Please be advised that this information was generated on 2018-05-09 and may be subject to change. r a d b o u d u n i v e r s i t y d i s s e r t a t i o n annemieke Mol Lous depression and Play in early Childhood 9 789085 550952 r a d b o u d u n i v e r s i t y d i s s e r t a t i o n annemieke Mol Lous Depression and Play in Early Childhood depression in early childhood is an underestimated health problem which is known for its severity, endurance, and negative impact on the quality of life of children and their families. the lack of appropriate assessment procedures hinders early identification and therefore the possibilities for intervention and prevention. this dissertation includes three studies about markers of depression in play behavior of young children and the possibilities to use play observation procedures as an assessment tool for early identification of depression in 3-to 6-year old children. in the first two studies, depressed and nondepressed preschoolers were observed in a standardized play procedure including solitary free play, interactive free play, and play narratives with an adult researcher. depressed children showed less play, and particularly less symbolic play than non-depressed children, and also more fragmented play behavior. this was most visible in play narratives, where induction of sad emotions had a severe dampening effect on depressed children's symbolic play. the third and last study shows that preschool teachers can use a play observation questionnaire, based on the outcomes of the observational studies, to recognize these markers of depression in children's everyday play behavior in the classroom. the findings of these studies offer new insights in the relationship between play and depression and the emotion regulation problems that negatively affect depressed children's play. Depression and Play in Early Childhood This research has also been made possible by Layout: Crius Group, Hulshout isbn 978-90-8555-095-2
‘Patterned Palace’ is a case study that was developed in response to the current global interest that surrounds creative learning, and partnerships between artists and teachers in education. The case study involved a group of researchers (including a teacher, an education advisor, a professional artist and an academic researcher) working together to plan, implement and evidence the role and value of mark making during the creative learning process. The case study was conducted with a Key Stage 1 class, now superseded by the Foundation Phase in Wales. The aim of the study was to increase children’s creative learning experiences through their engagement with the concept of pattern and in particular to consider whether children’s communication of interpretations; generated understandings; reflective activity and ability to predict outcomes could be evidenced when partnered with a professional artist. Parallels between play and creativity are highlighted and the paper describes successful features of the collaborative partnership with reference to implementing the Foundation Phase in Wales.
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