrative - Critically learning values through games." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20585.
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In 2018, the Swedish Parliament decided to make the UN Convention on the Rights of the Child acivil law, which will be implemented in the year 2020. The consequences of the decision are notunproblematic. The public debate, as well as research, shows that parents have a problem seeing howtheir style of parenting could correlate with the Convention’s legal text. The parents expresshopelessness towards the notion of child upbringing.This thesis is an exploratory pilot study aiming to prepare and generate new knowledge for a projectcommissioned by Save the Children with the goal to develop a game to decrease the knowledge gapbetween parents and children regarding what the Convention means for their relationship. The thesisalso asks the question: how can a game, played by parents and children meant to teach them about softvalues in accordance with the Convention look like.Beyond traditional qualitative research methods, this thesis used Research through Design anddeveloped a presumptive prototype for the project in order to explore the research subject. Findingsshowed that the games narrative and the power to change the narrative through player choices play anessential part in the participant’s ability to immerse in the game, and that this interactive narrative isclosely connected with the ability to learn. The thesis also shows designer directions to consider whendeveloping a game meant to teach the players about soft values.
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Kemppainen, David. "Indian Child Welfare Act of 1978 : comparing tribal and judges' ratings of the importance of cultural values in the placement of Indian children /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.
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Petersen, Melvina L. "Knowledge of first time mothers about the importance of tactile stimulation during infancy and early childhood." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20251.
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Thesis (MCur)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Research indicates that human touch plays an integral role in an infant’s ability to thrive and grow, with a correlation existing between tactile stimulation and optimal physical, emotional, cognitive, and social development. The aim of this study was to explore the level of knowledge of first time mothers attending Mowbray Maternity Hospital (MMH) regarding the importance of tactile stimulation during infancy and early childhood. A descriptive, non-experimental, research design was employed, using a pilot tested structured questionnaire for data collection during face-to-face interviews conducted by the Principal Investigator. Questions were divided into four domains: knowledge about the impact of tactile stimulation on the bonding domain, the emotional domain, physical domain and the social domain of infants and children. The inclusion of one open-ended question allowed participants to suggest recommendations for improved knowledge and care. A sample of 41 participants, constituting 40% of the study population (N=101) was randomly selected from MMH. Prior ethical approval was obtained from the Human Research Ethics Committee of Stellenbosch University, and operational approval from the Western Cape Department of Health, and the Research Committee and Senior Management of MMH. Written informed consent was obtained from the study participants. The quantitative data was analysed using Statistica (Version 10) with the assistance of a statistician. The qualitative data yielded from the one open-ended question was analysed thematically and then quantified. The findings show that 90% (n=37) of the participants were knowledgeable about tactile stimulation strategies, 81% (n=33) knew about the impact of tactile stimulation on the bonding domain, 75% (n=31) on the emotional domain, 52% (n=21) on the physical domain and 43% (n=18) on the social domain. Although all participants had reported for out-patient antenatal care on four and more occasions, 73% (n=30) indicated that they had improved their knowledge regarding pregnancy, labour, birth, and parenting by reading magazines, 20% (n=8) reported that a health care worker had spoken to them about the benefits of tactile stimulation, and 15% (n=6) had received literature on the benefits of tactile stimulation. The open-ended question generated several findings which included suggestions to enhance healthcare by providing information and training about tactile stimulation and perinatal matters when attending antenatal clinic; by offering assistance with infant feeding during the postnatal period; and by improving the attitude and professional stance of health care workers. The study findings suggest that first time mothers at MMH are not adequately knowledgeable about the importance of tactile stimulation during infancy and early childhood. Grounded in the empirical findings and based on the suggestions offered by the participants, several recommendations, including improved information and training, were identified toward strengthening tactile stimulation knowledge and practice at both the parental and health care provider levels.
AFRIKAANSE OPSOMMING: Studies toon dat menslike aanraking ‘n belangrike rol in ‘n baba se algemene vermoëns om te groei speel, terwyl ‘n positiewe korrelasie tussen koestering en optimale fisiese, emosionele, kognitiewe en sosiale ontwikkeling bestaan. Die doel van hierdie studie was om vas te stel of moeders, wat vir die eerste keer geboorte geskenk het, en geskeduleer was om by Mowbray Kraamhospitaal geboorte te skenk, ingelig was aangaande die belangrikheid van streling tydens babaskap en die vroeë kinderjare. ‘n Beskrywende, nie-eksperimentele navorsingstudie is uitgevoer, deur van ‘n gestruktureerde, onderhoudsvraelys vir die insameling van data gebruik te maak. Vrae was opverdeeld in die volgende seksies: kennis rakende die impak van babastreling op die band tussen moeder en baba, kennis rakende die impak op die emosienele dimensie, en kennis rakende die impak van babastreling op die fisiese en sosiale dimensies van babas en kinders. Die ewekansige gekose studie-groep van een-enveertig deelneemers het 40% van die studie-populasie uitgemaak. Voorafgaande etiese en operationele toestemming is vanaf die Menslike Etiese Kommittee van die Universiteit van Stellenbosch, die Wes-Kaapse Departement van Gesondheid en vanaf die Navorsings kommittee en Bestuur van Mowbray Kraamhospitaal verkry. Geskrewe toestemming is voor aanvang van die een-tot-een onderhoude vanaf die deelneners verkry. Die kwantitiewe data is met die hulp van ‘n statistikus deur die gebruik van die sagteware, Statistica (Weergawe10) geanaliseer. Die kwalitiewe data wat na aanleiding van die oop-eindigende vraag verkry is, is tematies geanaliseer en gekwantifiseer. Die resultate het getoon dat meeste 90% (n=37) van die deelnemers met die algemene praktyke van babastrelingstrategië gedurende babaskap bekend was. Die persentasie vir deelnemers se kennis rakende die impak van babastreling op die band tussen moeder en baba was 81% (n=33), en vir kennis omtrent die emosienele dimensie 75% (n=31), die impak van babastreling op die fisiese 52% (n=21) en die sosiale 43% (n=18) dimensies van babas en kinders. Alhoewel alle deelneemers vir voorgeboorte kliniek gerapporteer het, het 73% (n=30), terugvoer dat hulle hulle kennis omtrent swangerskap, geboorte en ouerskap verbreed het deur tydskrifte te lees, 20% (n=8) van die deelnemers gerapporteer het dat ‘n gesondheidswerker met hulle omtrent die voordele van babastreling gepraat het, terwyl 15% (n=6) leesmaterial rakende die voordele van babstreling ontvang het. Die oop-eindigende vraag het verskeie bevindings opgelewer met voorstelle met betrekking tot die verbetering van gesondheidsorg en opleiding, opleiding aangaande die voorgeboortelike sorg wat hulle ontvang het en aangaande perinatale aangeleenthede en stimulasie van babas deur streling. Deelneemers het ook voorgestel dat verpleegsters hulp aan moeders behoort te verleen met die voeding van hul babas in die periode na geboorte en dat gesondheidsorgwerkers hulle professionaliteit en gesindhede jeens pasiënte behoort te verbeter. Ten slotte het die uitkomste van hierdie studie aangedui dat, moeders wat vir die eerste keer geboorte geskenk het by Mowbray Kraamhospitaal, onvoldoende kennis dra oor die belangrikheid van stimulasie van hulle babas en jong kinders deur streling. Gegrond in die empiriese bevindings en gebaseer op die voorstelle van deelnemers, is verskeie aanbevelings geïdentifiseer vir die moontlike verbetering van kennis rakende streling op die ouer- en gesondheidswerkervlakke.
