Psychology Of Play Research Articles

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Background. Ye question of the relation between means and purposes of scientiZc work is rather more topical from the moral perspective than from the academic one. Both the successful study of child development as well as the elaboration of appropriate means to promote this development are possible without considering what our ‘word’ may evoke. Objective. Ye purpose of this biographical sketch on the professional life of the outstanding researcher and protector of childhood Elena Olegovna Smirnova is to reveal an organic compound of values, aims and means of work for a child psychologist. Elena Olegovna Smirnova managed not only to make a signiZcant contribution to world psychological science, but also to make the world a better place, where children are better protected. Results. In the context of interpersonal professional relations, the article considers the features of the activity and creativity of an outstanding researcher and protector of childhood, Professor Elena Olegovna Smirnova. She is a recognized expert in the Zeld of children’s communication with adults and peers, the psychology of play and toys in Russia and all over the world. An innovative comprehensive programme for upbringing and development of young children was developed under her leadership. Elena Olegovna was gi[ed both in professional activity and in life. Conclusion. Being a classic in child psychology, she was profoundly involved in the problems of preschool education. E.O. Smirnova protected the value of child’s personality, initiative, independence, role-playing game — an activity leading the development of preschoolers — and persistently searched for ways to overcome the negative trends in education. Professor Smirnova also had an amazing ability to change the world for the better. Ye article is devoted to the biography of a child psychologist who is a true professional and knows how to carry the professional gi[ with a reverent love for children and faith in goodness.

놀이에 대한 위니캇의 심리학적 이해와 몰트만의 신학적 이해의 상관성 연구

놀이에 대한 위니캇의 심리학적 이해와 몰트만의 신학적 이해의 상관성 연구

Sensorial, Supra-Sensorial, Hélio-Sensorial. Analyzing Oiticica in Action

Este texto estudia el conjunto de trabajos de los Parangolés que el artista brasileno Hélio Oiticica desarrolló entre 1964 y 1978 a partir de incursiones teóricas en la psicología del juego, del psicoanálisis, de los cultos religiosos y el arte op. Para Oiticica estas capas de uso interactivo ofrecen posibilidades de expresión creativa. Mediante el análisis de una película documental que muestra al artista usando un parangolé, se evidencia que la expresividad está destinada principalmente al participante mismo. Oiticica lo llama autosensación e intenta alcanzar lo suprasensorial. Es un experimento que emplea todo el cuerpo y especialmente los órganos sensoriales. Esto singulariza sus propuestas artísticas que requieren del participante una inmersión en sí mismo y disfrutar de las sensaciones puras, preferiblemente antes de cualquier conceptualización. Las estructuras y colores en constante movimiento conducen con una atención desenfocada a una especie de sobrecarga que atenúa una postura distanciada identificable para promover así una inmersión comparable a un trance.

Examining Enjoyment of Casual Videogames.

This study investigated the processes leading to enjoyment of casual videogames on both mobile devices and console systems. Building upon a foundation in mental models theory and the psychology of play, the study focuses on how performance and experience-based variables impact enjoyment of casual videogames played on mobile devices and console devices. The grounding assumption of this research is that playing videogames produces enjoyment that contributes to mental health in the form of a brief distraction from the stress of daily life, social connections with family and friends through casual gameplay, and, in some cases, a compelling reason to engage in physical activity. A student sample of players (n=363) played a variety of casual games on mobile (iPad(®) or iPod(®) Touch(®) [Apple, Cupertino, CA]) or console (Wii™ [Nintendo, Japan], Xbox(®) 360 Kinect(®) [Microsoft, Redmond, WA], or PS3™ Move [Sony, Tokyo, Japan]) platforms. They then answered a questionnaire assessing their evaluations of the game's interactivity level, their sense of spatial presence in the game, their perception of the game's realism, and, most importantly, their enjoyment. Path analysis demonstrated the interrelationships among these variables. The results show that spatial presence is a powerful predictor of videogame enjoyment for both console- and mobile-based casual games. Patterns of prediction for games on each platform, as demonstrated using path analysis, were similar and aligned with predictions based on mental models and the psychology of play. The psychological theory of play and the mental models perspective offer firm theoretical grounds for understanding how enjoyment is wrought in the process of playing casual games. The relationships among interactivity, spatial presence, perceived reality, and enjoyment hold for games played on handheld or console devices. Furthermore, this study is one of the first to demonstrate these relationships and test them simultaneously, breaking new ground in research on game enjoyment.

A teoria do jogo de Elkonin e a educação infantil

O artigo é um estudo bibliográfico que analisa as teses centrais da Teoria Histórico-Cultural do Jogo desenvolvida por D.B. Elkonin e colaboradores. O objetivo é identificar elementos que possam subsidiar a organização da educação na infância tendo o jogo como atividade-guia. As teses configuram uma sólida teoria sobre o jogo infantil, apresentando como elementos originais a concepção histórica do surgimento do jogo e seu caráter social na ontogenia. Conclui-se que, para a Teoria Histórico-Cultural do Jogo, o eixo de uma educação na infância que leve em conta o jogo como atividade-guia deve incidir sobre a apresentação das várias esferas da vida social e do conteúdo das atividades humanas. Entende-se que o objetivo da intervenção pedagógica no jogo protagonizado é o desenvolvimento do papel social representado. Discute-se que o jogo protagonizado não deve se opor a outras atividades, tampouco deve ser considerado como atividade a preponderar sobre as demais.

