The Master of Distance Education Program: A Collaboration Between the University of Maryland University College and Oldenburg University

Rubin, Eugene H.; Bernath, Ulrich; Parker, Mark L.

doi:10.24059/olj.v8i3.1821

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“…Two versions are available: collapsed (short) and expanded. The TOPO was developed from a literature search of play typologies, including Rubin's widely used Play Observation Scale (Rubin, 2001). After developing further items that better captured outdoor play, the TOPO was piloted and then reviewed by content experts, resulting in a final version with nine primary play types (physical play, exploratory play, imaginative play, play with rules, bio play, expressive play, restorative play, digital play, and non‐play).…”

Section: Methodsmentioning

confidence: 99%

Capturing children's play behaviours in outdoor environments: A comparative analysis of play in early adolescence at primary school versus high school

Kennedy‐Behr,

Webb‐Williams

2023

Aus Occup Therapy J

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IntroductionTransition from primary school to high school can be a time of significant stress for young people. Social connection may mitigate the stress experienced by young people, yet their play activities, which are a key source of connection and friendship, have not been examined. The aim of the study was to capture the play behaviours of children in outdoor school environments.MethodsChildren's play behaviours in their final year of primary school and those in their first year of high school were captured using a standardised tool (Tool for Observing Play Outdoors). Observations occurred in school outdoor environments during break times in the South Australian autumn of 2021. Frequencies and types of play were compared between year levels using descriptive statistics and contingency tables. Data were collected from four schools (two metropolitan and two regional), which were all from a similar level on the Index of Educational Disadvantage. Four observation sessions were held at each school.ResultsParents of 42 (16 girls) primary school students and 85 (33 girls) high school students gave permission for their children to participate. Physical play was the most frequent activity observed in both primary school and high school followed by expressive play. Year level was significantly associated with the type of play engaged in.ConclusionFindings demonstrate children in the first year of high school continue to engage in physical and social play albeit less than those in the final year of primary school. Further research is needed to determine whether the physical and social environment or onset of puberty is more influential on changes in children's play.

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Section: Methodsmentioning

confidence: 99%