Play-based Program Research Articles

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

Many kindergarten educators grapple with how best to teach reading in play-based kindergarten classrooms. The purpose of this mixed-methods study was to ascertain the instructional strengths and needs of kindergarten educators as they teach reading in play-based programs. Fifteen kindergarten teachers participated in an online questionnaire and focus group conversations that explored their concepts of self-efficacy and professional content knowledge to gain an understanding of the tensions these educators expressed, and to compare and confirm these with existing literature. Educators felt quite confident that they were effectively weaving foundational reading skills with learning opportunities into authentic experiences throughout the day. They indicated that balancing competing priorities within their programs was a challenge, and that supporting multilinguals and deepening their understanding of how to effectively build oral language and phonological awareness in their students were areas where they wanted to build their professional content knowledge.

A Review of Creative Play Interventions to Improve Children's Hospital Experience and Wellbeing.

Being in the hospital can be stressful for children and caregivers. Evidence-based play interventions to reduce this stress, such as play therapy or Child Life services, have been introduced in hospitals globally, with growing awareness of potential benefits. To evaluate the impact of nonmedical/illness-specific creative or play-based programs in hospital settings on children's (<18 years) and their caregivers' hospital experiences, wellbeing, and other health outcomes. PubMed, CINAHL, Google Scholar. We conducted a systematic review of original articles published since 2011, screening 2701 de-duplicated articles. We identified 25 eligible articles, representing 1629 children (57% male), 422 caregivers, and 128 health professionals. Included studies most commonly evaluated professional children's entertainers (n = 8 studies), music therapy (n = 4), unstructured play (n = 3), and humanoid/animal robots (n = 3). Most studies evaluated the impact on the child's level of anxiety (n = 14/25), mostly supporting a reduction (n = 13/14 studies). Several studies provided evidence for a reduction in children's pain (n = 4/6), and negative emotional/behavioral outcomes (eg, sadness, anger, irritability; n = 5/6 studies). There was mixed evidence for the impact of the included interventions on physiologic outcomes (eg, systolic pressure, heart frequency; n = 3/5 studies) and fatigue (n = 1/2 studies). Evidence on caregiver outcomes and the impact on health care services was limited. The findings of our review generally supported the value of play-based interventions on children's' wellbeing while in the hospital, particularly reducing anxiety and pain. Further evaluation of their impact on caregivers' outcomes and the health care system is needed.

Examining Effective Intervention Strategies in a Play-Based Program for Children with Prader-Willi Syndrome

Examining Effective Intervention Strategies in a Play-Based Program for Children with Prader-Willi Syndrome

Effect of a Play-based Intervention on the Anxiety of Mothers of Premature Babies Admitted to the Neonatal Intensive Care Unit: A Randomized Controlled Clinical Trial

Objective The present study aims to examine the effect of a play-based intervention on the anxiety of mothers of premature babies admitted to the neonatal intensive care unit (NICU). Materials &amp; Methods This is a non-blinded randomized controlled clinical trial. The participants were recruited from among the mothers of premature babies (&lt;37 weeks) admitted to the NICU of Hazrat-e Ali Asghar Hospital and divided into two groups of intervention (n=20) and control (n=20) using the block randomization method. They were 20-35 years old with at least a high school diploma. Their babies had stable physiological conditions with no physical disorders or specific diseases. The anxiety of mothers was measured by Spielberger’s State-Trait anxiety inventory (STAI) before study and two days after discharge. The intervention group received the play-based program for their babies at least once a day, for at least 5 days until discharge. The control group received routine hospital care. Results Independent t-test results showed no significant difference in the scores of STAI and its domains between the two groups before and after the intervention. However, mean difference of pre- and post-scores of total STAI and state anxiety domain was significant in two groups (P&lt;0.05), but it was not significant in terms of trait anxiety (P&gt;0.05). The ANCOVA results showed that the effect size of intervention on state anxiety (P=0.001) and total anxiety score (P=0.004) was 27% and 20%, respectively. Conclusion The play-based intervention, can reduce the anxiety of mothers of premature babies admitted to the NICU and consequently affect the growth of children and mental health of family and society.