The framing of games and the psychology of play

Psychological game theory can provide rational-choice-based framing effects; frames influence beliefs, beliefs influence motivations. We explain this theoretically and explore empirical relevance experimentally. In a 2 × 2 design of one-shot public good games we show that frames affect subjectʼs first- and second-order beliefs and contributions. From a psychological game-theoretic framework we derive two mutually compatible hypotheses about guilt aversion and reciprocity under which contributions are related to second- and first-order beliefs, respectively. Our results are consistent with either.

The Psychology of Play

The Psychology of Play

Toward a Tolerance Theory of Worker Adaptation

The paper examines the ways in which people can achieve toleration of what is to them, and may appear to others as, an unsatisfying or impoverished work situation. The examination is based on an empirical study of six departments or workshops in an engineering company in the South of England. The analysis is made, not in terms or motives, needs, and attitudes, but in terms of living space-the psychological territory which serves to mediate and protect an individual's inner world and sense of worth. Jobs themselves, and organizational action, define apermitted living space which may or may not be congruent with the individual's required living space. Adaptive actions, to adjust individual living space or to construct group living spaces, are exemplified from the research cases, and shown to affect people's relations with their jobs, supervision, management, and unions. Links are made with the psychology of play and creativity and the social psychology of neighborhood.

The use of art as a play therapeutic medium in the classroom

SIGNIFICANCE OF PLAY IN A CHILD’S LIFE AS 3 title of a recent article by Brian SuttonSmith (1971) indicates, a child’s play is “very serious business” indeed. For Erickson (1963) play is an integral part of a child’s life; a kind of “emotional laboratory” in which the child learns to master his environment. Through creating and trying out model. situations he develops hypotheses about the world around him. Erickson (1964, p. 10) states: “I propose the theory that child’s play is the infantile form of the human ability to deal with experience by creating model situations and to master reality by experiment and planning.” As Sutton-Smith further points out (1971): “Play is the child’s way of confirming what he knows about the world. Wnat he doesn’t know, he guesses. In its most developed form, play becomes a quest for higher forms of integration.” In the same spirit, Ginnot (1961, p. 5 1) notes that “the child’s play is his talk and toys are his words.” It was Piaget (1969) however, who first demonstrated that much of what we call play is really the activity of intelligence. The child in play, Piaget asserts, learns discrimination and forms of adaptive behavior from the very first days of life through play activities. American psychologists such as White (1966) have further shown that much of a cnild’s time is spent in significant “play exploration” of his environment, which results eventually in “compentence.” Hence, play-seeking activities for the young child are seen as “compentence-motivated.” Millar (1968), in a recent review of the psychology of play, points out that play occurs more frequently as one goes up the phylogenetic scale. Play, she asserts, is a “biologically useful” activity which provides a species with an opportunity to learn and practice behavioral modes which are necessary for survival and growth into maturity. Play and learning are hence intimately related. In this connection, Gordon in her test, Games for Growth (1970), discusses the relationship of playful fun (i.e., games) to learning in the classroom when she says:

Baudelaire's Psychology of Play

Baudelaire's Psychology of Play

BOOK REVIEWS

Book reviewed in this article:De Cecco, John P. (1968). The Psychology of Learning and Instruction.Douglas, J. W. B., Ross, J. M., and Simpson, H. R. (1968). All Our Future.Dunlop, R. S. (1968). Professional Problems in School Counselling Practice.Flavell, J. H. (1968). The Development of Role‐Taking and Communication Skills in Children.Fraisse, P., and Piaget, J. (1968). Experimental Psychology: Its Scope and Method. Volume I. History and Method.Handel, G. (Ed.) (1967). The Psychosocial Interior of the Family.Lewis, D. G. (1968). Experimental Design in Education.Millar, Susanna (1968). The Psychology of Play.Piaget, J. (1969). Six Psychological Studies.Ravenette, A. T. (1968). Dimensions of Reading Difficulties.Roger, R., Schroeder, W., and Uschold, K. (1968). Special Education—Children with Learning Problems.Scott, J. P. (1968). Early Experience and the Organisation of Behavior.Talland, G. A. (1968). Disorders of Memory and Learning.Wall, W. D. (1968). Adolescents in School and Society.Young, M., and McGeeney, P. (1968). Learning Begins at Home.Young, M., and McGeeney, P. (1965–1968). Monographs of the Creativity Research Institute of the Richardson Foundation.

Jumping-Rope Rhymes and the Social Psychology of Play

Jumping-Rope Rhymes and the Social Psychology of Play

The Psychology of Play.

The Psychology of Play.

The Psychology of Play

The Psychology of Play