Play or hard work: Unpacking well-being at preschool

Kennedy‐Behr, Ann; Rodger, Sylvia; Mickan, Sharon

doi:10.1016/j.ridd.2014.12.003

Cited by 29 publications

(38 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, most play observational tools examine only certain aspects of play, such as specific play skills and play behaviours. They do not capture the perspective of the child and it is possible that the observed play is more a task than play (Kennedy-Behr, Rodger & Mickan, 2015). Therefore, a good understanding of the child and the environment of play must inform these observations.…”

Section: Direct Source Of Information: Observationmentioning

confidence: 99%

Evaluation of childrens' play

2018

View full text Add to dashboard Cite

show abstract

Section: Direct Source Of Information: Observationmentioning

confidence: 99%

Evaluation of childrens' play

2018

View full text Add to dashboard Cite

show abstract

“…Play involves activities that children perform for the sake of enjoyment (Sutton-Smith 2009). Play and well-being are strongly related for children in ECEC institutions (Kennedy-Behr, Rodger, and Mickan 2015;Giske et al 2018;Howard and McInnes 2013), and the key elements in play are important contributors to children's well-being (Ginsburg 2007). Given the relationship between play and wellbeing and the fact that children's play seems to be influenced by the physical environment (Shim, Herwig, and Shelley 2001;Torrens and Griffin 2013), it is also likely that children's well-being is influenced by characteristics of the physical environment.…”

Section: Introductionmentioning

confidence: 99%

The physical indoor environment in ECEC settings: children’s well-being and physical activity

Sando

2019

European Early Childhood Education Research Journal

View full text Add to dashboard Cite

The physical environment in Early Childhood and Care (ECEC) settings is believed to be important for children's play and development. In this study, the influence of the physical indoor environment in ECEC settings on children's well-being and physical activity was explored. The data were obtained from video observations of the free play of 80 children in eight ECEC institutions. Multilevel regression analysis indicated that children's well-being was positively associated with the use of rooms for physical activity and negatively associated with the use of high tables. Children's physical activity was strongly positively associated with the use of rooms for physical activity and tumbling zones. Furthermore, open floor space and cubbies were positively associated with physical activity, whereas tables were negatively associated with children's physical activity. These results indicate that physical environments supportive of physical active play are beneficial and that dominating the indoor space with tables should be avoided.

show abstract

“…In playing games, children acquire skills such as problem solving, exploring, thinking, reasoning, sharing, communicating, power, balance, coordination, self organisation, self-regulation, obtaining values and rules, and contributing to cultural production [12][13][14]. An individual is never as active as he was between the years 3-6.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of the Effect of Preschool Children's Computer Game Playing on Their Development and Behavior through the Lens of Turkish Mothers

İlgar¹,

Karakurt²

2018

ujer

View full text Add to dashboard Cite

The computers used in the field of education as in many other fields are used by children mostly for playing games. The present study has aimed at identifying the general attitude mothers of preschoolers hold regarding the effect of computer game playing on children's development and behaviour. The participants were volunteer mothers (n=749) whose children attend preschool in Istanbul. Data was collected via a survey developed by the researchers to assess the general attitude mothers hold regarding the effect of computer game playing on children's development and behaviour. The findings show that among the participant mothers, 93% stated that computer games cause dependency, 92.6% stated that this is reflected in the behaviour of children, 83.5% stated that children's behaviour is affected negatively, 87.9% stated that games lead children to mimic in real life what they are exposed to in the games. 11.7% of the mothers stated that games do not interfere with family gatherings, while 67.8% stated that they do not serve to help the discharge of aggressive impulses. Still 57% pointed out that games support the development of hand-eye coordination, and 71% pointed out that they foster the development of better and more frequent technology use.

show abstract

Play or hard work: Unpacking well-being at preschool

Cited by 29 publications

References 48 publications

Evaluation of childrens' play

Evaluation of childrens' play

The physical indoor environment in ECEC settings: children’s well-being and physical activity

An Investigation of the Effect of Preschool Children's Computer Game Playing on Their Development and Behavior through the Lens of Turkish Mothers

Contact Info

Product

Resources

About