5 Play in Children with Intellectual Disabilities

Bulgarelli, Daniela; Stancheva-Popkostadinova, Vaska

doi:10.1515/9783110522143-007

Cited by 5 publications

(3 citation statements)

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“…In addition to active participation in the dramatic play narrative, it is important to incorporate opportunities for participants to interact with each other. Cooperative social play, a subtype of play where participants work together to achieve a playful goal or purpose (Bulgarelli and Bianquin, 2017), offers a variety of benefits for young children (White, 2012), so library educators should build opportunities into the dramatic play experience for the storytime participants to interact with each other and work toward a common goal in the story.…”

Section: Discussionmentioning

confidence: 99%

Playful stories: Exploring the use of dramatic play in storytimes

Campana

Kociubuk

Hlad

2022

Journal of Librarianship and Information Science

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Research in early childhood development widely supports play as a vital learning mechanism for young children. Consequently, many libraries are beginning to embrace play as an intentional strategy for meeting targeted early learning outcomes. However, sufficient research on how play can be incorporated into storytimes to support children’s early development has yet to be conducted. This study begins to address this need by exploring how two other informal learning environments—a museum and a zoo—use educator-led dramatic play experiences in storytimes with the goal of understanding how libraries might be able to incorporate dramatic play experiences in their storytimes to create a more in-depth playful learning experience. To elucidate the nature of the museum and zoo’s educator-led dramatic play experiences, this study explored (1) characteristics of their educator-led dramatic play experiences, and (2) the learning behaviors that children were exhibiting while participating in the dramatic play. The results revealed that the educator-led dramatic play episodes in both environments consisted of one long, immersive oral story with other types of play interspersed within the larger story structure. The data also revealed that the children were exhibiting many different types of learning behaviors while participating in the dramatic play experiences. Based on these findings, implications, and recommendations are provided for libraries around designing and using dramatic play in their storytimes to help transform the traditional library storytime structure into a more in-depth playful learning experience.

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Section: Discussionmentioning

confidence: 99%

Playful stories: Exploring the use of dramatic play in storytimes

Campana

Kociubuk

Hlad

2022

Journal of Librarianship and Information Science

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“…• Fantasy LUDI classification of play (Bulgarelli & Bianquin, 2022) Cognitive types of play Social types of play…”

Section: Play-based Occupational Therapymentioning

confidence: 99%

Children's Play–Work Occupation Continuum: Play-Based Occupational Therapy, Play Therapy and Playwork

Brown¹,

Lynch²

2022

Can J Occup Ther

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Introduction: Occupational therapists often use play-based approaches to facilitate children's occupational development and promote participation, for example, play-based occupational therapy, play therapy and playwork. However, where does play occupation fit, within these adult-guided play-based approaches in occupational therapy? Purpose: To examine and discuss the play–work occupation continuum of children to inform occupational therapy practice. Key Issues: Children's play occupations are free-selected, unstructured, internally-controlled, spontaneous and intrinsically-motivated. Yet, occupational therapists often utilize play as a therapeutic modality to support occupational development for occupations other than play. This use of play represents play-based work occupations as they are structured, externally-controlled, adult-guided, goal-focused and extrinsically-motivated. Play occupations then move from being authentic free-play to adult-guided play-based work occupations for children. Implications: When working with children and families, occupational therapists need to balance the use of self-selected, unstructured play occupations with the application of adult-guided, structured, goal-focused play-based work occupations.

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“…According to Santrock, there are four main types of playing in children, including sensorimotor play (exploring the environment), pretend/symbolic play, Social play (plays with interactions), and constructive play (creating a product) (3). Disabilities in play skills, especially deficiencies in pretend play, are among the characteristics of autis-tic children.…”

Section: Introductionmentioning

confidence: 99%

The Comparative Study of Pretend Plays Between 5 - 7 Years Old High-functioning Autistic Children and Their Normal Peers with Child-initiated Pretend Play Assessment

Mirzakhany

Farzinfar

Golchin

2021

Iran J Psychiatry Behav Sci

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Background: Autism is one of the prevalent disorders in childhood. Children with autism have difficulties in different life skills and their daily activities. Pretend plays are essential in improving these skills, but the patterns of playing are impaired in this group. Objectives: The present study was designed to compare pretend plays between high-functioning autistic children and typical peers. Methods: The research is the result of a cross-sectional study. Two groups of children with high-functioning autism and typical peers in the age range of 5 - 7 years were studied. Each group consisted of 87 participants who were selected by convenience sampling. Each participant was assessed by the Child-Initiated Pretend Play assessment (ChIPPA) test. The results were analyzed using descriptive statistics and an independent t-test. Results: Data analysis and comparison of scores between the two groups of children showed a significant difference in the mean scores. The average percentage score of the number of object substitutions (NOS) and the elaborate pretend play actions (PEPA) in children with autism were lower than typical peers (P < 0.001). In other words, children with autism were less able to organize play and pretend. But the number of imitated actions (NIA) scores in children with autism was higher than their counterparts (P < 0.001). That is, children with autism relied more on examiner-playing patterns. Conclusions: The significant difference in scores between children with autism and typical peers showed significantly lower pretend skills in children with autism. According to pretend play basics on academic skills, language, and having a flexible mind, and with the attention to the same problems in children with autism, pretend play can be in greater attention to be improved among these groups.

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5 Play in Children with Intellectual Disabilities

Cited by 5 publications

References 0 publications

Playful stories: Exploring the use of dramatic play in storytimes

Playful stories: Exploring the use of dramatic play in storytimes

Children's Play–Work Occupation Continuum: Play-Based Occupational Therapy, Play Therapy and Playwork

The Comparative Study of Pretend Plays Between 5 - 7 Years Old High-functioning Autistic Children and Their Normal Peers with Child-initiated Pretend Play Assessment

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