International Journal of Play最新文献_第3页

Play space in plain sight: the disruptive alliances between street trees and skateboarders 显而易见的游戏空间:街道树木和滑板者之间的破坏性联盟

IF 1

International Journal of Play Pub Date : 2023-07-03 DOI: 10.1080/21594937.2023.2235470

Duncan McDuie‐Ra

{"title":"Play space in plain sight: the disruptive alliances between street trees and skateboarders","authors":"Duncan McDuie‐Ra","doi":"10.1080/21594937.2023.2235470","DOIUrl":"https://doi.org/10.1080/21594937.2023.2235470","url":null,"abstract":"ABSTRACT This article is an ethnographic account of searches for play space in Newcastle, Australia, specifically for skateboarding. Street skateboarding is predicated on unstructured play at ‘found’ spots in the urban landscape assembled from surfaces, objects, and obstacles. Without access to established skateparks during COVID-19 lockdowns, the search for play space became an exciting part of lockdown life, and street trees were surprising guideposts for locating unpredictable surfaces and angles. Through these observations, this article explores the potential of street trees in generating play space through skateboarding, making three arguments. First, street trees are overlooked as potential play space compared to trees living in parks, reserves, and playgrounds. Crucially, street trees generate play space by assembling and re-assembling the urban landscape in unpredictable ways. Second, skateboarders and trees are unexpected allies in unstructured play and the disruption of urban order. Third, street trees produce skate spots by modifying the built environment, challenging ideas of mutually exclusive realms of nature vs. city, grey vs. green, play vs. passivity, and use vs. misuse. These examples may not fit idealised notions of human-tree relations, but they open new possibilities for thinking about these relations and where we seek and find play space.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"10 1","pages":"285 - 303"},"PeriodicalIF":1.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75548156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Pretend play predicts language development in young children with Autism Spectrum Disorder 假装游戏可以预测自闭症谱系障碍儿童的语言发展

IF 1

International Journal of Play Pub Date : 2023-07-03 DOI: 10.1080/21594937.2023.2235472

A. Vyshedskiy, E. Khokhlovich

{"title":"Pretend play predicts language development in young children with Autism Spectrum Disorder","authors":"A. Vyshedskiy, E. Khokhlovich","doi":"10.1080/21594937.2023.2235472","DOIUrl":"https://doi.org/10.1080/21594937.2023.2235472","url":null,"abstract":"ABSTRACT This quantitative study uses longitudinal caregiver surveys to explore the relationship between pretend play and development in children with ASD. Caregivers assessed the development of 7069 young children quarterly for three years on five subscales: combinatorial receptive language, expressive language, sociability, sensory awareness, and health. Pretend play was associated with superior developmental trajectories: 1.9-fold greater improvement of combinatorial receptive language (p < 0.0001), 1.4-fold greater improvement of expressive language (p < 0.0001), and 1.3-fold greater improvement of sensory awareness (p = 0.0009). Pretend play did not account for a significant amount of the variability in children’s sociability and health. The strong association of pretend play with combinatorial receptive language remained significant even when controlling for expressive language. Similarly, the strong association of pretend play with expressive language remained significant even when controlling for combinatorial receptive language. The association of pretend play with combinatorial receptive language was stronger than the association of seizures, sleep problems, or high-TV exposure. These findings support earlier studies suggesting that pretend play may be an important stepping stone for language acquisition and highlight a potential for pretend play therapeutic interventions.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"86 1","pages":"403 - 419"},"PeriodicalIF":1.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89039275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An ecological perspective on children’s play with digital technologies in South Africa and the United Kingdom 南非和英国儿童使用数字技术玩耍的生态视角

IF 1

International Journal of Play Pub Date : 2023-07-03 DOI: 10.1080/21594937.2023.2235466

F. Scott, J. Marsh, K. Murris, D. Ng’ambi, B. S. Thomsen, C. Bannister, J. Bishop, K. Dixon, T. Giorza, A. Hetherington, C. Lawrence, B. Nutbrown, B. Parry, J. Peers, E. Scholey

{"title":"An ecological perspective on children’s play with digital technologies in South Africa and the United Kingdom","authors":"F. Scott, J. Marsh, K. Murris, D. Ng’ambi, B. S. Thomsen, C. Bannister, J. Bishop, K. Dixon, T. Giorza, A. Hetherington, C. Lawrence, B. Nutbrown, B. Parry, J. Peers, E. Scholey","doi":"10.1080/21594937.2023.2235466","DOIUrl":"https://doi.org/10.1080/21594937.2023.2235466","url":null,"abstract":"ABSTRACT This paper reports a mixed-methods study of the play of children (3–11) with digital technologies in South Africa (SA) and the United Kingdom (UK), discussing the interrelatedness of access to devices and the Internet, contextual realities, and adult-child relations. An adapted ecological model [Bronfenbrenner (1979) The ecology of human development: Experiments by nature and design. Harvard University Press] guided analysis. Parents and carers in the UK were more likely than their SA counterparts to report children's engagement in object, construction and transgressive digital play, correlating with access differences, especially to tablet devices. However, play incorporating technologies was extensive, even in contexts in SA with limited access to a wide range of devices or readily available internet. Despite relying primarily on smartphones, children in SA were more likely to create digital content unassisted than those in the UK. The qualitative data complicate understandings of particular play types, including transgressive digital play.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"43 1","pages":"349 - 374"},"PeriodicalIF":1.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86623225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Books worth (re)reading 值得（重读）的书籍

