The Influence of Parent-child Toys and Time of Playing Together on Attachment

Chang, Jo-Han; Yeh, Tien-Ling

doi:10.1016/j.promfg.2015.07.628

Cited by 9 publications

(6 citation statements)

References 2 publications

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“…Lego® Serious Play® was built on these principles and has been used in business settings to allow people to, for example, understand the management structure and functioning of an office or department. Linked with this use are the theories around the mind-hand connection and haptic feedback that is received during play or construction ( Roos and Victor, 1999 ; PLAY, 2002 ; Chang and Yeh, 2015 ). These all contribute to the understanding and learning of the concepts.…”

Section: Discussionmentioning

confidence: 99%

Pharmacology through Play: using Lego® to revise core concepts for undergraduates

Kirby¹,

Pawlikowska²

2019

MedEdPublish

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Background: Pharmacology, while critical knowledge for healthcare professionals, is often viewed by students as dry and difficult to understand. We sought to examine the student acceptability of a Lego®-based learning session, in an attempt to improve pharmacology learning. Methods: In line with constructivist theories, students were facilitated to build, in small groups, their own Lego® shape to represent an area of core pharmacology and to use this to explain the concept to other students (e.g. agonistreceptor interactions). The validated Course Experience Questionnaire (CEQ) was used to gauge students' ideas on the session. Multiple choice questions were used before and after the session to evaluate knowledge. Results: Most students were positive regarding the session, finding it enjoyable, relevant for their learning and even recommending it be used to explore more complex areas of pharmacology. In addition, there was a significant increase in the MCQ scores following the session. Conclusions: This study used constructivist theory to develop a novel teaching intervention to create a more student-centred, active learning environment. This effective low-cost method could be applied to other teaching programmes to enhance student learning.

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Section: Discussionmentioning

confidence: 99%

Pharmacology through Play: using Lego® to revise core concepts for undergraduates

Kirby¹,

Pawlikowska²

2019

MedEdPublish

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“…Dentro do ambiente familiar as brincadeiras devem ser rotineiras para as crianças, especialmente, quando realizadas com os familiares (16) . Brincar com brinquedos de várias maneiras reflete a exploração e a descoberta de suas possibilidades.…”

Section: Introductionunclassified

“…Isso pode aumentar as oportunidades para o desenvolvimento da criatividade, imaginação, e desenvolvimento de habilidades (17) . O tipo de brinquedo pode melhorar o desenvolvimento das sensações, movimentos finos, e potencializar a capacidade cognitiva da criança, como pode também ser uma forma de treinamento para sua capacidade de pensar, raciocinar, ponderar riscos, de modo que ele possa enfrentar um ambiente em mudança mais facilmente (16) . Torna-se necessário o entendimento de quais recursos ou brinquedos potencializam o desenvolvimento cognitivo infantil, a fim de ofertá-los as crianças em suas rotinas diárias, para estimulá-las ou evitar possíveis atrasos.…”

Section: Introductionunclassified

Recursos ambientais, tipos de brinquedos e práticas familiares que potencializam o desenvolvimento cognitivo infantil

Pereira

Guedes

Morais

et al. 2021

CoDAS

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RESUMO Objetivo Identificar fatores associados ao desenvolvimento cognitivo de crianças de 24 a 42 meses de idade, assim como caracterizar a disponibilidade de brinquedos e recursos presentes no ambiente familiar e as práticas parentais que sinalizam estabilidade familiar. Método Estudo transversal analítico realizado com crianças regularmente matriculadas em instituições de ensino públicas e privadas de uma cidade de médio porte. O desenvolvimento cognitivo foi avaliado por meio do teste Bayley e a qualidade do ambiente que vive a criança foi avaliada utilizando-se o Inventário de Recursos do Ambiente Familiar- RAF adaptado. Para conhecimento do nível econômico das famílias utilizou-se o Critério de Classificação Econômica Brasil 2015 (CCEB). As crianças foram alocados em dois grupos com base no resultado do teste cognitivo e comparadas quanto às atividades e rotinas da família e recursos presentes no domicílio. Resultados Das 104 crianças avaliadas, 72% são matriculadas na rede de ensino público, 69% pertencentes as classes econômicas C e D. De acordo com o desenvolvimento cognitivo, 55% obtiveram desenvolvimento acima da média aritmética. Na análise bivariada observou-se que os passeios e viagens realizados pela criança, maior escolaridade materna e paterna, vínculo com creches particulares, assim como a maior disponibilidade de recursos e níveis econômicos maiores foram relacionados a melhores escores cognitivos. Os dois últimos fatores permaneceram como preditores do desenvolvimento cognitivo na análise de regressão logística binária. Conclusão Maior disponibilidade de recursos no ambiente familiar e níveis econômicos foram positivamente associados ao desenvolvimento cognitivo.

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“…When faced with the reality that must be faced then the attitude to be taken must be appropriate, because it is a number of ways taken by many parents to optimize the growth and development of children [1]- [5]. Therapies that can be given to autistic children include speech therapy, occupational therapy, play therapy, medical therapy, food therapies, sensory integration therapy, auditory therapy, and biomedical therapy [6]. Play therapy is an attempt to change the behavior of problems, by placing children in play situations.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Mobile Robots Approach for Autistic Children Media Therapy

Febtriko¹,

Rahayuningsih²,

Sukri³

et al. 2018

IJET

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Autism is neural development disorder which complex and is characterized by difficulties in social interaction, communication, emotion and limited behaviour, repetitive and stereotyped characters. The development of people with autism experienced a very significant increase. Autistic fine motoric development of children with autism is done through the hands by using tools or creative media such as brushes, pencils, paper, scissors, clay, plastisin, foam, and others. One way to improve fine motor in autistic children is to play mobile robot therapy. Mobile robots media is an activity to control and regulate the movement of the robot that involves and requires coordination between the eyes, hands, and concentration. It is necessary to approach and use mobile robot in the effectiveness of play therapy in children with autism. Mobile robot as a medium that becomes a play therapy tool with mobile robot capability that can move and move from one place to another by following the pattern of lines that have been designed. The main purpose of this research is to design creativity according to the level of complexity of mobile robot use for children with autism. Besides the use of mobile robot as a medium of play therapy there is also analysis in research using Pre experimental design. Population in the sampling amounted to 20 children. Autistic children who become samples aged between 6 years to 12 years in Special School Kids Pekanbaru. Data collection to study the fine motor of autistic children, collected data analysed by descriptive analysis and Rank Wilcoxon test. The result of the research is a reciprocal relationship which means there is a difference of reciprocal relationship before and after the approach of using mobile robot in play therapy to improve fine motor in autistic children.

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The Influence of Parent-child Toys and Time of Playing Together on Attachment

Cited by 9 publications

References 2 publications

Pharmacology through Play: using Lego® to revise core concepts for undergraduates

Pharmacology through Play: using Lego® to revise core concepts for undergraduates

Recursos ambientais, tipos de brinquedos e práticas familiares que potencializam o desenvolvimento cognitivo infantil

Implementation of Mobile Robots Approach for Autistic Children Media Therapy

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