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Sparks, Shannon. "Children, Caregiving, Culture, and Community: Understanding the Place and Importance of Kith and Kin Care in the White Mountain Apache Community." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194817.
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The use of family, friends, and neighbors ("kith and kin") as caregivers for young children is a common practice in many cultural minority and impoverished communities in the U.S. Such caregivers often serve as trusted, familiar, affordable, and accessible sources of care, however, the quality of such "informal" child care is often questioned. This, I contend, is a consequence of the application of narrow constructs of quality derived from the values, practices, and experiences of the dominant class and culture.This dissertation details the roles that kith and kin caregivers fill in the White Mountain Apache community in east-central Arizona, and the functions such caregiving performs. Being in the care of kith and kin is important in giving children a sense of "place" within their extended family and the community. It teaches them their relations as well as the role and importance of family and community and reciprocity, and builds and reinforces family and community networks. It places children in the hands of grandmothers and other individuals with high cultural capital, hence providing a space, time, and opportunity for cultural learning. Kith and kin caregiving thus assists in the preservation of Apache language and culture by providing not only a context for cultural transmission and access to those with the greatest cultural knowledge and linguistic competence, but also by reinforcing a pedagogical role central to Apache culture and emphasizing the importance of family.While important, such functions of kith and kin care are ones not easily accounted for in existing constructions of quality. In order for standards of quality to have any meaning or utility in cultural minority communities, I argue that we need to encourage the development and utilization of culture and context specific definitions of caregiving quality and the inclusion of community standards. Constructs of quality must also speak to the well-being of children in their own communities and cultures. For Native communities, the incorporation of Native culture and language into child care programming and settings is essential to the health, maintenance, and cultural survival of these communities.
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Birmantienė, Violeta. "Muzikos vaidmuo vaiko dorinio ugdymo procese." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_181930-34343.
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Šiuolaikinė pedagogika remiasi humanizmo idėjomis, pagrindinis pedagogų ir tėvų dėmesys koncentruojamas į vaiko asmenybės ugdymą, jo vidinio pasaulio formavimą, humanistinių vertybių perteikimą, todėl jau ikimokyklinio amžiaus vaikams turėtų būti skiriamas didelis dėmesys doriniam ugdymui. Ugdant dorą ir aktyvią asmenybę reikšmingiausias vaidmuo atitenka pedagogams ir tėvams, jų turimoms vertybėms, vaiko kultūrinei aplinkai namie ir darželyje. Auklėjant muzika ugdytinis net neįtaria, kad jis yra auklėjamas, nes muzika nemoralizuoja, nemoko doros taisyklių. Muzika moko klausyti ir girdėti, skatina aktyvaus pažinimo pastangas, leidžia užsimegzti glaudesniam bendravimui su meno vertybėmis, kurių veikiamas vaikas, kaip ir suaugęs žmogus, gali patirti gilesnius emocinius ir mentalinius išgyvenimus. Daugelis žmonių visą gyvenimą išsaugoja vaikystėje įgytas muzikines savybes, jai pakankamas buvo muzikinis ugdymas. Vaikas savyje nešiojasi muziką, kuri spontaniškai veržiasi išsilieti. Jai pedagogas, tėvai padės jai išsilieti ir toliau puoselėti, išauginsime geresnį, doresnį, kultūringesnį ir laimingesnį žmogų.Children are our future, the power of creation. Them we supervising, educating, developing. The spirit world of child fast changing for him does influence our community, they cherishing values. Child is great source of opportunities, witch could dry, if by him will touch bad artisan hand. Therefore in psychic of child should we penetrate very careful. This master work fundamental purpose is research, if music educate moral of child? This topic I missed analysis, although in intellectual climate of Lithuania same problems constantly treating. So my work purpose is topical in Lithuanian concept context. At this master work I experimented to answer at his question, with reference varied science literature and articles. Special impact power of music for human since many centuries ago cognize, priests, philosophers. Philosophers accent, that in great music, language of intonation expressing and specifically feel as integral unity of being meaning. Plato said „formative perfect Citizen first place belong to music”. By V. Lansbergis „music in general meaning is life, love expression with all their variety”. Music make child happy, help to be disciplined, and do impact to child vision, feelings, emotions, behavior. The music learns to hear, stimulate active interesting in art. And by impact of these factors the child and adult human could feel great emotional and mind experience. Music is one of great ways to relax and to joy. If pedagogue or parents help cherishing music... [to full text]
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Johnson, James E. "Does keeping score matter : the relationship between parents' achievement goals, attitudes about winning, and game behavior." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217396.
