Play (section within chapter 1) - Pino, B. (2006) "Computers as an environment for facilitating social interaction in children with autistic spectrum disorders". PhD Thesis, University of Edinburgh, UK
"This paper draws on contemporary research on the nature and benefits of children’s play to show how it is fundamental to the health and well-being of children and therefore why both States Parties and adults generally should recognise, respect and promote play as a right."
"This paper draws on contemporary research on the nature and benefits of children’s play to show how it is fundamental to the health and well-being of children and therefore why both States Parties and adults generally should recognise, respect and promote play as a right."
Chapter 4WHAT DO YOU THINK1. Is the personality of an ind.docxchristinemaritza
Chapter 4
WHAT DO YOU THINK?
1. Is the personality of an individual determined at birth?
2. Are the media today as important in a child’s socialization as the child’s family? Might the media be more important?
3. Do people adjust the presentation of their personalities in interactions in order to leave particular impressions? Might we say that we have different “social selves” that we present in different settings?
p.80
GIRLS, BOYS, AND TOYS
REUTERS/Aly Song
We can find a box (or several boxes) of toys in most U.S. homes with children. Many of us can look back on our childhoods—whether they are a recent or distant memory—and recall a favorite toy. It might have been a smiling doll, a stuffed animal, a hardy truck or tank, or a set of colorful blocks. If we were lucky, we had an array of toys from which to choose our fun. In this chapter, we talk about agents of socialization, that is, the entities (like families, peers, and schools) that teach us the norms, rules, and roles of society. From a sociological perspective, toys are not just toys—rather, they too are agents of socialization, contributing to children’s early ideas of who they are and who they can be in society.
Like other key agents of socialization—families, peers, the media, school, and organized sports, among others—toys may contribute to a child’s sense of socially accepted roles, aspirations for the future, and perceptions of opportunities and limitations. If we as social beings are made not born, as sociologists argue, then toys contribute to the construction of boys and girls in ways that can be both predictable and surprising.
In 2014, two researchers at Oregon State University published a study with some attention-getting results. In this research, 37 girls ages 4 to 7 were each given one of three toys with which to play: a Mrs. Potato Head, a glamorous Barbie doll, or a doctor Barbie doll. After a short period of play, each subject was shown pictures depicting 10 female- and male-dominated professions, like librarian, teacher, and flight attendant (“female” jobs) and pilot, doctor, and firefighter (“male” jobs). With each picture, the subject was asked, “Could you do this job when you grow up?” and “Could a boy do this job when he grows up?” (see Figure 4.1). Notably, girls who played with either of the Barbie dolls identified fewer jobs that they could do than did the girls who played with Mrs. Potato Head—and all of the girls in the study thought that a boy would be able to do a greater number of both the male- and female-dominated jobs (Sherman & Zurbriggen, 2014). Other research has shown that young girls exposed to Barbies express a stronger desire to be thin and have lower body self-esteem than do girls exposed to dolls with more realistic body proportions (Dittmar, Halliwell, & Ive, 2006).
p.81
FIGURE 4.1 Number of Jobs Girls Think They Can Do Better or Worse Than Boys Based on Occupation Type
SOURCE: Sherman, A.M. and Zurbriggen, E.L. (2014). “‘Boys Can B ...
3.1 Purposes of PlayPlay fulfills a wide variety of purposes in .docxlorainedeserre
3.1 Purposes of Play
Play fulfills a wide variety of purposes in the life of the child. The importance of play in early childhood is strongly emphasized in a recent report by the American Academy of Pediatrics (Milteer & Ginsburg, 2012):
Play is essential to the social, emotional, cognitive, and physical well-being of children beginning in early childhood. It is a natural tool for children to develop resiliency as they learn to cooperate, overcome challenges, and negotiate with others. Play also allows children to be creative. It provides time for parents to be fully engaged with their children, to bond with their children, and to see the world from the perspective of their child.... It is essential that parents, educators, and pediatricians recognize the importance of lifelong benefits that children gain from play. (p. 204)
Play Fosters Physical Development
Sensorimotor Skills
On a very simple level, play promotes the development of sensorimotor skills, or skills that require the coordination of movement with the senses, such as using eye-hand coordination to stack blocks (Frost et al., 2008; Jones & Reynolds, 2011; Morrison, 2004; Tokarz, 2008). Children spend hours perfecting such abilities and increasing the level of difficulty to make the task ever more challenging. Anyone who has lived with a 1-year-old will recall the tireless persistence with which the child pursues the acquisition of basic physical skills.