Bronchiectasis - Exercise as Therapy (BREATH): rationale and study protocol for a multi-center randomized controlled trial

BackgroundGlobally, bronchiectasis (BE) unrelated to cystic fibrosis (CF) is recognized as a major cause of respiratory morbidity, mortality, and healthcare utilization. Children with BE regularly experience exacerbations of their condition resulting in frequent hospitalizations and decreased health-related quality of life (HR-QoL). Guidelines for the treatment and management of BE call for regular exercise as a means of improving aerobic fitness and HR-QoL. Moreover, research in adults with BE has shown that exercise can reduce the frequency of exacerbations, a potent predictor of future lung function decline and respiratory morbidity. Yet, to date, the health benefits resulting from therapeutic exercise have not been investigated in children with BE. The BREATH, Bronchiectasis - Exercise as Therapy, trial will test the efficacy of a novel 8-week, play-based therapeutic exercise program to reduce the frequency of acute exacerbations over 12 months in children with BE (aged ≥ 4 and < 13 years). Secondary aims are to determine the cost-effectiveness of the intervention and assess the program’s impact on aerobic fitness, fundamental movement skill (FMS) proficiency, habitual physical activity, HR-QoL, and lung function.MethodsThis multi-center, observer-blinded, parallel-group (1:1 allocation), randomized controlled trial (RCT) will be conducted at three sites. One hundred and seventy-four children ≥ 4 and < 13 years of age with BE will be randomized to a developmentally appropriate, play-based therapeutic exercise program (eight, 60-min weekly sessions, supplemented by a home-based program) or usual care. After completing the baseline assessments, the number of exacerbations and secondary outcomes will be assessed immediately post-intervention, after 6 months of follow-up, and after 12 months of follow-up. Monthly, parental contact and medical review will document acute respiratory exacerbations and parameters for cost-effectiveness outcomes.DiscussionThe BREATH trial is the first fully powered RCT to test the effects of a therapeutic exercise on exacerbation frequency, fitness, movement competence, and HR-QoL in children with bronchiectasis. By implementing a developmentally appropriate, play-based exercise program tailored to the individual needs of children with bronchiectasis, the results have the potential for a major paradigm shift in the way in which therapeutic exercise is prescribed and implemented in children with chronic respiratory conditions. The exercise program can be readily translated. It does not require expensive equipment and can be delivered in a variety of settings, including the participant’s home. The program has strong potential for translation to other pediatric patient groups with similar needs for exercise therapy, including those with obesity, childhood cancers, and neurological conditions such as cerebral palsy.Trial registrationAustralian and New Zealand Clinical Trials Register (ANZCTR) ACTRN12619001008112

Play-based parent training programme supporting Hong Kong kindergarten children in social competence development

ABSTRACT It is vital to foster children’s ability to cooperate with others, communicate effectively, and exercise self-control. These competencies represent a set of transferrable skills required in many aspects of daily life and along any career path. In Hong Kong, a play-based training programme was launched to support parents to target these areas of social competence. The programme taught 414 parents to use group games that foster social skills development in children aged 4–5 years. Parents completed culturally-appropriate questionnaires before the programme started, one week after the programme ended, and three months after the programme ended. Paired sample t-test analyses revealed significant improvements in children’s social skills. Implications for using play-based social learning experiences are discussed.

Promoting Executive Function Skills in Preschoolers Using a Play-Based Program.

In recent years, play has been shown to be a powerful means to enhance learning and brain development. It is also known that through play children enhance their executive function (EF) skills. Furthermore, well-developed EF in preschoolers has been shown to be an important predictor for later academic and life success. Armed with this information a program, Building Brains and Futures (BBF), for developing EF through play was designed for 3–5-year-old. The program consisted of 10 simple, fun, and interactive games selected to enhance various facets of EF. The 10 games included were: dimensional change card sort, lips and ears, block building, musical freeze, opposites, pretend play, red light/green light, shared project, Simon says, and wait for it. The program was implemented with a group of children shown to have challenges with respect to kindergarten readiness. The approach was first, to build adult capability by sharing knowledge of brain development, EF, and the importance of play with educators, caregivers, and parents. Second, to build skills in delivering the program in the school setting. Children engaged with the program of games for a minimum of 6 weeks. Their performance on a battery of direct measures of EF, language, and motor skills, were recorded before and after the program. The results showed improvement in all three domains. In addition, adopters of the BBF program reported it was easily and successfully integrated into their existing preschool curricula. The importance of intentional adult directed play in building developmental learning, including EF, is discussed.