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The purpose of this study was to examine parents' achievement goal orientations, attitudes about winning, and game behaviors between a youth basketball league that kept score and a youth basketball league that did not keep score. Specifically, this study sought to answer four research hypotheses. First, this study hypothesized that parental achievement goal orientation would have a significant positive relationship with type of league. Second, parents' attitudes about winning would have a positive significant relationship with type of league. Third, a significant difference would emerge between attitudes about winning and achievement goal orientations in each league. Finally, it was hypothesized that the scoring league would demonstrate significantly more negative parental behaviors than parents in the non-scoring league.A sample of 69 parents/guardians in the non-scoring league, and 42 parents/guardians in the scoring league, participated in this study. Parents' behavior was observed and recorded over four games in each league. During the final games in each league, parents were given a series of questionnaires assessing descriptive information, achievement goals, and attitudes about winning.Results using Pearson Correlations (p<.05) suggested there was no relationship between parent's achievement goals and league type, but a significant relationship did exist between parents' attitudes about winning and league type. These results indicate that although both leagues were primarily task oriented, the scoring league parents valued the concept of winning more than the non-scoring league. Additionally, a 2 x 2 x 2 Multivariate Analysis of Variance (MANOVA) revealed a significant main effect (F=7.836, p<.0001) between parents' attitudes about winning, achievement goals, and league, confirming a difference in parental responses between each league. Because the behaviors observed in both leagues was overwhelmingly positive, parental behavior in this study did not differ according to positive or negative behaviors. Parents in both leagues demonstrated overwhelmingly positive behaviors throughout the recording process. The non-scoring league, however, displayed significantly more positive nonverbal behaviors than the scoring league. From these results, it would appear that keeping score does matter in terms of its relationship to parents' values and behaviors.School of Physical Education
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Hoffman, Jill Ashley. "Promoting Healthy Social-Emotional Development in Vulnerable Young Children: The Importance of Head Start Teachers and Centers." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468933916.
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Uppal, Kiranjeet Kaur. "The importance of parental socialization and Early Maladaptive Schemas in the development and maintenance of psychological symptoms in young adults." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3015.
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Explores the relationship between recollections of parenting, Early Maladaptive Schemas (EMS), and symptoms of depression and anxiety in a sample of undergraduate students attending California State University, San Bernardino (N = 232). A correlational-regression approach was adopted to test the hypothesis. Parental socialization was measured with three different subscales. Psychological adjustment was measured by the Symptom Checklist-90-Revised. Early Maladaptive Schema was measured with the Schema Questionnaire-Short Form. Partial mediation of EMS was found with maternal connection and psychological control, but not with paternal socialization. Findings lend support to the schema model and suggest that clinical work with adults suffering from depression and/or anxiety may need to identify and re-structure EMS that develop from "toxic parenting."
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Lenormand, Marie. "Le jeu dans la thérapie des enfants : une approche psychanalytique." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10157/document.
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Ce travail envisage la question de la fonction du jeu dans la thérapie des enfants à partir d’un point de vue clinique et théorique. Dans un premier temps, trois approches psychanalytiques sont mises en perspective. Celle de Donald Woods Winnicott – qui fit du jeu le paradigme de la cure analytique – est envisagée du point de vue de la notion de playing, de ses paradoxes théoriques ainsi que des impasses auxquelles cette notion peut conduire si elle n’est pas clairement distinguée de la notion commune de jeu. La théorie de Melanie Klein, ensuite, est envisagée selon deux points de vue : celui d’une « technique analytique du jeu », découverte permettant la cure des enfants et posant la difficulté d’une réduction du jeu à une technè et, d’autre part, celui d’une théorie du jeu conçu comme « personnification » dont le mécanisme, en définitive schizo-paranoïde, consiste en la combinaison d’une Spaltung et d’une « projection ». Dans un troisième temps, le jeu, conformément à une approche freudienne, se trouve, d’une part, métapsychologiquement envisagé dans son rapport au fantasme. D’autre part, un rapprochement du mécanisme de l’humour et de celui du jeu permet d’évoquer un dispositif ludique fondé sur la dénégation. Au terme de ce parcours, est proposée une tripartition structurale des jeux épousant le champ freudien. Selon cette classification, sont distingués trois types de jeux : les jeux « trompe-l’œil » fondés sur le mécanisme de la dénégation (Verneinung), les jeux « leurres » fondés sur le déni (Verleugnung) et enfin les jeux « suppléance » fondés sur le mécanisme de la forclusion (Verwerfung). Suite au constat selon lequel une telle classification ne permet pas d’embrasser l’objet-jeu dans toute sa complexité, c’est la spécificité de la forme ludique qui se verra prise en considération, dans un deuxième temps, selon une logique trans-structurelle. Le jeu ne pouvant être réduit à un seul de ses aspects – réduction trop fréquente dans la littérature –, il est proposé d’étudier celui-ci sous trois angles différents dialectiquement liés. Tout d’abord, c’est la dimension du « cadre » du jeu qui est envisagée, c’est-à-dire la question de la structure ludique : ce qui fait d’un jeu un jeu ainsi que l’intérêt d’un tel repérage pour la clinique. Ensuite, c’est le contenu du jeu qui, dans sa phénoménologie « d’être-au-jeu », est pris en considération selon deux axes : d’une part, le jeu en tant qu’institution d’un monde et d’autre part le jeu en tant que « pensée sauvage » structurée à la manière du mythe. Est avancée l’hypothèse selon laquelle, dans la forme du jeu, ce sont les déterminants du sujet qui trouvent à s’énoncer. Enfin, c’est la dimension « jouante » du jeu – et non plus « jouée » – qui se trouve approfondie. Permettant de dépasser une approche du jeu toujours tentée, du point de vue clinique, par la psychopathologie, c’est la dimension créatrice et inédite du jeu qui trouve à être développéeThis doctorate envisions the question of the function of play in the treatment of children, from a clinical and theoretical point of view. First, three psychoanalytic approaches are put into perspective. The approach pioneered by Donald Woods Winnicott – who made play the paradigm of the psychoanalytic cure – is considered through the notion of playing. We consider the theoretical paradoxes of this notion, as well as the impasses to which it can lead if it is not clearly distinguished from the common notion of play. Next, we unpack two of Melanie Klein's concepts : firstly, her “psycho-analytic play technique,” a discovery that opened up the cure to children, and that exposed the difficulty of reducing play to technè, and secondly, a theory of play conceived of as “personification” whose mechanism, by definition schizo-paranoid, consists in the combination of Spaltung and “projection.” Finally, the Freudian model conceives of play as a formation of the unconscious, just like dreams or faulty acts. For Freud, the game is a space where fantasies are created. We will compare Ernst's and Hans' play with that of Arpad, Sándor Ferenczi's “little chanticleer”, in order to tease out two possible tendencies of play: on the one hand, negation, and on the other hand, disavowal. Following this exposition, we propose a Freudian-inflected tripartite structure of play. According to this classification, we distinguish play based on the mechanism of negation (Verneinung) that we call “trompe-l'oeil” games; play based on disavowal (Verleugnung) that we call “decoy” games; and finally “suppléance” games based on the mechanism of foreclusion (Verwerfung). We maintain that detecting the principal mechanism at play in a child's game is an indispensable moment for receiving him as a patient. A second line of thought, in counterpoint to this triple classification, attempts to describe the “three dimensions” of play. If the first classification divided the notion of play, we now attempt to illuminate play's multiple facets. First of all, we interrogate the “frame” of playing, in other words, its structure. What makes a game a game and what is the clinical interest of this distinction? Next, a phenomenology of the “being-at-play” induces a study of the content of play. Play will be considered along two axes: on the one hand, the game as world-making, and on the other hand, the game as “untamed thought” (Levi-Strauss) with a mythical structure. Our hypothesis is that the determinants of the subject are enunciated in the form taken by the game. Finally, we consider the active dimension of play: the child as playing and not as plaything. In this section, we explore the creative and innovative dimension of playing in contrast with the content of his play, allowing us to move beyond an approach to playing that remains colored, from a clinical point of view, by psychopathology. For the subject, this dimension of play inaugurates a new relationship to the real
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Sena, Silvio [UNESP]. "A dialética entre a intervenção pedagógica no jogo de papéis e o desenvolvimento psíquico da criança contemporânea em idade pré-escolar." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153067.
