Different Types Of Play Research Articles

Supporting literacy development in kindergarten through teacher-facilitated play.

Teacher-facilitation of play is proposed as an effective method for supporting early literacy learning, however, educators remain uncertain how to balance child-autonomy in play while also directing play toward explicit academic objectives. In response, this study sought to understand how kindergarten teachers can successfully facilitate play to support early literacy development. Classroom observations and semistructured interviews were gathered and qualitatively analyzed to identify key perspectives and classroom practices that lead to the educators' successful facilitation of play to support literacy. Results of this study showed how different core literacy skills can be supported through different types of play, with each offering unique and critical opportunities for learning. Results also demonstrated how a multitude of core literacy skills can be supported through guided approaches to play, and begin to illustrate how teachers are facilitating a continuum of guided play to support literacy learning.

Comparison of goalscoring patterns between the 2018 and 2022 FIFA World Cups.

The main aim of this study was to compare goal scoring patterns between the two most recent FIFA World CupTM (WC) tournaments: Russia 2018 and Qatar 2022. Match performance data were extracted using the ProVision database (StatsPerform, Chicago, USA). Variables used to analyse goals (not including penalty shootout goals) included the match period in which these were scored, the type of action and different types of play, body part used, defensive pressure, possession duration and expected goals (xG) values. A Chi-square test was used to compare qualitative variables across competitions while quantitative variables were compared using a nonparametric Mann-Whitney U-test for independent samples. Altogether, 169 goals were scored in WC 2018 vs. 172 goals in WC 2022. No differences occurred across competitions for the period in which goals were scored. In both tournaments the majority was scored in the second-half and towards the end of play. Significant differences were observed for the type of action, type of play and body part used prior to scoring a goal (p < .05). These differences can be explained by the record number of own goals and goals scored from set-pieces in 2018 and an increase in goals scored from open-play (from positional attacks notably) in 2022. Analysis of open-play situations showed that teams recorded a higher xG value and converted more of their chances (xG = 122.8 vs. 128 goals, xG difference = +5.2) in 2022 thus were more efficient compared with 2018. In sum, goal scoring patterns largely differed between the two most recent World Cup tournaments.

The Influence of Various Types of Play on the Development of Coherent Monologue Speech in Children Aged 5-6 Years

Coherent monologue speech is one of the main factors determining both school performance and social success of children. Therefore, problems related to methods and techniques for developing coherent monologue speech in children still remain relevant. It is often recommended to use various types of play activities (i.e., games) for this purpose. However, the question remains whether all of them have an equally positive impact on the development of coherent speech in such an aspect as its macrostructure (coherence, cohesion, semantic completeness, narrative structure). For this reason, the purpose of this study is to find out how different types of play affect the speech development in children of senior preschool age. According to our preliminary hypothesis, the development of semantic elements of a story is most influenced by role-playing games. Our study involved 220 preschoolers ( M = 60.84 months; SD = 4.14 months) who were randomly assigned to seven groups in which they either participated in a series of games of a certain type, or listened to additional stories, or were not exposed to experimental treatment at all. Before and after the exposure, the children made up stories based on a series of pictures. The resulting stories were evaluated in terms of their macrostructure. The groups were then compared in terms of the impact that different types of play interaction had on the development of the macrostructure of coherent speech. It was found that the best effect was shown by the role-playing games, and, first of all, ‘directed’ ones. These results allow a more reasonable approach to the use of games for the development of coherent monologue speech in children aged 5-6 years.

Measuring organizational play in small businesses

AbstractAlthough traditionally seen as antinomic to work, play has always existed in work organizations. Recently, as organizations increasingly and openly embrace play, research indicates the positive effects of play, such as on employees’ well-being, attitude to work, and creativity. However, the difficulty in conceptualizing the different types of play in organizations and the absence of measurement tools have hindered large-scale study of play. In the present paper, we develop two measurement scales for two types of organizational play—diversionary and serious play. We use two datasets of French small businesses to develop and test the scales. We pre-test our initial set of items in a first dataset (N = 78). We perform correlation, reliability, and exploratory factor analyses on a second dataset (N = 278) using the items adjusted after the pre-test. Our final scales consist of ten items for diversionary play and seven for serious play. We assess construct validity by selecting a range of constructs pertaining to organizational members’ attitude and perception, as well as to the characteristics of the organization. Our measurement scales demonstrate good reliability and validity. The scales developed in the present study aim to contribute to the literature on play at workplace, the changing nature of modern work and research in entrepreneurial health.