Self-directed dramatic and music play programs enhance executive function in Japanese children

Young children can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF. This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children. We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group. Daily play programs that focus on children's self-directedness can promote children's EF development.

Feasibility of Play-Based Dance to Promote Physical Activity in Second Grade Students

ABSTRACT Background Physical activity (PA) is associated with positive health outcomes. However, children’s access to physical activities they enjoy may be limited. Purpose To evaluate second-grader’s PA against the U.S. DHHS goals to see if a before-school, play-based dance program contributed to these goals. Operational feasibility was evaluated using activity trackers to measure minutes and intensity of PA. Methods A SWOT analysis contributed to intervention implementation. Twenty-seven second-graders enrolled in the Intervention or Comparison group and wore activity trackers three days/week for eight weeks. A multivariate analysis of variance was used to determine differences between the PA intensity of the two groups each week. Results All children achieved the U.S. DHHS activity goals. The Intervention group (n =11) averaged 18 more minutes of daily moderate-to-vigorous intensity PA than the Comparison group (n = 10). More girls than boys chose to attend the morning dance, which was implemented for 31 of 50 school days. Discussion Our findings support dance as a feasible PA that contributed to activity goals when designed with health and fitness in mind. Translation to Health Education Practice Certified Health Education Specialists can use a SWOT analysis and activity trackers to assess opportunities to add PA with guided dance.

Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings

Research has consistently demonstrated that self-regulation is essential for the development and preservation of health and well-being in the early years and across the lifespan. Based on the emerging literature on the important role of self-regulation in promoting healthy child development, policymakers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite efforts to include self-regulation skills in early years curriculum documents, there is limited understanding by teachers, scholars, and policymakers of what self-regulation is and how best to support it in the day-to-day classroom. This limited understanding is perpetuated by a lack of a unified definition of self-regulation. Thus, it becomes important to examine these efforts in a critical way. In Ontario, where the research was completed, a revised play-based full-day kindergarten program was introduced in 2016. In this research we use a qualitative document analysis approach to compare the conceptualization of self-regulation in Ontario’s revised play-based kindergarten program with theory-driven models of self-regulation from empirical research. Analysis was iterative, and themes emerged based upon a coding scheme developed by the research team. Results suggest that co-regulation has a powerful influence on student learning. In addition, the policy document de-emphasizes behavioral regulation and expands cognitive regulation to include more than inhibitory control. Lastly, the kindergarten program discusses metacognition in relation to the use of language to articulate one’s thinking with little attention to goal-directed behaviors. In this paper, explicit recommendations for policymakers and practitioners are provided to ensure that emerging conceptualizations of self-regulation are promoted in early years curricula. Further, empirical evidence is needed to support why it is necessary to understand emerging conceptualizations of self-regulation and outline implications for current early years curricula.

Collective play: the new conditions for children’s development in an institutional care setting

ABSTRACT Although abundant evidence demonstrates that play is the source of development for preschool-aged children in various cultures, few studies have investigated the role of adult-children collective play in supporting the development of children in institutional care settings. This study examined whether and how a play-based programme created developmental opportunities for children in an orphanage in China. The focus child, Shanshan (pseudonym), three years and seven months old, was observed in the natural setting of an orphanage. Relevant to this paper, digital video observations and fieldnotes were used for data collection. The cultural-historical concepts of play and the social situation of child development were used to analyse how Shanshan changed through a ten-week intervention. Findings suggest that even within a short period of time, the implementation of collective play changed the social situation for the child in institutional care, and had considerable impact on the child’s play development and engagement. This study contributes to understanding how collective play can act as an effective intervention strategy for children in institutional care.

