The Effects of Using the Play Method to Enhance the Mastery of Vocabulary among Preschool Children

Nair, Subadrah Madhawa; Yusof, Najeemah Mohd; Arumugam, Logeswary M. Pillay

doi:10.1016/j.sbspro.2014.01.876

Cited by 18 publications

(7 citation statements)

References 4 publications

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“…In this play therapy program, using Gurney approach (a combination of family therapy and child-centered play therapy), the researcher was not only able to enjoy the results of action research, but also study the effects of indigenous games in the form of Gurney approach (the customized play therapy training package), on the parents of ADHD preschoolers. The findings of the present study were in line with those of various related studies, including Pearson (2008), Nair, Yusof, and Arumugam (2014), Yang, Tai, Yang, and Gau (2013), Halperin, and Healey (2011), Barkley (2013), Vural, Akkaya, Küçükparlak, Ercan, and Eracar (2014), Eggum-Wilkens et al (2014). These studies showed that play therapy increases the family's positive performance and decreases clinical symptoms of ADHD.…”

Section: Discussionsupporting

confidence: 92%

“…Using playing and interaction with preschool children in the head start program (Bulotsky-Shearer, Bell, Romero, & Carter, 2012) reduced the symptoms of internalizing and externalizing behavior problems and enhanced their learning ability. (Pearson, 2008) Cognitive-behavioral play intervention program increases the degree of hopefulness and social compatibility in preschool children and such group play interventions reduce children's anxiety avoidance symptoms (Nair, Yusof, & Arumugam, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Localized Parent-Child Play Therapy Interaction and Decreasing Clinical Symptoms of Attention Deficit Hyperactivity Disorder in Affected Preschool Children

Pordanjani

Bonab

Afrooz

et al. 2016

PCP

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Objective: Attention deficit hyperactivity disorder (ADHD) in preschoolers usually decreases their academic performance and disrupts parent-child interactions. The present study aimed at evaluating the effect of localized play therapy on preschoolers with ADHD. Methods:The research method was quasi-experimental with a pretest-posttest design and control group. Using a multi-stage random sampling method, and considering the inclusion criteria, a total of 24 mothers of preschoolers with ADHD were selected and randomly divided into experimental and control groups. The experimental group participated in 10 sessions of localized play therapy (LPT) while the control group received no training. The instruments for data collection were Vanderbilt ADHD diagnosis parents rating scale (VADPRS) and clinical interviews. Data analysis was conducted using ANCOVA (analysis of covariance). Results:The results showed that there was a statistically significant difference between the performance of the experimental and control groups at posttest, and upon the follow-up (P<0.05). Conclusion:LPT has positive effects on clinical symptoms of ADHD in preschool children. Hence, this method can be used to improve the mental health of children with ADHD and their parents.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Localized Parent-Child Play Therapy Interaction and Decreasing Clinical Symptoms of Attention Deficit Hyperactivity Disorder in Affected Preschool Children

Pordanjani

Bonab

Afrooz

et al. 2016

PCP

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“…Research entitled [5] in a "The Effects of Using the Play Method to Enhance The Mastery of Vocabulary Among Preschool Children" found that the application of the playing method can offer huge benefits to preschoolers in the learning process. This is quite different with a storytelling method where the teacher tells the child using the book media, while the children (students) tend to be passive (only listening).…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Learning Method Towards Anti-Corruption Attitude at the Second Year (Group B) Kindergarten Students in Central Java

Pujiati¹,

Handini²,

Asamawi³

2019

Proceedings of the First International Conference on Technology and Educational Science

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This study aimed to determine the effect of learning methods on anti-corruption attitudes of kindergarten students in Central Java province. This study applies experimental research methods, with the sample of 44 students (22 students in the experimental class with the role-playing method and 22 students in the control class with the storytelling method) in Kindergartens in the Central Java. The results of the study show that: there is an effect of learning methods on anti-corruption attitudes. Students taught by the role-playing method have a better anti-corruption attitude than the students taught by the storytelling method. It can be concluded that the teachers' learning method can affect the anti-corruption attitude shown by the students in the learning process.

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“…For example, a US study found that playing with peers promotes the development of social skills (Eggum-Wilkens et al, 2014), and Dutch studies have found that free play promoted children's co-operation in activities (Leseman et al, 2001), and that the quality of pretend play is linked to children's self-regulation (Slot et al, 2017). For language development, a different US study found that verbal staff-child interactions during play promoted the use of abstract language among children (Tompkins et al, 2013), and a Malaysian study showed that a play-based learning approach was associated with better language development for children than conventional teaching (Nair et al, 2014). In light of these findings, ECEC practitioners should take a clear position on how play and related terms (e.g.…”

Section: Playmentioning

confidence: 99%

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

Sim¹,

Bélanger²,

Stancel-Piątak³

et al. 2019

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2019)5 STARTING STRONG SURVEY 2018 CONCEPTUAL FRAMEWORK Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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The Effects of Using the Play Method to Enhance the Mastery of Vocabulary among Preschool Children

Cited by 18 publications

References 4 publications

Localized Parent-Child Play Therapy Interaction and Decreasing Clinical Symptoms of Attention Deficit Hyperactivity Disorder in Affected Preschool Children

Localized Parent-Child Play Therapy Interaction and Decreasing Clinical Symptoms of Attention Deficit Hyperactivity Disorder in Affected Preschool Children

The Effectiveness of Learning Method Towards Anti-Corruption Attitude at the Second Year (Group B) Kindergarten Students in Central Java

Starting Strong Teaching and Learning International Survey 2018 Conceptual Framework

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