On the Meanings of Functional Play: A Review and Clarification of Definitions

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Jeevita Sidhu, N. Barlas, Karin Lifter
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引用次数: 0

Abstract

The term functional play is used widely and variably in serving young children who have developmental delays, affecting its use in research and practice. It also is confused with play as a functional goal. We reviewed studies that used the term. Of 146 reports, less than half included a definition. We organized those with definitions into two groups: one in terms of appropriate use of toys and the other in terms of motor activities. We conclude that the toy-directed focus subsumed in appropriate use is subject to wide variation in interpretation, and it should not be used as a category of play. It does not explicitly take into account children’s developmental progress in play. We recommend the term should be reserved for activities that support engagement and interest. Such activities represent play as functional for a child, requiring an understanding of children’s progress in play, which is play that is child-focused.
功能性游戏的意义:定义的回顾与澄清
功能性游戏一词在为发育迟缓的幼儿服务时被广泛而多变地使用,影响了它在研究和实践中的使用。它也与作为功能性目标的比赛相混淆。我们回顾了使用该术语的研究。在146份报告中,只有不到一半包含定义。我们将那些有定义的人分为两组:一组是玩具的适当使用,另一组是运动活动。我们得出的结论是,玩具导向的焦点包含在适当的使用中,在解释上会有很大的差异,不应该被用作游戏的一个类别。它没有明确考虑到儿童在游戏中的发展进步。我们建议将该术语保留用于支持参与和兴趣的活动。这样的活动将游戏视为儿童的功能性活动,需要了解儿童在游戏中的进步,这是一种以儿童为中心的游戏。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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