Evaluation of childrens' play

doi:10.1515/9783110610604

Cited by 3 publications

(1 citation statement)

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“…"Play development in children with disabilities" aimed to contribute to the creation of a common language on the topic, sharing the definition of types of play, reviewing the literature devoted to play and the use of toys in children with different disabilities (intellectual disabilities, hearing impairment, visual impairment, communication disorders, physical impairment, autism spectrum disorders and multiple disabilities) and reporting the contribution of occupational therapy, special education and early intervention on the ludic activities of children with impairments (Besio, Bulgarelli, & Stancheva-Popkostadinova, 2017). The book "Evaluation of children's play: Tools and methods" presented a review of instruments and procedures that were internationally available to assess play (Besio, Bulgarelli, & Stancheva-Popkostadinova, 2018). The book "Barriers to Play and Recreation for Children and Young People with Disabilities: Exploring Environmental Factors" was meant to report about the literature dealing with barriers to play in everyday contexts (Barron et al, 2016).…”

Section: Fostering Play For the Sake Of Play For Children With Disabimentioning

confidence: 99%

Preface

Bulgarelli¹,

Besio²

2020

Perspectives and Research on Play for Children With Disabilities

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This book is one of the outcomes of the work conducted by several scholars and professionals belonging to the COST Action TD1309 "LUDI-Play for Children with Disabilities"1. LUDI was established in 2014 and financed until 2018, thanks to COST-European Cooperation in Science and Technology, an intergovernmental organisation that supports research and innovation networks. LUDI was characterised by the multidisciplinary contribution of more than 100 members living in 32 countries: they were researchers and practitioners in the fields of psycho-pedagogical sciences, health and rehabilitation sciences, humanities, assistive technologies and robotics, as well as representatives from end-users' organizations aimed at granting the right to play for every child, and specifically for children with disabilities. In fact, LUDI started from the awareness that children with disabilities still need support to fully experience play as a crucial activity. At an international level, play has been recognised as a right for everyone: the Convention on the Rights of the Child declares that: "1. States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. 2. States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity" (Article 31; United Nations, 1989). The Convention on the Rights of Persons with Disabilities reinforced this concept even more, by stating that: "States Parties shall take appropriate measures […] to ensure that children with disabilities have equal access with other children to participation in play, recreation and leisure and sporting activities, including those activities in the school system" (Article 30, clause 5d; United Nations, 2006). In 2013, pressure groups' activities in favour of the specific needs of children with disabilities lead to the release of the 'General Comment' on the Article 31 of the UNCRC by the United Nations Committee on the Rights of the Child. The comment highlighted the need to enhance the overall understanding of the importance of such article and to strengthen its application: children with disabilities are among those who require particular attention, given their difficulties in enjoying play on an equal basis with their peers.

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Section: Fostering Play For the Sake Of Play For Children With Disabimentioning

confidence: 99%

Preface

Bulgarelli¹,

Besio²

2020

Perspectives and Research on Play for Children With Disabilities

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Assistive technology to facilitate children’s play: a scoping review

Dabiri Golchin,

Ripat,

Verdonck

2024

Disability and Rehabilitation: Assistive Technology

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Preschool Teachers’ Views on Children’s Play and its Observation

Iakshina

Le-van

2022

Cultural-Historical Psychology

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There is a lack of studies about the interrelation between the quality of play support and teacher’s views on it. Our aim is to study teacher’s views on play and its observation; analyze the difference in views of the teachers from classrooms with different quality of play support. We conducted the survey to study teacher’s views and structured observation with “Play support rating scale” (PSRS) to assess the quality of psychological and pedagogical conditions for play. The sample included 180 preschool teachers; the observation was conducted in 25 classrooms. M= 3.63, min=1.57, max=6.00. The majority of teachers consider play as a form of teaching or a context for other children’s activities, but not as valuable itself. Teachers say that they observe play regularly and use their observations in planning play support. But the real quality of play support in the majority of groups is minimal. Regardless of their views on play, teachers rarely play with children as partners. There is no significant difference in teachers’ views on play and its observation in the classrooms with different conditions.

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Evaluation of childrens' play

Cited by 3 publications

References 83 publications

Preface

Preface

Assistive technology to facilitate children’s play: a scoping review

Preschool Teachers’ Views on Children’s Play and its Observation

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