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Vinculada à linha de pesquisa Processos Formativos, Infância e Juventude, do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia - FCT/UNESP, Campus de Presidente Prudente, esta tese se originou da premissa de que, na proposição dos documentos oficiais, a brincadeira e as interações se configuram como atividades-eixo da Educação Infantil e, na perspectiva da psicologia histórico-cultural, o jogo de papéis sociais ocupa o status de atividade-guia do desenvolvimento psíquico da criança contemporânea em idade pré-escolar. Como resultado do problema revelado na existência de poucos estudos voltados às formas e meios de se intervir de forma indireta e direta no jogo de papéis sociais, elege esse tipo de intervenção como objeto central de estudo. O objetivo geral visou a analisar e interpretar as interferências da intervenção pedagógica no jogo de papéis para o desenvolvimento psíquico da criança contemporânea em idade pré-escolar. Os objetivos específicos cumpriram a intenção de intervir e mensurar, a partir dos elementos estruturais do jogo de papéis, o nível de jogo praticado pela criança em idade pré-escolar e estabelecer, de maneira dialética e integrada, a correlação entre o avanço do nível de jogo praticado e os elementos que medeiam e conformam o processo de humanização da criança em idade pré- escolar, na tendência do enfoque histórico cultural, a saber: o biológico, o histórico-cultural e a atividade. O referencial teórico se revelou no enfoque histórico-cultural, compreendido como base epistemológica que abarca o marxismo, a psicologia histórico-cultural e a pedagogia histórico-crítica. Participaram vinte crianças de uma turma de pré-escolares com idade de três anos e dez meses a quatro anos e dois meses de uma escola da rede pública municipal de uma cidade do Extremo-Oeste do Estado de São Paulo. O trabalho empírico se subdividiu nas fases de constatação diagnóstica inicial, de intervenção e de constatação diagnóstica conclusiva. A metodologia se caracterizou como pesquisa-intervenção e os dados advieram de observação participante, de registros cursivos em caderno de campo, de fotografias e de filmagens. As categorias de análise específicas surgiram dos elementos estruturais do jogo de papéis, em destaque: “caráter das ações”, “utilização de objetos substitutos”, “adoção de um papel”, e, “relação com os coetâneos”. A análise dos dados produzidos culminou em resultados que permitiram concluir que: a ênfase concedida ao jogo de papéis no contexto educacional não deve se articular a concepções de cunho espontaneísta, utilitário ou propedêutico; no contexto educacional formal da pré-escola, o jogo de papéis deve ser estimado como atividade-guia do desenvolvimento psíquico da criança contemporânea em idade pré-escolar; a intervenção pedagógica direta no jogo de papéis não deve transgredir o conteúdo e a sequência de ações perseguida por aquele que brinca; formas indiretas são as mais adequadas para se intervir no jogo de papéis, com o propósito de enriquecer o conteúdo e as possibilidades de sequências de ações; e, a adequada intervenção pedagógica no jogo de papéis justifica e dota de sentido função social da escola e do professor pré-escolar, entre outras. Com base no arcabouço teórico, no trabalho empírico e nas conclusões destacadas, comprovou-se o pressuposto, que delineou a tese, de que a intervenção do professor pré-escolar no jogo de papéis não deve se limitar à circunscrição da organização prévia dos espaços e dos materiais para a efetivação do brincar infantil. Além disso, cabe a esse professor intervir de forma indireta e direta nessa forma de atividade, com vistas a promover o avanço do nível do jogo de papéis e, por consequência, o desenvolvimento psíquico da criança pré-escolar.
Connected to the line of research on Childhood and Youth Formation Processes of the PostGraduation Program in Education of Facult of Science and Technology - FCT/UNESP, Campus of Presidente Prudente, SP, Brazil, this thesis came to be based on the premise that, in the proposal of the official documents, playing and interactions are configured as axeactivities of early childhood education and, from the perspective of historical-cultural psychology, social papers game role-playing occupies the status of guiding activity of the psychic development of the preschool-age child. As a result of the problem revealed in the existence of few studies focused on the ways and means of intervening indirectly and directly in the social papers game, this type of intervention is chosen as the central object of study. The general aim was to "analyze and interpret the interferences of the pedagogical intervention in role playing for the psychic development of contemporary preschool children". Specific objectives fulfilled the intention of "intervening and measuring, from the structural elements of role-playing practiced by pre-school children ‘and’ to establish, in a dialectical and integrated manner, the correlation between the progress of the level of playing practiced and the elements that mediate and conform the process of humanization of the child in preschool age, in the tendency of the historical-cultural focus, namely: the biological, the historical-cultural and the activity". The theoretical referential was revealed in the historicalcultural approach, understood as the epistemological basis that embraces Marxism, historicalcultural psychology and historical-critical pedagogy. Twenty children participated, from a group of preschoolers, aged three years and ten months to four years and two months, froman extreme-western townin the State of São Paulo municipal public network school. The empirical work was subdivided into the phases of initial diagnosis (FCDI), intervention (FI) and conclusive diagnosis (FCDC). The methodology was characterized as an intervention research and the data came from participant observation, cursive records in field notes, photographs and filming. Specific categories of analysis have emerged from the structural elements of role-playing, in particular: "character of the actions", "use of substitute objects", "adoption of a role", and "relationship with peers". The analysis of the produced data culminated in results which have allowed to conclude that: the emphasis given to role-playing in the educational context should not be tied to conceptions of spontaneous, utilitarian or propaedeutic nature; in the formal educational context of preschool, role-playing must be estimated as the guiding activity of the preschool-age toddler psychic development; the direct pedagogical intervention in the role-playing must not transgress the content and the sequence of actions, pursued by the one who plays; indirect forms are the most appropriate to intervene in role-playing, in order to enrich the content and possibilities of the sequences of actions; the adequate pedagogical intervention in role-playing justifies and endorses the social function of the school and the preschool teacher, among others. Based on the theoretical framework, the empirical work and the highlighted conclusions, the assumption made, which outlined the thesis was that: "the intervention of the preschool teacher in role-playing should not be limited to the circumscription of the previous organization of spaces and materials for effective childplaying. In addition, this one teacher must intervene indirectly and directly in this form of activity, aiming to promote the advancement of the level of role-playing and, consequently, the psychic development of the pre-school child".
