幼儿群体游戏干预的可行性

Karla K. Fehr , Jessica D. Hoffmann , Danielle E. Chambers , Jennifer Ramasami
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引用次数: 0

摘要

假装游戏干预是提高儿童游戏技能和相关发展领域的一种有前途的媒介。由于假装游戏在儿童早期经常发生,在这个时间点进行干预可能特别有益。本研究对33名4-8岁儿童进行了小组游戏干预,以改善他们的假装游戏、情绪和行为功能。在4-6人的小组中,孩子们接受了8次20-30分钟的训练,旨在提高他们在游戏中的想象力、组织能力和情感表达能力。基线的假装游戏技能与家长报告的行为症状和外化问题呈负相关,与适应技能呈正相关。干预后,儿童的假装游戏技能(想象力、组织、情感多样性)显著提高,且有中大型效应量。对干预的满意度很高。这是对学龄前儿童群体干预的首次评估。讨论了这些有希望的结果的意义和未来的发展方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Feasibility of a group play intervention in early childhood

Pretend play interventions are a promising medium to improve children's play skills and related areas of development. As pretend play occurs frequently during early childhood, an intervention at this time point may be especially beneficial. The current study evaluated the feasibility of a group-based play intervention to improve pretend play and emotional and behavioral functioning of 33 children (ages 4-8 years). In groups of 4-6 players, children received eight 20-30-minute sessions aimed at increasing imagination, organization, and affect expression in play. Pretend play skills at baseline were negatively related to parent-reported behavioral symptoms and externalizing problems and positively related to adaptive skills. After intervention, children's pretend play skills (imagination, organization, variety of affect) were significantly improved with medium to large effect sizes. Satisfaction with the intervention was high. This was the first evaluation of the group-based intervention in preschool-aged children. Implications of these promising results and future directions are discussed.

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