Attitude change induced by role playing as a function of improvisation and role-taking skill.

1972 ◽  
Vol 24 (3) ◽  
pp. 343-350 ◽  
Author(s):  
Robert E. Matefy
Keyword(s):  
Attitude Change ◽  
Role Playing ◽  
Role Taking

Review of Role Playing, Reward, and Attitude Change.

1970 ◽  
Vol 15 (8) ◽  
pp. 521-521
Author(s):  
HAROLD B. PEPINSKY
Keyword(s):  
Attitude Change ◽  
Role Playing

scholarly journals Empathic Behavior in Early Childhood under Condition of Taking the Mom’s Role in the Play

2018 ◽  
Vol 10 (4) ◽  
pp. 23-30
Author(s):  
T.O. Yudina
Keyword(s):  
Early Childhood ◽  
Prosocial Behavior ◽  
Empirical Data ◽  
Role Playing ◽  
Role Taking ◽  
Mediating Role ◽  
The Difference ◽  
Empathic Behavior

Following the modern theoretical and empirical data on the problem of relation between the role-taking and empathy abilities we supposed that empathic behavior in early childhood could be realized through acquiring the role “mom” within the role playing. In order to test our suppose we have conducted the ingroup experiment with 36 toddlers (M=35 months) and compared the frequency of the empathic behavior under two conditions: 1) taking the role of mom and 2) taking the role of friend by the toddler withing the experimental story-play with toys. According to our hypothesis we expected that children would display the empathic behavior more frequent in the condition of taking the mom’s role. Our hypothesis was not confirmed since the difference between conditions has been not significant. Such results reveal that the parental models do not serve significant mediating role in the child’s learning of prosocial behavior.

Blending Educational Models to Design Blended Activities

2011 ◽  
pp. 64-81 ◽  
Author(s):  
M. Beatrice Ligorio ◽  
F. Feldia Loperfido ◽  
Nadia Sansone ◽  
Paola F. Spadaro
Keyword(s):  
Role Playing ◽  
Educational Models ◽  
Role Taking ◽  
Collaborative Discourse ◽  
Blended Courses ◽  
Collaborative Knowledge Building ◽  
The Impact ◽  
Blended Course ◽  
Collaborative Knowledge ◽  
Complex Trajectories

The authors claim that the potentialities of the socio-constructivist framework can be fully exploited when a blended approach is introduced. Our blended model does not only mix offline and online contexts but it also combines several pedagogical theories and techniques (Progressive Inquiry Model, Jigsaw, Reciprocal Teaching, Collaborative Communities, and Dialogical Knowledge). The particular mix the authors propose generates a specific pedagogy through which a set of blended activities is designed. Some analyses conducted on blended courses for higher education and professional development where blended activities were tested are briefly discussed. These analyses concern: (a) the students’ participation in blended context, (b) their expectations about the blended course and their perception about the processes of collaborative knowledge building, (c) the impact on students of role-taking, which is one of the blended activities included into the blended course. Results show that our blended approach has an impact on how students interact and talk in groups. At the end of the course, students display a collaborative discourse strategy mainly based on: (a) completing each other’s sentence, (b) complex trajectories of participation, (c) changes of the perception of the self and of the group and (d) the effects of role-playing.

The Dramatic World View Revisited: Reflections on the Roles Taken and Played by Young Children and Adolescents

Dramatherapy ◽  
2008 ◽  
Vol 30 (2) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Landy
Keyword(s):  
Young Children ◽  
Children And Adolescents ◽  
Early Development ◽  
Role Theory ◽  
World View ◽  
Role Playing ◽  
Projective Drawings ◽  
Role Taking ◽  
Continuity And Change

In this article, the author revisits an earlier paper published in 1995, “The Dramatic World View: Reflections on the Roles Taken and Played by Young Children,” which surveyed the ways and means that children acquire and play out roles in their early development. The paper was based on Landy's role theory in dramatherapy and on the observation of his two young children from eight months to four years old. The author adds his reflections upon his children twelve years later based on his observation of their projective drawings and stories. These observations lead to a discussion of role-taking and role-playing processes in the continuing development of individuals from childhood through adolescence. Throughout the article, the author examines the continuity and change of roles as manifested in the developing child's expressive activities.

Sign in / Sign up

Export Citation Format

Share Document