Free Play or Not Free Play: An Interdisciplinary Approach to Deal with Paradoxes

Bondi, Damiano; Bondi, Danilo

doi:10.1080/10400419.2020.1833543

Cited by 4 publications

(5 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A toy is not just an object; it is the material for children's play and a means of child development (Francis, 2010;Wynberg et al, 2022). Pre-school children are naturally motivated to play (Bondi et al, 2021;Guirguis, 2018;Lillard, 2017;Ryabkova et al, 2019;Whitebread, 2017Whitebread, , 2018. Previous studies have reported that play promotes the development of executive function skills (Doebel et al, Fleer et al, 2019;Kelly et al, 2011;Vidal Carulla et al, 2021); emotional and social development (Colliver et al, 2021;Howard et al, 2017;Mathieson et al, 2011); and speech (Nicolopoulou et al, 2015;Quinn et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Toy Preferences among 3-to-4-Year-Old Children: The Impact of Socio-Demographic Factors and Developmental Characteristics

Gavrilova,

Sukhikh,

Veresov

2023

Psych. Rus.

View full text Add to dashboard Cite

Background. Today’s common typologies and categories of children’s toys are mainly decided by the manufacturers and retailers of children's products. Such categorizations are not based on a theoretical understanding of child development and therefore cannot provide information about the opportunities that toys provide for the young. Objective. This study proposed three criteria for categorizing toys based on the cultural-historical approach: their degree of realism; their degree of anthropomorphism; and their degree of detail. These criteria were chosen as a result of an analysis of theoretical works carried out in the framework of cultural-historical approach. Design. The proposed criteria were tested through an experiment measuring children's toy preferences. The participants were 129 children of ages 3-4 years. Experimental data confirmed that most children do prefer realistic and detailed toys rather than those with fewer of these properties. The contribution of socio-demographic factors and the children’s individual developmental indicators to their toy preference was also analyzed. Results. The study revealed that among various socio-demographic factors, only the child’s gender and the number of siblings in the family acted as significant predictors for the toy preferences. None of child's developmental characteristics (non-verbal intelligence, executive functions, and emotional understanding) were found to be significant predictors of preference for particular toys. Conclusions. The assumption that toys can be assessed in terms of their realism and degree of detail found empirical support. The results of this study may be useful in designing further research and in the practical issue of toy selection for children age 3-4 years.

show abstract

Section: Introductionmentioning

confidence: 99%

Toy Preferences among 3-to-4-Year-Old Children: The Impact of Socio-Demographic Factors and Developmental Characteristics

Gavrilova,

Sukhikh,

Veresov

2023

Psych. Rus.

View full text Add to dashboard Cite

show abstract

“…El juego que se tomará como ejemplo corresponde a una comunicación triádica con situaciones paradójicas (Bondi & Bondi, 2021), con una serie de retos estratégicos poco frecuentes; como se verá, las situaciones no habituales son las que provienen de la inédita acción final de captura entre adversarios. De modo que el juego hace confluir tres condiciones: una comunicación ambivalente, un tipo de reciprocidad positiva (Kjørstad, 2017) (no altruista, debido a intereses estratégicos) de relaciones entre compañeros, entre adversarios, y con eventuales adversarioscompañeros, y una situación no habitual (acción final de captura); y todo ello con fomento del pensamiento creativo, constructivista (Gordon, 2009;Vygotsky, 1978), capaz de desvelar y solucionar las situaciones-problema.…”

Section: Introductionunclassified

“…Inventar situaciones lúdicas es una capacidad creativa de los diseñadores innovadores (Navarro, 2002;Hanson & Barney, 2018;Pic et al, 2018); también, como consecuencia de sus propuestas, de los jugadores (Casey et al, 2011;Butler, 2013;André & Hastie, 2018) que Diseñar un juego es compatible con la realidad de las demandas lúdicas de las instituciones (escuela, recreación, adaptación del juego para el entrenamiento de equipos…) y de los agentes involucrados (profesorado, alumnado, monitores, jugadores); como procedimiento, también es de interés para disponer de pautas para desvelar lógicas que actúan sobre el juego, así como modificar juegos, solucionando problemas propuestos. Esta forma de manipular el juego supone una apertura a la creatividad (Almond, 1983;Light, 2014;Bondi & Bondi, 2021), reduciendo la complejidad de cada problema de diseño de juego o de cada propuesta de modificación.…”

Section: Introductionunclassified

Las situaciones no-habituales en el diseño de juegos motores de tríada (Non-habitual situations through triad motor game designs)