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Alvares, Lorena Olímpio. "O BRINQUEDO EM INSTITUIÇOES PÚBLICAS DE EDUCAÇAO INFANTIL: OS SIGNIFICADOS ATRIBUÍDOS POR PAIS E PROFESSORAS." Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/1026.
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Previous issue date: 2011-09-30This dissertation analyzes the meaning given the toy for parents and teachers at a public institution of education. The issue involved the need for a study about the importance of toys for child development, as well as the conceptualization that is attributed to terms such as play, game, toy and game. Another aspect investigated concerns the way parents and educators understand how children appropriate the toys to create play situations, as well as its importance in education. In order to proceed to this investigation, we sought a grounding in the theoretical framework that follows the socio-historical perspective of Vygotsky (1916-1934), which postulates the influence and interplay of social, cultural and the biological development of the individual. Also contributed to the construction of this theoretical framework, other authors, as Kishimoto (2008), Elkonin (1998), Huizinga (1999, 1993); by Brougère (1997,1999, 2004) and Rock (2005). For Vygotsky (2007), is the experience in the human environment, the activity that occurred in the interaction with other individuals that allow the development of a new and complex psychological system in children. This study about the meanings attributed by parents of young children and teachers from kindergarten through play and the toy can help us understand the social situation of children compared to adults. To perform this study, besides reviewing the literature, we conducted a field survey, a qualitative approach, whose main instrument of data collection was the interview, guided tours designed specifically for this purpose: a model for educators and another for parents. Analyzing the results obtained on how parents and teachers realize how children take ownership of the toy to create situations of play, we could see that they believe in development through interaction in everyday life, where the toy acts as a facilitator.
Esta dissertação analisa o significado atribuído ao brinquedo por pais e professoras de uma instituição pública de educação infantil. O tema implicou na necessidade de um estudo acerca da importância do brinquedo para o desenvolvimento infantil, assim como, da conceituação que se atribui a termos como lúdico, jogo, brinquedo e brincadeira. Outro aspecto investigado refere-se à forma como os pais e educadoras compreendem a maneira como crianças apropriam-se do brinquedo para criar situações lúdicas, bem como, sua importância na educação infantil. Com o fim de proceder-se a esta investigação, buscou-se embasamento em um referencial teórico que segue a perspectiva sócio-histórica de Vigotsky (1916-1934), que postula a influência e a inter-relação dos aspectos sociais, culturais e biológicos no desenvolvimento do indivíduo. Contribuíram, também, para a construção deste referencial teórico, outros autores, como Kishimoto (2008), Elkonin (1998), Huizinga (1999, 1993); Brougére (1997,1999,2004); e Rocha (2005). Para Vigotsky (2007), é a vivência no meio humano, na atividade ocorrida na interação com outros indivíduos que permitem o desenvolvimento de um novo e complexo sistema psicológico na criança. Este estudo acerca dos significados atribuídos por pais de crianças pequenas e professoras da educação infantil ao lúdico e ao brinquedo pode ajudar-nos a entender a situação social das crianças em relação aos adultos. Para realizar este estudo, além da revisão da literatura, realizamos uma pesquisa de campo, numa abordagem qualitativa, cujo principal instrumento de coleta de informações foi a entrevista, orientada por roteiros elaborados especificamente para este fim: um modelo para as educadoras e outro para os pais. Ao analisarmos os resultados obtidos acerca de como os pais e professoras percebem a forma como as crianças se apropriam do brinquedo para criar situações de brincadeira, pudemos perceber que eles acreditam no desenvolvimento a partir da interação no cotidiano, onde o brinquedo atua como facilitador.
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Burji, Carla. "Evaluating feedback during the Step It Up! game to increase physical activity exhibited by elementary school students during recess." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3629.
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Children who are physically inactive are more likely to suffer numerous health complications such as obesity, cardiovascular disease, and diabetes. The Good Behavior Game (GBG) has been identified as an effective method for decreasing inappropriate behaviors and increasing appropriate behaviors in a variety of settings; however, few studies have used the GBG to increase physical activity. Furthermore, no previous research has evaluated the effects of feedback while playing the GBG to increase physical activity. Some research suggests certain characteristics of feedback tend to produce consistent changes in behaviors such as providing feedback immediately and privately. The purpose of the current study was to extend previous research and evaluate whether the addition of feedback to the Step it UP! Game, a modified version of the GBG has an impact on children’s step counts. A reversal (ABCAB) design was used to examine the number of steps students took during baseline (A), the Step it UP! Game (B), and the Step it UP! Game with feedback (C). Sealed pedometers were distributed to 21 students from a fifth-grade general education classroom. The results of this study suggest that the Step it UP! Game with feedback did not enhance the number of steps taken during recess. Additionally, the Step it UP! Game (with and without feedback) did result in a slight increase in mean steps per min during recess initially but, these steps did not maintain overtime.
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Thomas, Bernice Karen. "The importance of documentation for the protection of unaccompanied and separated migrant children and the realisation of access to socio-economic rights: An assessment of the participation and roles of stakeholders." University of Western Cape, 2021. http://hdl.handle.net/11394/8335.