Russian and Indian preschool educators’ beliefs about play activities: a comprehensive study

In this study, preschool teachers’ beliefs regarding play in preschool children in its various forms (role-play, rough-and-tumble play, digital play), and the process of its development in groups of children based on samples of Russian and Indian educators were examined. From Russia, 3,013 respondents (all women), aged 18–77 (M = 41.57; SD = 10.02) took part in the study, and 116 respondents (10.34% men), aged 23–50 (M = 36; SD = 9) from India also participated. An original questionnaire aimed at assessing attitudes toward different types of play in preschool educators was used. This instrument consisted of various sections which focused on the understanding of play and its place in the everyday routine of the child group, role-play patterns characteristics (i.e., preferred plots, play materials, course of the play), rough-and-tumble play practice, attitudes toward digital play, and educators’ play competence (self-assessment regarding difficulties with joining the play, suggesting a plot or materials for play, etc.). Our main finding was that although the vast majority of educators in both cultures recognize the value of play for child development, this belief does not find practical expression in the daily life of the child group. Our data showed that Indian educators are more likely to be mediators of children’s experience in play, while their Russian counterparts are more likely to be engaged in the role-play with the children. The content characteristics of play among children in Russia and India were also described. There are differences in attitudes toward digital play: more experienced teachers have a more positive attitude toward the activities of children with digital devices, they see opportunities for the development of a child in digital play. At the same time, teachers in whose groups children enter into digital play not only have a positive attitude toward this type of play but also evaluate themselves more positively in the process of playing with children.

Children’s Digital and Non-Digital Play Practices with Cozmo, the Toy Robot

Children’s Digital and Non-Digital Play Practices with Cozmo, the Toy Robot

The importance of multimodal play and storytelling in medtech for children: A Case Study of Co-designing a Mixed Realities Play Kit to Prepare 4 to 10-year-Olds for an MRI Scan

This article examines the research and development of a mixed realities play-kit to prepare children for an MRI scan to be undertaken without the need for a General Anaesthetic. The kit uses three different types of play; augmented, virtual reality and physical to help children become familiar with the look of an MRI scanner, the noises it makes, the role of the radiographer, what to expect when they go to hospital and to practise staying still. We reflect on the initial multimodal research methods that were used to bring children into the first stages of the design and development process. These included, model making, drawing, play and informal conversations. From which, data were analysed with visual and thematic means to make an original contribution to the field of medtech design for children, in that we found young children (aged six and under) prefer to receive medical information through opportunities for multimodal play and storytelling. As a direct result of this finding, we matched different play types to the various areas of preparation outlined above. In doing so, paying attention to the specific affordances of the different ways in which modes are combined depending on if physical, augmented or virtual reality play are used. Such findings are likely to be useful to other researchers and developers creating medtech products for young children. For those interested in multimodality specifically, this article also provides insight into the connection between information, modes of communication and play and the application of these to research design.

Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts

ABSTRACT Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with varying degrees of assistance, yet few studies have looked at the ways teachers target children’s SEL across different play configurations. The current study gathered observational data in 20 play-based kindergarten classrooms. Video data were coded according to the type of play (child-directed or teacher-facilitated), SEL competency, and type of teacher promotion. Across both types of play, teachers focused primarily on supporting children’s relationship skills and self-management skills in an incidental way, while other competencies not practiced spontaneously in play largely went overlooked. Skills were targeted most often during teacher-facilitated play, underscoring the importance of this context for children’s SEL. Overall, these findings illustrate positive examples of teacher promotion of SEL in play, while underscoring the need for more intentional targeting of broader competencies to promote all areas of children’s SEL in a developmentally appropriate manner.

Surveying Parents of Preschool Children about Digital and Analogue Play and Parent–Child Interaction

The addition of digital toys to the child's toy box has resulted in the development of the new 'digital play', which differs from analogue play. Research shows that digital toys are available from infancy onwards and are significantly changing the way children engage in play and communicate with parents during play. How this influences the child's development must be established. The choice of toys and the manner in which they are used depend greatly on the parents. In the present study, parents' opinions and experiences of their child's digital and analogue play were explored in order to gain insight into the parents' perceptions of the impact of different types of play on their child's development. We were particularly interested in the differences in a child's engagement with a toy and the child-parent interaction and communication. In this descriptive study, we administered a questionnaire in order to collect data from 306 parents of children of an average age of 3.6 years. The results show that parents perceived traditional toys as the most stimulating toys for a toddler's sensory, motor, cognitive, and socio-emotional development. During analogue play, significantly more parent-child interaction, as well as more language input from parents and toddlers, occurred. Parents also used different intervention and mediation strategies with different types of toys.