Pilot Study of a Play-based Intervention Enrichment Program Using Board Games, for Mothers and Children from a Culturally Challenged Immigrant Group

ABSTRACT Play is a central occupation of children, contributing to their development. Play opportunities depend on physical, social, and cultural environments. Family-focused programs need to be developed and adapted to diverse populations. This study endeavored to evaluate the effectiveness of a short-term intervention enrichment program for a group of mothers and children from a cultural immigrant group in Israel, which focused on playing board games together. Twelve mothers and 12 children participated in a play-based program. A demographic questionnaire and a set of adapted PAPI questionnaires were used to examine mothers’ levels of knowledge and self-efficacy relating to playing board games, as well as children’s participation before and after intervention. Qualitative information was also collected, as well as mothers’ satisfaction levels. A significant improvement (p < .006; ɳ 2 > .14) was found in some items relating to mothers’ knowledge, awareness, and self-efficacy resulting from play, and relating to children’s participation in play. Three months post intervention, a nonsignificant decrease was found in comparison to immediate post-intervention scores. The mothers reported a high level of satisfaction with the program. Short-term programs focusing on board game-playing among mothers and children from a cultural immigrant group may have the potential to strengthen parental knowledge, awareness, and self-efficacy relating to playing board games, and may improve their children’s participation in leisure play. Possible change mechanisms include occupational-based intervention, a family-centered approach, and environmental and cultural adaptations. The results suggest the need for developing culturally sensitive programs for diverse cultural groups. Future studies are needed among diverse populations, using additional assessments and control groups.

Play as a stimulator for the development of children with West syndrome and other epileptic encephalopathies at early ages

Games can be an ideal tool to stimulate the development of children aged 0 to 6 years with West syndrome (Del Toro, 2013). This study aims to provide an overview of intervention through play in children with epileptic encephalopathies, starting with knowledge of its development and ending with an intervention model for this population. Research is presented that was conducted with 53 children with epileptic encephalopathies and aimed at generating scientific knowledge about the features of play development among such children and basic aspects to present a suitable educational response in keeping with their needs. This descriptive approach follows a non-experimental expost- facto type methodology and data was captured using the poll technique. A playbased intervention is also presented in the form of a case study comparing the development of children who have worked with this play-based program and those who have not. The results show that pupils with epileptic encephalopathy that have followed a play-based program have better motor, linguistic and cognitive development.

فاعلية برنامج قائم على اللعب لخفض الاضطرابات السلوکية لدى أطفال الروضة بمحافظة الفيوم The Effectiveness of A Play-Based Program to Reduce Behavioral Disorders in Kindergarten Children in Fayoum Governorate

هدف البحث إلى الکشف عن فاعلية برنامج قائم على اللعب لخفض الاضطرابات السلوکية لدى أطفال الروضة. تکونت عينة البحث الأساسية من (20) طفلا وطفلة من أطفال مرحلة رياض الأطفال بمحافظة الفيوم ، وتتراوح أعمارهم حسب السجلات الرسمية لهم بالروضة بين (5-6) سنة بمتوسط (5.470) سنة، بانحراف معياري (0.7678)، وقائمة الاضطرابات السلوکية (اعداد/ أحمد أحمد متولي 2010). وبرنامج قائم علي اللعب (إعداد/ الباحثة). وتوصلت النتائج إلى وجود فروق ذات دلالة إحصائية عند مستوي (0.01) بين متوسطي رتب درجات الاضطرابات السلوکية لدى أفراد المجموعة التجريبية قبل وبعد تطبيق البرنامج لصالح القياس البعدي. ووجود فروق ذات دلالة إحصائية عند مستوي (0.01) بين متوسطي رتب درجات المجموعتين التجريبية والضابطة في الاضطرابات السلوکية بعد تطبيق البرنامج لصالح المجموعة التجريبية. وعدم وجود فروق ذات دلالة إحصائية بين متوسطي رتب درجات الاضطرابات السلوکية لدى أفراد المجموعة التجريبية في القياسين البعدي والتتبعي من تطبيق البرنامج. الکلمات المفتاحية: برنامج قائم علي اللعب - الاضطرابات السلوکية - رياض الأطفال. The Effectiveness of A Play-Based Program to Reduce Behavioral Disorders in Kindergarten Children in Fayoum Governorate Abstract The aim of the research is to discover the effectiveness of a play-based program for reducing behavioral disorders in kindergarten children in Fayoum. The basic research sample consisted of (20) children from kindergarten stage in Fayoum governorate, and their age ranges according to official records for them in kindergarten between (5-6) years with an average of (5.470) years, with a std. deviation (0.7678), and the behavioral disorders scale (preparation / Ahmed Mohamed Metwally, 2010). And a play-based program (preparation / researcher). The results found that there were statistically significant differences at the level of (0.01) between the mean ranks of degrees of behavioral disorders among the members of the experimental group before and after the application of the program in favor of the post measurement. And the presence of statistically significant differences at the level of (0.01) between the mean scores of the experimental and control groups in behavioral disorders after applying the program in favor of the experimental group. And there were no statistically significant differences between the mean ranks of degrees of behavioral disorders among the members of the experimental group in the post and tracer measures of the application of the program. Key words: play-based program - behavioral disorders - kindergarten.

