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Decades ago, Rheingold and Cook (1975) observed marked gender-typing of preschool children’s playthings and room furnishings. Our purpose was to determine whether this form of implicit gender socialization has been altered by cultural shifts toward more egalitarian attitudes. We also examined potential predictors of children’s room contents, including parents’ self-perceived gender-stereotypical personality traits (i.e., expressivity […]
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A multiple probe across participants with an embedded withdrawal single case research design was used to examine the effectiveness of a progressive time delay (PTD) procedure to teach preschoolers with disabilities to imitate their peers during a sculpting play activity. Data indicated the presence of a functional relation between the use of PTD and contingent […]
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Introduction: This study analysed the differences in play performance between preschool children with cerebral palsy and those with typical development and investigated the factors influencing functional mobility and manual dexterity on play in children with cerebral palsy. Method: Sixty preschool children (30 with cerebral palsy; 30 with typical development), were assessed by the revised Knox […]
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When designing and implementing evidence-based programs for children with an autism spectrum disorder, the intervention priorities of parents are important criteria. Although studies in developed countries have explored parents’ intervention priorities, there is a paucity of this kind of research in developing countries. This research explores the intervention priorities of 207 Iranian parents for their […]
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Although children’s roles in Participatory Design (PD) processes have been more or less stable for the last two decades, the recent academic debates have urged us to rethink these traditional roles in order to aim for genuine forms of participation. In this article, we feed this discussion by exploring a play perspective towards the role […]
1 AIM To investigate the epidemiological features of 60 cases of infantile anorexia in Keqiao district of Shaoxing, China. METHODS Sixty cases of infantile anorexia in Keqiao district of Shaoxing, China were included from June 2015 to October 2017 as a research group, and 60 cases of noninfantile anorexia in Keqiao district of Shaoxing were selected […]
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The experience of hospitalization is stressful and traumatic for children and their families. A common way to address these threats to positive development is by introducing play programs in hospitals. Studies of therapeutic activities have had a decided focus on medical-related outcomes. Few studies have explored potential outcomes for children who participate in recreational play […]
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Purpose: Play is an important occupation in a child’s development. Children with disabilities often have fewer opportunities to engage in meaningful play than typically developing children. The purpose of this study was to explore the types of play (i.e., solitary, parallel and co-operative) within an adapted robotics program for children with disabilities aged 6-8 years. […]
7 Preschool aged children with autism spectrum disorder (ASD) have marked deficits in pretend play that impede interactions with typically developing peers in inclusive early childhood settings. This study aimed to teach three young children with ASD to engage in pretend play behaviors with their peers. A multiple probe across participants experimental design was used to […]
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Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8 to10 years, from […]
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A large body of educational research has focused on play as one of children’s own activities, however, considerably less attention has been paid to structures and practices associated with joint play between adults and children. This article contributes to this line of research by analyzing adults’ participation in joint play with very young children. The […]
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Introduction to a supplemental issue (available through Open Access) of the Journal of Exercise Science and Fitness – Insufficient physical activity is a leading risk factor for global health… [it] increases the risk of chronic diseases such as heart disease, diabetes, and several cancers, while also shortening life expectancy. Globally, physical inactivity is estimated to cost […]
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With access to a unique sample of post-institutionalized Hungarian children, this study focused on the hypothesis that children who had been institutionalized for at least six months after birth have less developed capacities for emotion regulation; 90 children, aged 4-6, were placed in 1 of 3 groups: (1) children who had been institutionalized straight after […]
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As part of a cluster randomized controlled trial (Bundy et al., 2017), the after school-hours activities of 5-7 year old children were recorded by parents and other adult carers on four consecutive weekdays between 3:30pm-7:00pm. Records of time use showed most time was spent indoors in activities involving low levels of physical activity. The most-frequently-recorded […]
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In early childhood education, playing with friends has long been considered developmentally appropriate and an indicator of a child’s growing social competency. ‘We are all friends’ is a familiar mantra heard in classrooms and playgrounds. For children with a diagnosed disability and their families, inclusive settings offer the promise of play experiences with children without […]
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There are many factors affecting the personal development throughout a person’s life. In particular, games and toys have an important place in childhood. The game is learning many things that the child can not learn through life by creating his/her own experiences. Toys are the driving force behind these experiences. The toy library is a […]
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An alternating treatments design was used to assess the effects of the language of instruction (English vs. heritage language) on the play skills of four bilingually exposed children with autism spectrum disorder (ASD). Baseline consisted of 5-min free-play sessions conducted in English. Intervention consisted of two alternating conditions: 5-min play sessions conducted in English or […]
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This study focused on examining the treatment effect associated with two 12-session interventions (child-centered play therapy and nature-based child-centered play therapy) among early elementary schoolchildren (N = 8) who had an attention-deficit/ hyperactivity disorder diagnosis. Children were randomly assigned to one of the treatment groups or the waitlist group. We found that the child-centered play […]
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Certain social context features (e.g., maternal presence) are known to increase young children’s exploration, a key process by which they learn. Yet limited research investigates the role of social context, especially peer presence, in exploration across development. We investigate whether the effect of peer presence on exploration is mediated by age or cultural-specific experiences. We […]
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This research investigated the changes in after school time use in Cyprus within the last 50 years with particular interest to the time spent playing and studying. Time diaries, where collected from 401 adults and children (6-58 years), that used to be, or were at the time of data collection students in primary schools in […]