Fitness and Health
Strenuous, physical play is especially important today, when obesity among children and adults has reached an all-time high. An estimated 64% of all adults in the United States are seriously overweight or obese. Approximately 10% of all children age 2 to 5 years and 15% of older children are overweight (Association for Childhood Education International [ACEI], 2004). It is crucial that early childhood programs offer children the opportunity for active, gross-motor play every day, as habits and attitudes toward physical activity are formed early in life and continue into adulthood.
Outdoor Play Connects Children to Nature and Their Environment
Nature Feels Good and Inspires
Playing outdoors allows children to experience their natural environment with all their senses “open.” They can breathe fresh air and feel the invigoration of their hearts pounding as they charge up a hill. Children learn about the variety of creatures that may live in their area, explore the life cycle when they discover a cocoon or squashed ant, and experience fully with their senses how everything seems different after the rain. Where does the sun go when it is cloudy? Where does the wind come from? Questions about nature arise spontaneously through outdoor play and provoke children into thought and, if properly supported by the teacher, into deep investigations of the world. It is vital that we allow all children—urban, suburban, and rural—to discover the world outside and learn to appreciate the environment around them.
Children must have ...
The benefits of playing video games amp a0034857Lex Pit
While one widely held view maintains playing video games is intellectually lazy, such play actually may strengthen a range of cognitive skills such as spatial navigation, reasoning, memory and perception, according to several studies reviewed in the article. This is particularly true for shooter video games that are often violent, the authors said. A 2013 meta-analysis found that playing shooter video games improved a player’s capacity to think about objects in three dimensions, just as well as academic courses to enhance these same skills, according to the study. “This has critical implications for education and career development, as previous research has established the power of spatial skills for achievement in science, technology, engineering and mathematics,” Granic said. This enhanced thinking was not found with playing other types of video games, such as puzzles or role-playing games.
Playing video games may also help children develop problem-solving skills, the authors said. The more adolescents reported playing strategic video games, such as role-playing games, the more they improved in problem solving and school grades the following year, according to a long-term study published in 2013. Children’s creativity was also enhanced by playing any kind of video game, including violent games, but not when the children used other forms of technology, such as a computer or cell phone, other research revealed.
Tell me and I forget, teach me and I remember, involve me and I learn.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the eighth session on Play based learning pedagogy was conducted by Ms. Heena Sheikh, the team leader along with her team members Ms. Veena Ferreira, Ms. Prajakta Pashte, Ms. Sharon Kinny and Ms. Sharon Dmello, which demonstrated how play can be incorporated to teach basic concepts and make teaching-learning fun.殺朗
Play is the absence of stress and the highest form of research that was rightly shown in this interactive session, sharing few impactful play based ideas that involved the participants in their play.
It was overall a fantastic and wholesome learning experience for the teachers and the team.
Position paper for curriculum planning and pedagogy course. Contains topics such as: what is play, what research says about play, the benefits of play, the challenges play faces, a counterargument for concerns of learning through play and the implications for adults.
Qualitative Research on Computer Gaming (Practical Research 1)Amino Domado
This is not the FINAL version of our paper because it was deleted on my PC.
There are few grammatical errors because, again, it is not the FINAL revision.
If you found some useful piece of our research, please do consider citing us in your paper.
Chapter 4WHAT DO YOU THINK1. Is the personality of an ind.docxchristinemaritza
Chapter 4
WHAT DO YOU THINK?