Playworlds as an evidenced-based model of practice for the intentional teaching of executive functions

ABSTRACT Expectations for increased conceptual outcomes in the early childhood education sector have foregrounded a need for more evidenced-based practice in support of children’s play. One such avenue for researching models of play practices that support cognitive outcomes is to study the implementation of Playworlds. Grounded in cultural-historical theory, Playworlds is a model of play pedagogy where children and educators recreate a narrative through dramatization. However, this approach has not traditionally been linked with enhanced academic outcomes. In this study, the researchers used executive functions (EFs) as a pre and post measure for studying the potential development of the learner. As a potential evidenced-based model of practice, we examined the effect of incorporating EF tasks into early childhood programs through Playworlds. Specifically, EFs were incorporated into everyday practices within eight play-based preschool programs in Victoria, Australia, through Playworlds and associated activities. Ninety-one preschool aged children (50% male, M = 54.7 months, SD = 3.94) participated. Video observations and interviews documented teaching practices related to the incorporation of EFs into play-based programs. Findings document gains in EF skills in the context of the Playworld practices. Snapshots of teaching practices provide guidelines for incorporating EFs into early childhood play-based programs.

Digital pop-ups: studying digital pop-ups and theorising digital pop-up pedagogies for preschools

ABSTRACTWhilst a lot is known about the digital environments of preschools, less is understood about the emerging digital pedagogies of teachers. This paper presents the findings of a cultural-historical study of pedagogical practices of teachers as they implemented a digitally enhanced play-based programme where the MyCreate app was used to make an animation of a fairytale. Over a period of 5.4 weeks, digital observations (27.3 h) of 5 teachers and their 31 children (aged 3.4–5.5 years; mean age of 4.4 years) were undertaken. The central findings capture both the existing practices found in the literature and a new practice named as a digital pop-up. The microgenetic analysis identified that the same digital pop-up afforded very different actions by the teacher to realise the goal for making a digital animation. It is argued that the new digital pop-up needs new pedagogies where teachers act as co-actors, co-animators, co-directors with sensitivities around person and digital intersubjectivity, virtual-concrete combination; virtual designing; stimulating digital motive; digital authenticity; pop-up digital area; digital imaginary situations. A digital pop-up is purposefully oriented towards the goals of preschool education and its original institutional structure, but in ways that capture the digital dynamic world of the young child.

The Views and Experiences of Teachers, Therapists and Integration Aides of Play-based Programs within Specialist School Settings