The evolution of aggressive and amicable play fighting in primates: a phylogenetic perspective

ABSTRACT Play fighting involves competing for an advantage, which can be derived from behavior typical of conspecific aggression, predation, sexual and other affinitive contexts. Here the phylogenetic distribution of aggressive play fighting (involving biting) and amicable play fighting (involving grooming and mounting) in juveniles of 48 species of primates was analyzed. Both aggressive and amicable play fighting were likely equally present in ancestral primates, and then some lineages either maintained that pattern or exaggerated the use of one type relative to the other. In species engaging in both types of play, the ancestral pattern is for them to remain distinct, with sequences of one type not transforming into sequences of the other type. In two genera, mixing types of play was exaggerated, with rapid bidirectional transitions between aggressive and amicable play. These findings suggest that different types of play evolved independently and their combination is a secondarily evolved, derived state.

Development of Play in Pre-Schoolers: Video-Based Analysis of Free and Structured Toy Play Scenario

Play is a universal code, which mirrors the all-round development of a child. Play development reflects the emergence of early cognitive skills in children. The current study profiles the developmental trends of different types of play during the free and structured play scenario in South India. The sample included 48 pre-school children, aged between 3.6 to 5.6 years. Children’s play was recorded in two scenarios, which included free Play (spontaneous Play without any restrictions) and structured toy play (restriction of toy usage limited to the four types of toys provided by investigator), in the classroom settings. The data was analysed using the coding scheme that was adapted by combining two existing standardised play scales i.e. Play Observation Scale and Play in Early Childhood Evaluation System. In the coding scheme, play types were grouped under three domains which were Functional Play, Social Play, and Cognitive Play. Cognitive play was further divided into two domains that are Simple pretend play (SPP) and Complex pretend Play (CPP) which has the subtypes adapted from Play in Early Childhood Evaluation System. The results revealed that the occurrence of play type was higher in the free play scenario and reduced in the structured toy play scenario. A developmental trend was observed in free play over structured toy play among children. The findings would be helpful in planning play-based counselling/intervention strategies for children and create awareness to teachers about the various developmental patterns of play types.

Being Deaf in Mainstream Schools: The Effect of a Hearing Loss in Children's Playground Behaviors.

Naturalistic playground observations are a rich source of information when studying the social interactions of preschool children. On the playground, children can interact with their peers, explore different places and activities, and engage in different types of play. For deaf and hard of hearing (DHH) children, interactions at a playground can be more difficult because of the large number of auditory stimuli surrounding them. Constraints in the access to the social world on the playground might hamper DHH children’s interactions with their typically hearing (TH) peers, activities, and play. This pilot study aimed to examine the playground behaviors of preschool DHH children across three aspects: social levels, type of activities, and play choices. For this purpose, 12 preschool DHH children were observed during recess time, and their behaviors were coded and compared to their 85 TH peers. The preliminary findings indicate that DHH children spend less time in social interactions compared to their TH peers and that they still face difficulties when socially engaging with their TH peers. These findings suggest that interventions should focus on three aspects: the physical environment awareness of TH peers about communicating with DHH children, and the use of exercise play to facilitate social interactions between DHH children and their TH peers.

The Current Status of Public Playground Safety and Children's Risk Taking Behavior in the Park: Nakhon Si Thammarat Province, Thailand.

The playground is perhaps the one area where school children feel like they can roam free, and public playgrounds provide many learning opportunities through different types of play. A cross-sectional descriptive study is presented with the objective of studying playground safety and the play behavior of primary school children at a park in Nakhon Si Thammarat Province, Thailand. The total number of playground equipment pieces was 22, the sample group of children was 362 children, and the data were collected using a playground safety survey and an observation form on playground play behavior. Data were collected from 2017 to 2018 and were analyzed using descriptive statistics including frequency, average, and standard deviation. The research showed that: (1) the most common defects of playground equipment included the material selection, the distance of the stair steps, and the height of the playground equipment; (2) the lack of awareness of children in terms of using the playground equipment safely; and (3) the three top risks in the play behavior of children were not checking equipment or toys before play, playing on the equipment over-adventurously, and playing on the equipment carelessly with friends. Related government agencies should provide support and management for playground areas and playground equipment by continuously implementing equipment checks, improvements, and repairs.

Characteristics of Self-Regulation in Pretend Play: A Preliminary Comparison of Different Types of Play

Characteristics of Self-Regulation in Pretend Play: A Preliminary Comparison of Different Types of Play

Early parental causal language input predicts children's later causal verb understanding.

How does parental causal input relate to children's later comprehension of causal verbs? Causal constructions in verbs differ across languages. Turkish has both lexical and morphological causatives. We asked whether (1) parental causal language input varied for different types of play (guided vs. free play), (2) early parental causal language input predicted children's causal verb understanding. Twenty-nine infants participated at three timepoints. Parents used lexical causatives more than morphological ones for guided-play for both timepoints, but for free-play, the same difference was only found at Time 2. For Time 3, children were tested on a verb comprehension and a vocabulary task. Morphological causative input, but not lexical causative input, during free-play predicted children's causal verb comprehension. For guided-play, the same relation did not hold. Findings suggest a role of specific types of causal input on children's understanding of causal verbs that are received in certain play contexts.