1. Is the personality of an individual determined at birth?
2. Are the media today as important in a child’s socialization as the child’s family? Might the media be more important?
3. Do people adjust the presentation of their personalities in interactions in order to leave particular impressions? Might we say that we have different “social selves” that we present in different settings?
p.80
GIRLS, BOYS, AND TOYS
REUTERS/Aly Song
We can find a box (or several boxes) of toys in most U.S. homes with children. Many of us can look back on our childhoods—whether they are a recent or distant memory—and recall a favorite toy. It might have been a smiling doll, a stuffed animal, a hardy truck or tank, or a set of colorful blocks. If we were lucky, we had an array of toys from which to choose our fun. In this chapter, we talk about agents of socialization, that is, the entities (like families, peers, and schools) that teach us the norms, rules, and roles of society. From a sociological perspective, toys are not just toys—rather, they too are agents of socialization, contributing to children’s early ideas of who they are and who they can be in society.
Like other key agents of socialization—families, peers, the media, school, and organized sports, among others—toys may contribute to a child’s sense of socially accepted roles, aspirations for the future, and perceptions of opportunities and limitations. If we as social beings are made not born, as sociologists argue, then toys contribute to the construction of boys and girls in ways that can be both predictable and surprising.
In 2014, two researchers at Oregon State University published a study with some attention-getting results. In this research, 37 girls ages 4 to 7 were each given one of three toys with which to play: a Mrs. Potato Head, a glamorous Barbie doll, or a doctor Barbie doll. After a short period of play, each subject was shown pictures depicting 10 female- and male-dominated professions, like librarian, teacher, and flight attendant (“female” jobs) and pilot, doctor, and firefighter (“male” jobs). With each picture, the subject was asked, “Could you do this job when you grow up?” and “Could a boy do this job when he grows up?” (see Figure 4.1). Notably, girls who played with either of the Barbie dolls identified fewer jobs that they could do than did the girls who played with Mrs. Potato Head—and all of the girls in the study thought that a boy would be able to do a greater number of both the male- and female-dominated jobs (Sherman & Zurbriggen, 2014). Other research has shown that young girls exposed to Barbies express a stronger desire to be thin and have lower body self-esteem than do girls exposed to dolls with more realistic body proportions (Dittmar, Halliwell, & Ive, 2006).
p.81
FIGURE 4.1 Number of Jobs Girls Think They Can Do Better or Worse Than Boys Based on Occupation Type
SOURCE: Sherman, A.M. and Zurbriggen, E.L. (2014). “‘Boys Can B ...
3.1 Purposes of PlayPlay fulfills a wide variety of purposes in .docxlorainedeserre
3.1 Purposes of Play
Play fulfills a wide variety of purposes in the life of the child. The importance of play in early childhood is strongly emphasized in a recent report by the American Academy of Pediatrics (Milteer & Ginsburg, 2012):
Play is essential to the social, emotional, cognitive, and physical well-being of children beginning in early childhood. It is a natural tool for children to develop resiliency as they learn to cooperate, overcome challenges, and negotiate with others. Play also allows children to be creative. It provides time for parents to be fully engaged with their children, to bond with their children, and to see the world from the perspective of their child.... It is essential that parents, educators, and pediatricians recognize the importance of lifelong benefits that children gain from play. (p. 204)
Play Fosters Physical Development
Sensorimotor Skills
On a very simple level, play promotes the development of sensorimotor skills, or skills that require the coordination of movement with the senses, such as using eye-hand coordination to stack blocks (Frost et al., 2008; Jones & Reynolds, 2011; Morrison, 2004; Tokarz, 2008). Children spend hours perfecting such abilities and increasing the level of difficulty to make the task ever more challenging. Anyone who has lived with a 1-year-old will recall the tireless persistence with which the child pursues the acquisition of basic physical skills.
Fitness and Health
Strenuous, physical play is especially important today, when obesity among children and adults has reached an all-time high. An estimated 64% of all adults in the United States are seriously overweight or obese. Approximately 10% of all children age 2 to 5 years and 15% of older children are overweight (Association for Childhood Education International [ACEI], 2004). It is crucial that early childhood programs offer children the opportunity for active, gross-motor play every day, as habits and attitudes toward physical activity are formed early in life and continue into adulthood.
