The Effects Of Playground Design On Pretend Play And Divergent Thinking

Susa, Anthony M.; Benedict, James O.

doi:10.1177/001391659402600405

Cited by 34 publications

(16 citation statements)

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“…For both workshops, play artifacts were brought into the sessions, which were intended to inspire design resources and design functionalities. Playthings and play equipment can stimulate divergent thinking, which in turn can positively affect creativity (Susa & Benedict, 1994). Also, artifacts different from those that will comprise the final design are useful in triggering unconventional thinking, which can result in novel design aspects, such as functionalities (Djajadiningrat, Gaver, & Frens, 2000).…”

Section: Play and Playfulness As A Design Methodsmentioning

confidence: 99%

“…Both bodystorming sessions presented a wealth of play instances in different forms, such as physical play (more prominent in the HangXRT case), playing with materials (in both bodystormings, with designers fiddling with artifacts), and several forms of pretend play (like when animating objects using the WoZ technique, using artifacts as if they were others, or engaging in role-enactment, which are canonical examples of pretend play; Susa & Benedict, 1994). A very dynamic and energetic vibe in both sessions was also apparent: first, in the HangXRT case, where play was a design goal and, second, in the Move:ie case, where play was not an explicit design goal but the participants still related to an atmosphere of playfulness.…”

Section: Play and Playfulnessmentioning

confidence: 99%

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Untitled

2016

Human Technology

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Human Technology is an interdisciplinary, scholarly journal publishing innovative, peer-reviewed articles exploring the issues and challenges within human-technology interaction and the human role in all areas of our ICT-infused societies.Human Technology, published by the Agora Center, University of Jyväskylä, is distributed without a charge online. ISSN: 1795-6889 www.humantechnology.jyu.fi Volume 12(2), November 2016, 103-104 103From the Publisher CHANGE IN HUMAN TECHNOLOGY'S PUBLISHER: CONTINUED FOCUS ON OPEN ACCESS HUMAN-TECHNOLOGY RESEARCHThe Human Technology journal will begin a new chapter in its publishing life on January 1, 2017. On that date, the responsibility for publishing the journal will transfer to the new Open Science Center at the University of Jyväskylä, an organization currently in development in which one division will oversee the ongoing support of open access publishing at the university. This change is necessitated by the university's decision to close the Agora Center, the interdisciplinary research unit that initiated and supported the journal from its inception. Despite the Agora Center's focus on the phenomena in contemporary society where humans were impacted or facilitated by technology, its international networks of like-minded colleagues, and its commitment to quality interdisciplinary research, the research unit has been deemed unnecessary in the new university structure. As the university's rector indicated in his public announcement in April 2016, it is his belief that this research should be part of the mission of every faculty of the university, and thus the university as a whole. The rector also indicated that the international, open access journal Human Technology was valuable not only to the university but to the scientific community. We are pleased that the current editor in chief, Dr. Pertti Hurme, has agreed to extend his editorship until we bring in a new editor in chief next year. Our long-serving managing editor, Barbara Crawford, M.A., also will continue with the journal. Our international editorial board also will remain active in their work in advancing the mission of the journal. We do not anticipate that the daily operations of the journal will be affected, and, we hope, will be improved by the journal's inclusion in the publications area of the Open Science Center. We are currently negotiating with the administration of the Open Science Center to establish an interdisciplinary publisher's board to maintain and enhance the scientific expertise so essential for a growing journal. We are confident that this will be achieved and the journal can continue to reach new audiences as authors and readers and to continue to advance research in this essential field of human-technology.At this time, I would like to publically acknowledge the long-term expertise and guidance of Dr. Päivi Fadjukoff, currently the director of planning and development for the Agora Center, who has wisely and graciously overseen the role of the publisher in these last 13 years of our jour...