Play the Pain: A Digital Strategy for Play-Oriented Research and Action.

The value of understanding patients' illness experience and social contexts for advancing medicine and clinical care is widely acknowledged. However, methodologies for rigorous and inclusive data gathering and integrative analysis of biomedical, cultural, and social factors are limited. In this paper, we propose a digital strategy for large-scale qualitative health research, using play (as a state of being, a communication mode or context, and a set of imaginative, expressive, and game-like activities) as a research method for recursive learning and action planning. Our proposal builds on Gregory Bateson's cybernetic approach to knowledge production. Using chronic pain as an example, we show how pragmatic, structural and cultural constraints that define the relationship of patients to the healthcare system can give rise to conflicted messaging that impedes inclusive health research. We then review existing literature to illustrate how different types of play including games, chatbots, virtual worlds, and creative art making can contribute to research in chronic pain. Inspired by Frederick Steier's application of Bateson's theory to designing a science museum, we propose DiSPORA (Digital Strategy for Play-Oriented Research and Action), a virtual citizen science laboratory which provides a framework for delivering health information, tools for play-based experimentation, and data collection capacity, but is flexible in allowing participants to choose the mode and the extent of their interaction. Combined with other data management platforms used in epidemiological studies of neuropsychiatric illness, DiSPORA offers a tool for large-scale qualitative research, digital phenotyping, and advancing personalized medicine.

Parents' and children's gendered beliefs about toys and screen media

Contemporary discussions around gender roles, stereotypes, and play highlight the need for updated research on the influences of children's early play experiences and learning (Weisgram, 2018). Different types of play relate to different skills and vary by gender, such as spatial play and spatial skill (Jirout & Newcombe, 2015; Voyer, Voyer, & Bryden, 1995), and very little is known about gender and digital play. This study assessed parent and child gendered beliefs about play preference and ability with spatial and non-spatial toys and screen media, parent-rated educational value of toys, and frequency of child play (N = 60 parent-child dyads; Mage = 5.5). Though parents reported some stereotypical beliefs, especially for preferences, they considered screen media neutral. Children's responses only related to parents' for spatial preference, and were egocentric across toy types. Ratings of educational value related to play frequency and were lower for screen media than physical toys. Additional results and implications are discussed.

The relationship between indoor environments and children’s play – confined spaces and materials

ABSTRACT The provision of environments that support and afford play is fundamental for young children’s experiences, learning and development. Play environments of Early Childhood Education and Care (ECEC) institutions are therefore of great importance for the opportunities provided children to create and engage in a wide range of play. This study examines the association between Norwegian ECEC institutions’ indoor environment (spaces and materials) and children’s engagement in different types of play. Children (3–6 years, N = 86) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 943 randomly recorded two-minute videos, which were coded second-by-second to register the type of play occurring, the space in which it occurred and the materials children used. The results show that the indoor environment in the participating ECEC institutions afforded predictable play types in what could be called confined spaces designed and furnished for certain kinds of play activities. The authors discuss how this helps practitioners maintain predictability and control of children’s play, while on the other hand, it restricts children’s play and freedom to bring their own initiatives, ideas and creativity into the play in unpredictable ways.

Teaching English through Play: Then and Now

In this present age of intercultural communication and social media, learning a second language has become of paramount importance to many students. English is perhaps the most demanded foreign language, and many teachers have found that one of the best ways to teach English is through the use of “play.” While play has been a component of teaching English as a foreign language for many years, teachers have had to adapt their use of play to keep up with the technological and cultural changes taking place in educational institutions throughout the world. This paper aims to examine how the use of “play” in teaching English as a foreign language has both developed and changed over the last 35-40 years, through a review of educational literature. Examples of the types of “play” studied include drama and digital play, and it is found that different types of play provide students with different arenas in which to learn English. A more thorough look at technological play and second language learning would complement the findings of this paper.

The dynamic relationship between outdoor environments and children’s play

ABSTRACT Play is a fundamental activity for experiences, learning and development among children in their early years. Early childhood education and care (ECEC) institutions’ play environments, their features and design, are therefore of great importance for the opportunities provided for children to create and engage in a wide range of play. This study examines how children utilise features in the ECEC outdoor environment (spaces and materials) to engage in different types of play. Children (3–6 years, N = 86) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second to register the type of play occurring, the space in which it occurred and the materials children used. The results indicate a dynamic relationship between the outdoor environments and the play in which children engage and point out the complex nature of playground design, where planning for the predictable, and at the same time opening up for the unpredictable, is important.