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Children’s role playing, whether personifying toys or imagining invisible friends, involves imagining others’ minds and internal states. Similarly, anthropomorphism – the attribution of internal states to non-human others (e.g., animals, inanimate nature, or technologies) – also involves imagining others’ minds and internal states. We propose that the imaginative process of simulating and projecting internal states […]
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Few studies have explored mental health treatment programs for Aboriginal Australian children under the age of 12 years old. Isolated locations, coupled with therapy modalities that are not developmentally and culturally suitable for children who have experienced adversities, exacerbate the typical challenges in providing health services needed for optimum child development. Therapeutic services offered in […]
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Abstract: Parent-child play directly influences child development. One aspect of parent-child play that is gaining interest is a form of physical play, ‘rough-and-tumble play’ (RTP), or roughhousing. RTP is most often played by fathers and has been shown to have positive benefits for children. However, little is known about parents’ perceptions of this type of […]
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We describe a new maternal intrusion behavior, moving a toy or hand “into-the-face ” of the infant, and we investigate its bi-directional associations with infant-initiated shared attention, infant distress, and infant gaze, during mother-infant face-to-face play at 12†months. The play was videotaped split-screen, with infants seated in a high chair. Videotapes were coded on a […]
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Our understanding of the longitudinal relationship between generalized self-efficacy (GSE) and physical activity in children and youth is limited. The purpose of this study was to investigate the effect of GSE towards physical activity on sedentary behaviours and physical activity in school-aged children over time. A total of 2278 nine-year-old children (1120 girls and 1158 […]
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Mothers and fathers prefer different games when playing with their children, nonetheless, they share common latent play characteristics. This study aimed to evaluate an observational coding system comprising three rating scales for adjustment, calibration, and familiarity of parent-child play situations that, together, indicate latent parent-child play-quality. 335 toddlers and preschoolers and their parents (332 fathers […]
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Two studies were conducted in the US and Denmark to examine parents’ beliefs about the importance of play and nature experiences for early childhood development. Thirty parents in the US and 19 parents in Denmark completed semi-structured interviews with quantitative and qualitative elements. Although families in both contexts highly valued outdoor and nature experiences, parents […]
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Recent medical advancements have resulted in improved survival rates for “preterm ” children, born before 37†weeks gestation. However, this population remains vulnerable to adverse physiological, neurological and emotional outcomes. Research suggests that the professionals involved with them as they enter and progress through school, such as teachers and educational psychologists (EPs), have limited knowledge of […]
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Play is of vital importance for the healthy development of children. From a developmental perspective, play offers ample physical, emotional, cognitive, and social benefits. It allows children and adolescents to develop motor skills, experiment with their (social) behavioural repertoire, simulate alternative scenarios, and address the various positive and negative consequences of their behaviour in a […]
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Designing and equipping a play therapy room as a differentiated tool in a psychodynamic approach to child psychotherapy is seldom discussed. This article sketches out the equipment and furnishing of a play therapy room to be used for mentalization-based psychodynamic psychotherapy and gives examples of the use of such a room in practice. © 2018 […]
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The Lausanne Trilogue Play (LTP) is a widely used laboratory situation designed for the systematic observation of mother-father-infant interactions for clinical and research purposes. Nevertheless, its ecological validity has never been tested. In this exploratory study, 49 primiparous parents with their 3-month-old infants were assessed by questionnaires to determine the extent to which their behaviour […]
This study presents the results of a research project whose objective is to propose measures to evaluate the right of children to engage in play, as recognised in the Convention on the Rights of the Child. After exhausting documentation and statistical sources, a lack of measures related to this right was clear. This led to […]
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OBJECTIVES: To determine impacts on social-emotional development at school entry of a pediatric primary care intervention (Video Interaction Project [VIP]) promoting positive parenting through reading aloud and play, delivered in 2 phases: infant through toddler (VIP birth to 3 years [VIP 0-3]) and preschool-age (VIP 3 to 5 years [VIP 3-5]). METHODS: Factorial randomized controlled […]
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Previous observational studies conducted in highly structured, analog situations indicate that children with Attention-Deficit/Hyperactivity Disorder (ADHD) mismanage their relationships with same-age peers and friends. Such structured situations may not, however, fully represent the true nature of children’s play, which is typically characterized by free choice, intrinsic motivation, and spontaneity. The unique objective of the current […]
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This article highlights the necessity of considering socio-cultural values and attitudes when designing digital media, through presenting a study that explores parental attitudes toward play and digital media in childhood. Here we present a study examining the effectiveness of a mobile application designed to encourage real-world play between parents and their children (aged three to […]
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Rough and tumble (R&T) play is a unique set of behaviors that can be reliably distinguished from aggression and other childhood activities. Although it may be the most fundamental form of play, it has received comparatively little experimental attention in the human species. Forty children, ages three to six, were allowed to play in pairs […]
Parental beliefs about play and learning are part of the “belief-context ” of early childhood development and can thus make a key difference for the child. Previous studies have focused on cross-cultural comparisons, and therefore have neglected intra-cultural variations. This study sampled 163 Chinese mothers with children aged two to four years old (M = […]
? The present research focuses on the need to develop evaluation tools according to the way of understanding the new educational paradigm and jointly respond to the specific needs of Art Education. In this respect, Lego Serious Play (LSP) method, in addition to its visual character, allows channeling experiences based on praxis and generating stories based […]
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Play behavior is a fundamental and intrinsic neurobehavioral process in the mammalian brain. Using rough-and-tumble play in the juvenile rat as a model system to study mammalian playfulness, some of the relevant neurobiological substrates for this behavior have been identified, and in this review this progress. A primary-process executive circuit for play in the rat […]
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Over the past decade, there has been an increased use of playful approaches to teaching and learning in higher education. Proponents argue that creating ‘safe’ playful spaces supports learning from failure, management of risk-taking, creativity and innovation, as well as increasing the enjoyment of learning for many students. However, the emergent field of playful learning […]