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Magister Legum - LLMThis paper reports on the findings of a study on the importance of documentation for unaccompanied separated migrant children on South African soil. The objectives of the study is to identify what the international and national laws and policies state about protecting children’s rights, particularly, their socio-economic rights, in the context of irregular migration. Their rights to have legal documentation, their right to education as well as health care, among others. Most importantly, the paper attempts to gain an understanding of the role and obligations of South African stakeholders in terms of the requirements of documentation and the implementation of the relevant laws and policies. To understand what the relevant stakeholders such as NGO’s, DE, Health, DSD and DHA do to protect USMC’s socio-economic rights. Their right to documentation, their right to education, to health care, to the justice system and child protection systems.
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Irnazarov, Farrukh. "Cantralasiens strategiska betydelse:Den nye stora kampen mellan USA och Ryssland." Thesis, Linköping University, Department of Management and Economics, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2821.
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The aim of this thesis is to assess the strategic importance of Central Asia as a whole and interests of great powers in the region in particular within the theoretical framework chosen. The work shows Central Asia as an area of the New Great Game, analogue of the original Great Game which was played out between the British Empire and Tsarist Russia in XIX century. The parallels between the original Great Game and the New Great Game are drawn in order to understand the scope and the true intentions of the players of the latter one. Also, the security issues in the contemporary Central Asia are explored and analyzed to provide with the background for future predictions. Furthermore, the indirect purpose of the thesis is to examine whether the international system has changed from that of two centuries ago by comparing the structure of the international systems at the time of two Games.
Different theories are gathered into one system theory which serves as a framework for analytical elaboration. The theories used are - the theory of offensive realism, regional security complex theory, strategic theory and the concept of strategic geography, where the applicable essence is withdrawn for analysis of the processes in the contemporary Central Asia. The strategic interests of the regional powers in Central Asia are described and analyzed with the significant help of the theoretical part.
In order to reach the aim of the research the historical concept of the Great Game is chosen as a method. By comparison of the location, players, means and goals with the New Great Game the validity of concept is verified and, consequently, applied to the Central Asian case.
On the basis of theoretical and methodological parts the empirical findings are withdrawn and analyzed in turn providing us with the reasonable conclusions on the issue. The perspectives of the two key players - the US and Russia - are analyzed and the possible predictions are made. In a similar way, certain scenarios are provided to Central Asian states, depending on the development of the New Great Game. Finally, the recommendations for further research are given.
Last but not least, this work is a study of one part of geopolitics in one region at one time, thereby the conclusion drawn is actual only for one region, but not for the discipline as a whole.
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Barros, Ana Lucia da Silveira. "Sequências explicativas produzidas pela criança de cinco anos de idade em atividade lúdica." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-10112006-080411/.
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Nesta pesquisa, examinamos a ação comunicativa e a linguagem presentes no jogo de ficção, enfatizando as seqüências de explicação e justificação produzidas pela criança. Concebendo a explicação, como conduta que se desenvolve num contexto interativo e, as condutas explicativas e justificativas (CEJ) como manifestações do uso informativo da linguagem ligado à capacidade de considerar os estados mentais do outro (Veneziano e Hudelot, 2003), analisamos a interação entre adulto e criança de cinco anos de idade, enfatizando as explicações/justificações produzidas em atividade lúdica de ficção. Vários estudiosos (François,1996; Hudelot,1997; Hudelot e Vasseur,1997) mostram que condutas discursivas do adulto trazem efeitos para a interação, pois são intervenções que suscitam reações na criança. Apoiadas na organização e elaboração do jogo de ficção proposto por Verba (1999), utilizamos o jogo \"Lego\" para intermediar a interação entre adulto - criança e relacionarmos as condutas discursivas do adulto ás condutas explicativas/ justificativas na criança. Como salienta a autora (op. cit), o jogo de ficção partilhado necessita do estabelecimento de um conjunto de significações comuns, resultante da elaboração das trocas sociais entre os parceiros que permitam, a cada participante, interpretar os \"dizeres\" e \"fazeres\" do outro no contexto do jogo. Sob a ótica de que a explicação aparece como forma de modificar as representações do outro, a intenção foi verificar como as condutas explicativas / justificativas colaboram para a elaboração e organização do jogo de ficção. Assim, correlacionamos posições discursivas do adulto, sugeridas por Hudelot (1987), às formas tutelares, propostas por Verba (1990) para o jogo de ficção, na produção de condutas explicativas/ justificativas pela criança. Constatamos, nas atividades lúdicas observadas, que o adulto geralmente solicita explicações, pois muitas das significações dadas pela criança, ou não foram compreendidas, ou houve um distanciamento entre as significações de ambos, de maneira a criar um desentendimento. Também observamos momentos em que a criança antecipa suas explicações e justificações para negociar seu ponto de vista e, conduzir o adulto em sua proposição. Desta forma, confirmamos nossa hipótese de que as condutas explicativas/ justificativas, na atividade de faz-de-conta, aparecem na situação de interlocução, tanto quando a interação e/ ou a comunicação se interrompe por falta de compreensão a uma dada questão, geralmente presente na partilha de significações, quanto quando há um distanciamento entre intenções, idéias e significações, promovendo a negociação de sentidos. As condutas explicativas/ justificativas no jogo de ficção com o \"Lego\" manifestaram-se, nas várias ocasiões em que a imaginação da criança prevalecia. Às vezes, o adulto solicitava uma explicação para entender melhor a fantasia da criança e poder participar da atividade junto a ela. Enfim, fica comprovado que, o jogo de ficção partilhado possibilita à criança desenvolver habilidades para representar o mundo e, ao estabelecer relações entre as coisas e confrontá-las com o outro, favorecer o desenvolvimento de competências para argumentar, explicar e justificar.In this research, we examine the communication and the language in the fiction game, emphasizing the sequences about explanation and justification produced by the child. Conceiving the explanation as a conduct that is developed in an interactive context and that the explanation and justification conducts (CEJ) are language informative use manifestations, linked to the capacity of considering the mental state of the other one (Veneziano and Hudelot, 2003), we analyze the interaction between an adult and a five year old child, focusing the explications and justifications in a playful activity of fiction. Several studies (François, 1996; Hudelot, 1997; Hudelot and Vasseur, 1997) show that adult\'s discursive conducts bring effects for the interaction, because they are interventions that raise reactions in the child. Supported in the organization and elaboration of the fiction game proposed for Verba (1999) use the game \"Lego\" to intermediate the interaction between adult-child and relate adult\'s discursive conducts with explanation/justification?s conducts in the child. As the author points out (op. cit), the partitioned fiction game needs the establishment of a common significances, resultanting the elaboration of the social changes between partners, who allow, the each participant, interpret from other?s talking and doing in the context of the game. Under the optics that the explanation appears as a way to modifying the other?s representations, the intention was to verify how the explanations /justification?s conducts collaborate for the elaboration and organization of the fiction game. So, we examine how the adult\'s discursive relations suggested by Hudelot (1987) behaved, in relation to the proposed tutelary categories for Verba (1990) for the fiction game, in the explanation /justification?s conducts produced by the child. We verify, in the observed fiction activities, that the adult generally asks explanations, because many of the significances given by the child were not understood or there was a distance among significances between each other in order to create a misunderstanding. We also observed the moments in which the child foresees his/her explanations and justifications to negotiate his/her point of view and, lead the adult in his/her proposition. Thus, we confirmed our hypothesis that the explanation/ justification?s conducts, in the fiction activity, appear on the dialogue situation, as much when the interaction or the communication is interrupted for the lack of comprehension of one matter, arisen in this playful activity, as much when there is a distance between his/her intentions, ideas and significances. The explanation/justification?s conducts in the fiction game with ?Lego? were present in many occasions in the objects significances division, actions events and linkages, in which child\'s imagination prevailed. Sometimes, the adult asked an explanation to understand the child\'s fantasy better and take part in the activity close to him/her. Finally, it is proved that partitioned fiction game enables to the child develop abilities to represent the world and, when establishing relations among things and confronts them with other person, it makes use of the development to of competences to argue, to explain and to justify.