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International Journal of Play Pub Date : 2023-07-03 DOI: 10.1080/21594937.2023.2235476

Elizabeth Tucker

引用次数: 0

An exploration of outdoor play and wellbeing in Northern Irish primary schools 北爱尔兰小学户外游戏与健康的探索

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International Journal of Play Pub Date : 2023-07-03 DOI: 10.1080/21594937.2023.2235467

Catherine Latimer, K. Winter, K. Lloyd

{"title":"An exploration of outdoor play and wellbeing in Northern Irish primary schools","authors":"Catherine Latimer, K. Winter, K. Lloyd","doi":"10.1080/21594937.2023.2235467","DOIUrl":"https://doi.org/10.1080/21594937.2023.2235467","url":null,"abstract":"ABSTRACT\u0000 The increasingly poor physical and mental health outcomes for children in Northern Ireland are, in part, attributed to a sedentary, indoor lifestyle and a concern that children are not availing of outdoor play opportunities. For some children, the school playground is the only accessible outdoor space available to them and is therefore a critical site in terms of promoting wellbeing. This paper reports the findings of an exploratory study which investigated school staff’s attitudes and children’s views, perspectives and experiences of play in school playgrounds in Northern Ireland. The findings illustrate that the school playground shapes the way in which children access outdoor play through its physical, policy and social setup; and that the design, structure, management and provision of the school playground all play a role in shaping children’s play behaviours and enjoyment of play. Findings also indicate that children are not being consulted about their play space, and schools lack policies and training opportunities for staff regarding outdoor play. Based on the findings and applying concepts associated with the Affordance Framework [Gibson, J. J. (1979). The ecological approach to visual perception. Lawrence Erlbaum Associates], the transformative potential of restructuring primary school playgrounds in Northern Ireland is highlighted and implications for future research, policy and practice are outlined.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"24 1","pages":"304 - 320"},"PeriodicalIF":1.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81847010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘I don’t think that it’s play. Because we have to play’. Norwegian six-year-old children’s understandings of play when they start in primary school “我不认为这是游戏。因为我们必须玩。”挪威六岁儿童从小学开始对游戏的理解

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International Journal of Play Pub Date : 2023-07-03 DOI: 10.1080/21594937.2023.2235469

Maja Reinåmo Olsson

引用次数: 0

Playful introduction 12.3 寓教于乐的导言 12.3

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International Journal of Play Pub Date : 2023-07-03 DOI: 10.1080/21594937.2023.2235471

Anna R. Beresin

引用次数: 0

Bob Hughes: Playworker 21st July 1944 – 15th November 2022 鲍勃·休斯:游戏工作者1944年7月21日- 2022年11月15日

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International Journal of Play Pub Date : 2023-07-03 DOI: 10.1080/21594937.2023.2235468

P. Wilson

引用次数: 0

Playful introduction 12.2 有趣的介绍12.2

International Journal of Play Pub Date : 2023-04-03 DOI: 10.1080/21594937.2023.2209236

Anna Beresin

引用次数: 0

Can an intensive professional development on play change child care providers’ perspectives and practice on play? 关于游戏的强化专业发展能否改变幼儿照顾者对游戏的看法和实践?

IF 1

International Journal of Play Pub Date : 2023-04-03 DOI: 10.1080/21594937.2023.2209239

Myae Han, Martha J. Buell, Di Liu, Annette Pic

{"title":"Can an intensive professional development on play change child care providers’ perspectives and practice on play?","authors":"Myae Han, Martha J. Buell, Di Liu, Annette Pic","doi":"10.1080/21594937.2023.2209239","DOIUrl":"https://doi.org/10.1080/21594937.2023.2209239","url":null,"abstract":"ABSTRACT Early childhood teachers need knowledge and skills to support play and learning. However, the child care workforce often has limited or no preservice training on play, relying instead on in-service training. With policy shifts towards a standards-driven curriculum in the U.S., there is limited in-service play training available, creating a need for high quality in-service training on play. This study introduces a model of intensive professional development (PD) on play – a group workshop coupled with a group coaching model – implemented in the Mid-Atlantic area in the U.S. The play training focused on three areas: self-active play experience, the knowledge and skills needed to support children's learning through play. The group coaching component included feedback on self-recorded video practice and an opportunity for participants to share reflections on supporting play with each other and the coaches. We conducted an interview study with the participants about their perspectives on play and practice after the intensive PD. Qualitative data analysis revealed that: (1) all participants changed their perspectives on play after the play PD; (2) participants implemented strategies from the training and supported more play in practice; and (3) despite increased knowledge and skills, participants continued to experience challenges when implementing play strategies.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"29 1","pages":"175 - 192"},"PeriodicalIF":1.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89492390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0