scholarly journals The Investigation of Children's Play Behaviors Attending Preschool Education Institutions

2019 ◽  
pp. 787-817
Author(s):  
Nur UYGUN ◽  
İshak KOZİKOĞLU
Keyword(s):  
Preschool Education ◽  
Children's Play ◽  
Children’S Play ◽  
Play Behaviors

scholarly journals How Students of Preschool Education Perceive Their Play Competences – An Analysis of Their Involvement in Children’s Play

2015 ◽  
Vol 5 (1) ◽  
pp. 111-130
Author(s):  
Sanja Tatalović Vorkapić ◽  
Vesna Katić
Keyword(s):  
Teacher Education ◽  
Qualitative Analysis ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Well Being ◽  
Educational Work ◽  
Children's Play ◽  
Highly Sensitive ◽  
Children’S Play

Preschool teachers play a very important but highly sensitive role in preschool children’s play. It is therefore very important to build their play competences in a quality way. As this is not easily achieved, the main objective of the present study was to analyse the roles of students of preschool education in children’s play. The study included 36 students enrolled at the Faculty of Teacher Education in Rijeka, Croatia. Through a qualitative analysis of the students’ preparations for their practice, it was determined that the majority of students use didactic play and play with rules with children. Although the students demonstrated the expected role in children’s play, which positively influenced the educational work and the overall well-being of the children, some of the students were not decisive. Thus, the question arises as to how to improve the acquisition of play competences in students of preschool education.

Development of Preschoolers' Social-Cognitive Play Behaviors

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1109-1110 ◽  
Author(s):  
Anthony D. Pellegrini
Keyword(s):  
Social Cognitive ◽  
Dramatic Play ◽  
Time Sampling ◽  
Children's Play ◽  
Cognitive Behaviors ◽  
Functional Play ◽  
Children’S Play ◽  
Play Behaviors ◽  
Cognitive Play ◽  
Sampling Schedule

To investigate the development of preschoolers' social-cognitive play behaviors 10 preschoolers each at three ages, 2, 3, and 4 yr., were observed in their classrooms on 15 occasions by a time-sampling schedule. Children's social-cognitive behaviors were coded according to Parten and Smilansky's systems. Analyses indicated that children's play became more social as they grew older. 3- and 4-yr.-olds, however, engaged in more non-social dramatic play than did 2-yr.-olds. 3- and 4-yr.-old girls engaged in more non-social functional play than did boys. Boys, however, engaged in more non-social dramatic play than girls. Increased sampling is needed.

scholarly journals How Do the Children Play? The Influence of Playground Type on Children’s Play Styles

2021 ◽  
Vol 12 ◽  
Author(s):  
Tina L. Stanton-Chapman ◽  
Eric L. Schmidt
Keyword(s):  
Peer Relationships ◽  
Social Play ◽  
Children’S Perspectives ◽  
Children's Play ◽  
School And Community ◽  
Children’S Play ◽  
Play Behaviors ◽  
Parallel Play ◽  
Play Styles ◽  
Observation Results

Using a mixed-method design, the aims of the current study were to develop an in-depth understanding of (1) children’s social play behaviors on school and community playgrounds, (2) the duration with which children play within varying social play categories, and (3) assessing children’s perspectives of playground activities, their peer relationships, and recommendations for new playgrounds. Six participants were observed for five 30-min observations on a school playground and for five 30-min observations on a community playground. Participants were also interviewed about their experiences and preferences on school and community playgrounds. The direct observation results support and extend previous work, indicating that children’s play skill competence varies by setting. Children demonstrated higher levels of associative and cooperative play on the school playground, but higher levels of solitary and parallel play on the community playground. This difference in play styles by playground appears to be a function of available play partners and is explained by the interview data, which found that children are not comfortable playing with children they do not know.

scholarly journals Play Behaviors in Children during the COVID-19 Pandemic: A Review of the Literature

Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 706
Author(s):  
Anastasia Kourti ◽  
Androniki Stavridou ◽  
Eleni Panagouli ◽  
Theodora Psaltopoulou ◽  
Maria Tsolia ◽  
...  
Keyword(s):  
Screen Time ◽  
Pretend Play ◽  
Outdoor Play ◽  
Review Of The Literature ◽  
Children's Play ◽  
Key Factor ◽  
Children’S Play ◽  
Play Behaviors ◽  
Indoor Play ◽  
Qualitative Characteristics

Play is a key factor for children’s healthy psychological, emotional, social, and cognitive development. During the COVID-19 pandemic, it has been postulated that children’s play was affected, not only regarding the time children spent playing but also in terms of the qualitative characteristics of play. The aim of this review was to investigate how children’s play has changed during the COVID-19 pandemic. A review was conducted in the PubMed, Google Scholar, EMBASE, SCOPUS, ERIC, PsycInfo, and JSTOR databases up to 6 December 2020. Furthermore, references of eligible studies as well as of relevant articles were searched using a snowballing technique. The search retrieved 17 eligible studies, conducted in Europe and North America. In general, outdoor play was reduced during the pandemic; on the other hand, there was an increase in indoor play and in videogames-screen time. COVID-19 was present in children’s pretend play. Children’s play was a key contributor to children’s mood and wellbeing. Furthermore, teachers were especially concerned about how children’s play was affected during the lockdown measures. There is evidence that children’s play habits were affected during the COVID-19 pandemic; further research is required, especially cross-culturally oriented.

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