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Andersson, Moa. "What key design features can be identified in creating a tool/game for helping children open up about sexual abuse through the collaboration with health care professionals?" Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17227.
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What key design features can be identified in creating a tool/game for helping children open up about sexual abuse through the collaboration with health care professionals? In today’s society, sexual abuse of children is a real and common occurrence. This research will explore what role interactive media can play in helping children open up about abuse as well as identify 11 key design features for designing such a tool. To do so, the participatory method (Simon 2010) will be utilized throughout the design process, based on the collaboration with health care professionals to ensure as relevant and applicable design features as possible. The result of this study are the first iterations of designing this tool as well as the 11 key features that were identified with the help of health care professionals’ expertise.
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Kumarasinghe, Sepalika Hylinee. "Trainee's voices : an exploration of the importance of child development, the theories of childhood and play-based learning for any adult who works with young children from birth to preschool years." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/3928/.
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In January 2001, the Singapore Ministry of Education (MOE) and Ministry of Community Development, Youth and Sports (MCYS) jointly set up Pre-School Qualification Accreditation Committee (PQAS) to oversee the standards and quality of pre school teacher training for both kindergarten and Childcare sectors. The MOE and the MCYS introduced an integrated Pre-School Education (PSE) framework for teacher training and accreditation applicable to р re-school personnel. The training route for pre-school teachers came into effect in January 2001. Teacher training and the qualifications offer high leverage opportunities for enhancing standards of training and expanding career opportunities for pre-school professionals in Singapore. The various levels of training are planned to cater to the different needs of the teachers and prepare them for leadership in the sector. This will ensure that pre-school professionals are well equipped to provide our young children with an enriched learning environment, to nurture their social skills and values, and prepare them for lifelong learning (wwwl.moe.edu.sg/preschooleducation).The majority of teacher trainees involved in this research have been working as caregivers in most Child Care Centres in Singapore without relevant knowledge of the child. The study is underpinned by the contemporary argument that any adult who works with children needs to know about Child Development, Theories of Childhood and Play-based Learning Environment, which actively challenge the traditional stereotypical notions that experiences alone would be sufficient. Understanding the growing child would no doubt help to focus on appropriate tasks for the child. Central to the focus of the study is to gain an understanding of the existing knowledge of the teacher trainees (both who are working with children and otherwise) before and after the study sessions and how such an increase of knowledge could empower and enfranchise the teachers to make informed decisions in the child’s life. At the completion of the course they were able to comprehend the most important factors of the growing child that they were considerably unaware of and better manage behavioural situations with the child. The teachers' final records of Observation and Evaluation, Professional Journals of the children combined with a final powerful public presentation of the Child Study Making Learning Visible no doubt heighten the educational process as a learning discipline, a vital link that provides a powerful medium to interact with the growing child.
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Tallec, Marston Kevin. "An international comparative history of youth football in France and the United States (C.1920-C.2000) : the age paradigm and the demarcation of the youth game as a separate sector of the sport." Thesis, De Montfort University, 2012. http://hdl.handle.net/2086/9497.
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This thesis contends that the contemporary phenomenon of youth football is the fruit of a variety of historical developments over the twentieth century. The manner in which the junior game evolved as an independent subset of the sport in France and America was certainly exemplary of the idiosyncrasies of national sporting culture, football in particular, the general timeline of each country as well as the place of 'youth' in wider society. The present study aims to expand the understanding of the game of football, specifically the youth sector, through a transnational line of enquiry covering the period from circa 1920 to circa 2000. The thesis structure is broadly thematic and chronological. This comparative approach attempts to remain coherent across both countries with a goal of outlining the core issues and major shifts which occurred over the chosen period. Youth football underwent a process of demarcation from the adult or elite game but maintained and furthered specific mechanisms linking the two across sporting, educational, and professional bridges. With the decade of the 1970s serving as a turning point, the youth level achieved a sort of independence while being inextricably fused to the top level. The essence of the growing separation of the youth from the senior level rested on the fundamental notion of 'age' as opposed to 'ability'. The organisation of football around this concept of 'age', and the resulting limitation of participation, provided a basis for 'junior' football as a distinct entity by the last quarter of the twentieth century. Subsequent divisions extended the differences between age categories and created a full competitive youth spectrum for younger and younger players. The game was, as a result, 'juvenilized'. The registration of players and the competitions for which this registration was so important reflected the relevance of 'age'. Throughout this process, though in different ways and at different speeds in the two countries studied, the youth game was drawn away from its roots in the school and as a pillar of the world of education. After the initial interwar and post-war eras, youth football moved toward the worlds of the club and association. This specialisation of the game was also evident in the rules and the equipment, all of which were progressively adapted for a more pedagogically correct, and perhaps commercially oriented, fit. While the youth game separated from the adult footballing world through age classification, distinct competitive spaces, adapted rules and equipment, that expanding gulf was continually bridged in various ways in order to maintain, develop, and create new links between these two increasingly distinct sectors of the sport. The link with the elite and the professional levels was certainly not new, but from the 1970s onwards it was solidified over time and the relationship grew closer as education moved farther away or, at the least, took a back seat to 'professional training'. By the close of the twentieth century, this ultimately placed the youth game as distinct from the adult game. Yet, somewhat contradictorily, it was closer than ever to the elite professional domain. As subject to international, professional and commercial forces, the youth game was fused to elite football. These three forces pulled youth football away from their uniquely national idioms and towards a more globalized arena. Harmonizing the experience across national boundaries, a blend of educational, sporting and professional bridges ensured and furthered the connection between the youth and the adult elite player. From the late nineteenth century's amateur world view - where football and sport were idealized as a means for development of the human being or the vehicle for the transmission of elite social values - the effects of professionalization turned football into an end in itself as a legitimate career. From child's play to a real métier. By the end of the twentieth century, the youth game stood confidently with one foot in each world.