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Section: Play and Playfulness As A Design Methodsmentioning

confidence: 99%

Section: Play and Playfulnessmentioning

confidence: 99%

Untitled

2016

Human Technology

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“…They valued free play, were supportive of their children's opportunities to be in control of their own play, resourced specific subsets of play activities and echoed research linking free play to creativity (Howard-Jones, Taylor, & Sutton, 2002;Susa & Benedict, 1994) and resilience ). However, these developmental outcomes of free play may be more difficult for parents to perceive than the concrete examples of discrete skills associated with enrichment activities.…”

Section: Knowing and Growing: Ensuring All Aspects Of Children's Devementioning

confidence: 93%

“…Pretend play and creativity were the focus of a study in which 80 children were observed playing in either a traditional playground (with see-saw, merry-goround, slide and swings) or a contemporary playground (with pieces incorporated into a continuous structure that also provides undefined enclosed spaces for social interaction) (Susa & Benedict, 1994). Children exhibited more pretend play in the contemporary playground and scored higher on a creativity test after playing on the contemporary playground than the traditional playground.…”

Section: The Physical and Social Features Of Microsystems Affecting Cmentioning

confidence: 99%

“…For example, different playground designs have been found to result in different play behaviours Susa & Benedict, 1994), and cultural contexts affect the play in which children engage (Edwards, 2000). What these studies do not address, however, is how the everyday contexts -objects in the home, daily routines and social encounters -interact to influence if, where and how children play.…”

Section: Introductionmentioning

confidence: 99%

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How mothers shape the context of their preschool children’s play: a grounded theory

Brough¹

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Play is an integral part of preschool children's lives. Widespread concerns that children have less free, child-led play than in previous generations permeate the general public and academia, with parents criticised for: 1. limiting children's play opportunities by being overprotective; 2. not prioritising play with their children; and 3. choosing structured, enrichment activities rather than free play for their children. Preschool children's play is highly contextualised, yet how opportunities for play are created in the everyday context of family life has received limited attention. Mothers are often the primary caregivers and major decision makers regarding opportunities their children have for play. However, policy makers, educators, and health professionals have arguably neglected mothers' experiences underpinning these decisions.The foundations underlying these criticisms cannot be understood without asking:1. How do mothers describe, experience and participate in their preschool children's play? 2. What influences mothers' actions to create or limit opportunities for their preschool children's play? To answer these questions meaningfully, I took an ecological perspective using a constructivist grounded theory methodology. From 24 in-depth, semi-structured interviews with ten tertiary-educated, middle class mothers of preschool children (children aged three to five years who had not commenced formal schooling), I developed a grounded theory of How mothers shape the context of their preschool children's play. Using photo elicitation, eight mothers also shared photos of their children's play in the interviews.The theory explores the process by which the mothers constructed their actions in relation to their preschool children's play. These actions were based on a foundation of mothers' guiding motivations that were moderated through their perceptions of their child, their child's play and the context. By diagramming and grouping mothers' actions on two intersecting axes in terms of both the degree to which they facilitated or restricted play as 2. engaging meaningfully with their children through play, without being limited to direct play; and 3. fostering the developmental needs of their children, without over-engineering children's activities. Through the sharing actions of incorporating play in everyday activities and peripherally supervising their children's play in particular, mothers in the study created opportunities for their preschool children to play. These actions are typically associated with parents from developing societies, challenging the assumption that middle class parent-child play is characterised by direct play with children, a sharing action I labeled as co-playing.This constructivist theory provides novel insights into the process of how mothers shape the context of their preschool children's play and a new, data-driven understanding for families, policy makers, health professionals and educators seeking to facilitate preschool children's opportunities for play. Mothers are pro...

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Directions of Environmental Psychology in the Twenty-First Century

Stokols

1997

Handbook of Japan-United States Environment-Behavior Research

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The Effects Of Playground Design On Pretend Play And Divergent Thinking

Cited by 34 publications

References 11 publications

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How mothers shape the context of their preschool children’s play: a grounded theory

Directions of Environmental Psychology in the Twenty-First Century

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