ABSTRACT In Australia, children with developmental delay and disability, who have an IQ less than 70, are eligible to attend a specialist school. These schools are called special schools or special developmental schools. Teachers, occupational therapists, and speech pathologists work in these schools together with integration aids. Children with developmental delay and disability require support when they enter school due to difficulties in play, language and social interaction. Play is important to a child’s functioning with pretend play strongly linked to language acquisition and social competence. In many specialist schools in Victoria Australia, occupational therapists have implemented play programs. This study aimed to explore staff experiences of play-based programs within specialist schools in order to inform occupational therapy practice for children with developmental delay and disability in a specialist school setting. There were 20 participants. Of these, 11 were teachers, 4 were therapists, 3 were integration aides, and two were assistant principals. Data were collected through focus groups. Thematic Analysis was used to analyze the qualitative (focus group) data. Five themes emerged from the data. These were: ‘We value play’, ‘Child led play is a challenge’, ‘Confidence to be a co-player with children with diverse play skills’, ‘We need parents to understand’ and ‘Barriers to play programs’. Staff valued play in the curriculum for these children, as staff understood play was a foundational ability. Staff described the challenges of play programs within a school in terms of a change in their role, being a co-player, balancing structure with child-initiated play, resources, and assessment of play. Schools that had access to an occupational therapist were more confident in play assessment, selection of play activities for the program, and encouraging self-initiated play. The findings of the study inform the role of occupational therapy in specialist schools.

Early Childhood Developmental Experiences as a Tool for Combating Future Security Challenges in Nigeria

This paper examined early childhood developmental experiences as a tool for combating future security challenges in Nigeria. Education is the foundation of civilization over space and time. Thus it is seen by nations wither developing or developed as the main instrument necessary for the achievement of national security. Many nations therefore invest in education with the hope of achieving the needs of the society. Early childhood education is an integral part of teaching children in early life. The exposure of the child to pre-school experiences equips him for the next educational level and even for life. The paper recommends that the curriculum at this stage should emphasize functionalism or worthwhileness. It should consist of a play-based programme that emphasizes a pedagogical approach to education where children will be seen as requiring to learn with manipulative materials that will enhance their learning and also be taught the importance of hard work and dignity of labour. This will help to curtail some of the future security challenges in the country. A package for the early childhood sector was also proposed.

Universos lúdico-conceituais como uma intervenção pedagógica: dando suporte à aprendizagem e ao desenvolvimento da criança pré-escolar em contextos lúdicos

Existe um interesse crescente em encontrar melhores maneiras de apoiar o aprendizado de conceitos em programas educativos voltados à primeira infância baseados na brincadeira. A introdução de termos como 'eduplay' em Hong Kong, 'Brincadeira intencionada' em Cingapura e 'ensino intencional' em programas baseados em brincadeiras na Austrália sugerem que os educadores estão trabalhando de diferentes maneiras para construir novas práticas que tragam brincadeira e aprendizado em unidade para dar suporte ao desenvolvimento das crianças. Este artigo contribui para esse cenário de pesquisa ao introduzir uma intervenção pedagógica chamada Universos lúdico-conceituais (Conceptual playworlds). Esse modelo de prática é teorizado usando os conceitos vygotskianos de imaginação e brincadeira, e o modelo hedegaardiano de valores sociais, práticas institucionais e configurações de atividades como base para o estudo da aprendizagem de conceitos em contextos baseados em brincadeiras. O conteúdo deste artigo está situado no contexto curricular em mudança da primeira infância da região australiana, onde valores sociais para melhores resultados estão moldando práticas institucionais que criam novas demandas e condições diferentes para o desenvolvimento das crianças.

The Impact of a Play-Based Training Program on Reducing the Negative Effects of Students Abuse and Improving Their Self-Esteem

The aim of this study was to investigate the effect of a play-based program on reducing the effects of student’s abuse and to improving their self-esteem. To achieve this goal, a sample was selected and composed of 60 male and female abused students. They were divided into two groups: control group and experimental group which both consisted of 30 students. The experimental group was divided into two groups: the first consisted of 15 male students, while the second consisted of 15 female students. The measure of exposure to abuse and the self-assessment scale were applied as an anterior and posterior test of both experimental and control groups. The experimental group was only exposed to training through the training program.&#x0D; After completing the data collection, the means and standard deviations of the performance of the experimental and control groups were calculated on the study scales. The multivariate variance analysis was also conducted to identify the impact of the training program on gender. The results of this study showed statistically significant differences at the mean level (α ≤ 0.05) between the performance mean of experimental and control groups. These differences were in favor of the experimental group that improved their level of self-esteem and decreased the level of exposure to abuse. The results also showed that there were no statistically significant differences at the level of significance (α ≤ 0.05) between the female and male performance means.