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Randles, Halle Ann Schoener. "Perceptions of Ohio Principals in Schools Which Include at Least One Primary Grade Level Regarding Their Knowledge of and the Importance of Preparation for Specific Elements Relating to Special Education." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312899405.
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Váňová, Ivana. "Didaktická hra v současné výuce." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-353184.
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The thesis discusses didactic game applied in kindergartens and primary schools in the context of current educational system. The author's objective was to determine differences between employing didactic play in kindergartens and primary schools. Another objective was to verify whether teachers recognise didactic game as an adequate educational method and to ascertain whether didactic game fulfils its activation function in primary schools. Observation and interviewing were used as appropriate methods to conduct the research and collect the data. More specifically the author conducted observations in the pre-school kindergarten classes and the first three grades of primary schools, interviews with kindergarten and primary school teachers, and comparisons between classes where didactic game was used and where it was not. The following conclusions were made: the main difference in applying didactic game in a kindergarten and primary school is the teacher's approach to the assignment of the didactic game and subsequently the children's or pupils' perception. Kindergarten teachers consider didactic game to be a fundamental educational method, whereas in primary schools it is of similar importance as other methods. Based on comparison of two differently held classes, more significant activation effect...
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ROTHOVÁ, Marie. "Názory pedagogů na zařazování soutěživých her do prostředí mateřské školy." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-376415.
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This diploma thesis deals with the opinions of teachers on the inclusion of competitive games in the nursery environment. The aim of the thesis is to find and analyze the opinions of a selected sample of teachers on this issue. The work is divided into four main chapters. The introductory chapters are devoted to the concept of the game of various authors and authorities, to the place of preschool child play in the environment of the kindergarten and also to the separate problems of the competitive game. The main part of the thesis is the analysis and evaluation of the research carried out. The essence of the empirical part is qualitative research. The data acquisition method is a semi-structured interview, through which educators working at the tertiary level of education are asked to include competing games in nursery schools.
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XU, JING-HUI, and 徐靖惠. "Human Computer Interaction in an Acupressure Game Child-Parent Interaction." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/55481115582027425508.
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碩士嶺東科技大學
數位媒體設計系碩士班
104
Due to user age gets younger, it is an important factor for developing and designing 3C products. This research intends to design an interacting interface for younger users and creates a child-parent interactive acupressure game system. In this research, the author evaluates usability of game system. The author conducts two questionnaires to test the measure scale of child-parent interactive acupressure game system and the measure scale of demand and feeling of child-parent interactive installation. The interviewees are parents paired with children at the age of 6 to 12 are 31. The results show as the following: 1. The Arduino and Makey Makey installation of a game system is found positive in simplicity and satisfaction. It can enhance child-parent interaction. Furthermore,children feel more satisfied with usability than their parents; 2. Game system designed with learning elements, narrative plot, and virtual characters can advance the usability for parents as well as children; 3. The portability of the device is not an influential factor; 4. The interviewees feel more identified and convenient with game system designed with a vocal device; 5. Game system design should consider interactions between interface, children, and parents so that the interactions circulate constantly.The author recommends that developing tangible interactive installations should consider the usability and applicability for children’s development in the future research.
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JIAN, TING-WEI, and 簡廷瑋. "Design and develop a parent-child interactive game for learning." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/94344120047879872428.
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碩士南臺科技大學
資訊管理系
105
Modern smart phone usage is quite high, with the function more and more, its convenience to bring us is the excessive dependence, has been focused on the hands of the smart phone, the formation of the so-called "Phubbing", long Time down on the body will have an impact, like the eyes, hands or fixed posture on the body caused by injury, interpersonal interaction also rely on the communication App and reduce, or too addicted to the app on the function to reduce the interpersonal interaction, so we This is the idea, the use of GPS positioning technology combined with NFC to develop a digital game learning solution App, through the smart phone or mobile device using this App, hoping to allow users to not only be able to exercise but also thinking and learning, The use of a party to give tools or tips to solve the problem of the way to achieve interpersonal interaction between the effect, but also allow family or friends to enhance mutual interaction between.
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Kuo, Tzu-Yu, and 郭姿妤. "A study of Parent-Child Play in Digital Game-Based Learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/673cqj.
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碩士中華大學
資訊管理學系碩士班
101
This study conducted an empirical study of parent-child play in a multiplayer competitive English vocabulary learning game to investigate parents’ and children’s attitudes towards educational games and whether there were differences between parents’ and children’s attitudes after parent-child play. In the globalized society, English communication competence is indispensable and learning English has be-come a part of lives in many non English speaking countries Twenty groups of par-ent-child volunteers were recruited. The children were fifth or sixth grade elemen-tary students. The results show that the educational game can effectively enhance children’s recognition of English vocabulary. Both children and parents had positive attitudes towards the game in terms of pedagogy, game, society, and system. Inter-view responses show that parent-child play in multiplayer competitive educational games provides a solution for parents to help low academic performance children learn. Many parents gave their children advice to spell words and almost children were willing to accept advice even though they were opponents in the game. Chil-dren may feel a sense of accomplishment when they win their parents so that get motivated to learn through parent-child play. Children enjoyed parent-child play in that they can have more time to interact with their parents. This study provides evi-dences that parent-child play in educational games can be a possible way to not only let parents help children learn but also enhance parent-child relationships.