Navarro-Adelantado

Pic

2022

Retos

View full text Add to dashboard Cite

Es necesario abordar el estudio de las situaciones no-habituales en el seno del diseño de juegos con el propósito de enriquecer las relaciones de los jugadores al jugar. El presente trabajo muestra estas situaciones en el desarrollo estratégico de un juego motor de tríada el laberinto, visto como juego deportivo. Las principales aportaciones consistieron en: i) promover decisiones novedosas en un juego triádico, con situaciones paradójicas, superando la inercia lúdica cultural; ii) fomentar el diseño novedoso mediante un procedimiento estructurado. Para ello se postulan dos enfoques con ingredientes complementarios: a) principios de juego y conductas tácticas, y b) roles y relaciones con jugadores, espacio y tiempo. La emergencia de procesos creativos precisa de entornos reglados para generar adaptaciones de los jugadores. En este sentido, la tríada es un entorno altamente condicionado por la complejidad estratégica, enmarcada en situaciones no habituales. Para asegurar estas situaciones no habituales, el diseño de juego es una herramienta útil para dar mayor calidad a las interacciones motrices y enriquecer el patrimonio lúdico conocido. Palabras Clave: Tríada, juegos deportivos, estrategia, juegos motores, diseño de juegos. Abstract. It is necessary to approach the study of non-habitual situations within game design in order to enrich the players’ relationships when playing. The present work shows these non-habitual situations through the strategic development of a triad game the maze as sporting game. Thus, the main contributions were: i) promoting innovative decisions by the players in a triadic game, sometimes with paradoxical situations; overcoming cultural inertia, ii) promoting novel design through a structured procedure. To do this, we rely on two approaches with complementary ingredients: a) play principles and tactical conducts, and b) roles and relationships with players, space and time. The emergence of creativity requires regulated environments to generate adaptive processes. In this sense, the triad is an environment highly conditioned by strategic complexity framed in non-habitual situations. To ensure these non-habitual situations, game design is a useful tool to generate greater quality for motor interactions and for enrich the known play heritage. Keywords: Triad, sporting games, strategic, motor games, game design.

show abstract

“…Cognitive flexibility is necessary to switch between real and imagined situations. Second, the play relies on the child’s motive orientation ( Hedegaard, 2012 ; Veraksa and Sukhikh, 2020 ) and engages the child by itself ( Whitebread, 2017 ; Bondi and Bondi, 2021 ). It was proved that due to playing motivation (natural desire to play); children handle their behaviour better than under the conditions of laboratory experiments or specially organized activities ( Istomina, 1975 ).…”

Section: Introductionmentioning

confidence: 99%

“…Research confirms that children with developed skills in organizing and participating in cooperative play are indeed more attractive to peers than non-involved children ( Veraksa and Bukhalenkova, 2020 ). Thirdly, play is a unique space for the realization of the child’s initiative: there, the child gets the experience of realization of his/her ideas and goals earlier and easier ( Whitebread, 2017 ; Bondi and Bondi, 2021 ). The limitless possibilities of the imaginary situation allow the child to recreate and live out almost any situation in the play.…”

Section: Introductionmentioning

confidence: 99%

Do Children Need Adult Support During Sociodramatic Play to Develop Executive Functions? Experimental Evidence

et al. 2021

View full text Add to dashboard Cite

The cultural-historical approach provides the deep theoretical grounds for the analysis of children’s play. Vygotsky suggested three critical features of play: switching to an imaginary situation, taking on a play role, and acting according to a set of rules defined by the role. Collaboration, finding ideas and materials for creating an imaginary situation, defining play roles, and planning the plot are complex tasks for children. However, the question is, do children need educator’s support during the play to develop their executive functions, and to what extent? This experimental study was aimed at answering this inquiry. The four modes of sociodramatic play were created which differed in the adult intervention, from non-involvement in the play to its entire organization. The play could be child-led (with adult help), adult-led, or free (without any adult intervention); and there was also a control group where the children heard the same stimulus stories as the other groups but then followed them up with a drawing activity instead of a play activity. The study revealed that, firstly, the ways of educator’s involvement in the play differed in their potential in respect to the development of executive functions, and, secondly, this influence was not equal for different components of executive functions. Free play in the experiment was not a beneficial condition for the development of any of the studied components of executive functions, compared to the conditions involving the participation of an adult in the play. Furthermore, the type of adult intervention stimulated the development of various executive functions. The entire organization of the play by the adult had a positive impact of their general development. In contrast, the adult’s assistance in the organization of the children’s play had a positive effect on the development of inhibitory control. The study results can be helpful when considering educational practices within a cultural-historical approach to engaging the potential of play in children’s learning and development around the world.

show abstract

Free Play or Not Free Play: An Interdisciplinary Approach to Deal with Paradoxes

Cited by 4 publications

References 32 publications

Toy Preferences among 3-to-4-Year-Old Children: The Impact of Socio-Demographic Factors and Developmental Characteristics

Toy Preferences among 3-to-4-Year-Old Children: The Impact of Socio-Demographic Factors and Developmental Characteristics

Las situaciones no-habituales en el diseño de juegos motores de tríada (Non-habitual situations through triad motor game designs)

Do Children Need Adult Support During Sociodramatic Play to Develop Executive Functions? Experimental Evidence

Contact Info

Product

Resources

About