Outdoor Play Connects Children to Nature and Their Environment
Nature Feels Good and Inspires
Playing outdoors allows children to experience their natural environment with all their senses “open.” They can breathe fresh air and feel the invigoration of their hearts pounding as they charge up a hill. Children learn about the variety of creatures that may live in their area, explore the life cycle when they discover a cocoon or squashed ant, and experience fully with their senses how everything seems different after the rain. Where does the sun go when it is cloudy? Where does the wind come from? Questions about nature arise spontaneously through outdoor play and provoke children into thought and, if properly supported by the teacher, into deep investigations of the world. It is vital that we allow all children—urban, suburban, and rural—to discover the world outside and learn to appreciate the environment around them.
Children must have ...
The benefits of playing video games amp a0034857Lex Pit
While one widely held view maintains playing video games is intellectually lazy, such play actually may strengthen a range of cognitive skills such as spatial navigation, reasoning, memory and perception, according to several studies reviewed in the article. This is particularly true for shooter video games that are often violent, the authors said. A 2013 meta-analysis found that playing shooter video games improved a player’s capacity to think about objects in three dimensions, just as well as academic courses to enhance these same skills, according to the study. “This has critical implications for education and career development, as previous research has established the power of spatial skills for achievement in science, technology, engineering and mathematics,” Granic said. This enhanced thinking was not found with playing other types of video games, such as puzzles or role-playing games.
Playing video games may also help children develop problem-solving skills, the authors said. The more adolescents reported playing strategic video games, such as role-playing games, the more they improved in problem solving and school grades the following year, according to a long-term study published in 2013. Children’s creativity was also enhanced by playing any kind of video game, including violent games, but not when the children used other forms of technology, such as a computer or cell phone, other research revealed.
Tell me and I forget, teach me and I remember, involve me and I learn.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the eighth session on Play based learning pedagogy was conducted by Ms. Heena Sheikh, the team leader along with her team members Ms. Veena Ferreira, Ms. Prajakta Pashte, Ms. Sharon Kinny and Ms. Sharon Dmello, which demonstrated how play can be incorporated to teach basic concepts and make teaching-learning fun.殺朗
Play is the absence of stress and the highest form of research that was rightly shown in this interactive session, sharing few impactful play based ideas that involved the participants in their play.
It was overall a fantastic and wholesome learning experience for the teachers and the team.
Position paper for curriculum planning and pedagogy course. Contains topics such as: what is play, what research says about play, the benefits of play, the challenges play faces, a counterargument for concerns of learning through play and the implications for adults.
Qualitative Research on Computer Gaming (Practical Research 1)Amino Domado
This is not the FINAL version of our paper because it was deleted on my PC.
There are few grammatical errors because, again, it is not the FINAL revision.
If you found some useful piece of our research, please do consider citing us in your paper.
Ch7 Social interaction in collaborative vs. assisted playing begonapino.comBegoña Pino
Social interaction in collaborative vs. assisted playing - Research study - Pino, B. (2006) "Computers as an environment for facilitating social interaction in children with autistic spectrum disorders". PhD Thesis, University of Edinburgh, UK
Ch5 Social interaction in individual vs. partner playing begonapino.comBegoña Pino
Social interaction in individual vs. partner playing - Research study - Pino, B. (2006) "Computers as an environment for facilitating social interaction in children with autistic spectrum disorders". PhD Thesis, University of Edinburgh, UK
Ch4 Social interaction in a paper vs. computer- based activity begonapino.comBegoña Pino
Social interaction in a paper vs. computer- based activity - Research study - Pino, B. (2006) "Computers as an environment for facilitating social interaction in children with autistic spectrum disorders". PhD Thesis, University of Edinburgh, UK
Ch8 Social interaction in children with autism and typically developing child...Begoña Pino
Social interaction in children with autism and typically developing children in
collaborative vs. competitive playing - Research study - Pino, B. (2006) "Computers as an environment for facilitating social interaction in children with autistic spectrum disorders". PhD Thesis, University of Edinburgh, UK
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Pino phd computers_autism-1.3.play
1. Begoña Pino 2006 begonapino.com
Computers As An Environment For Facilitating Social
Interaction In Children With Autistic Spectrum Disorders
PHD Thesis - Edinburgh University - 2006
Begoña Pino
1.3 Play
Defining play beyond a general ‘fun and entertaining’ activity is difficult, and it is
better achieved by describing its characteristics. One of the earliest definitions of play
was given by Huizinga (1938):
“[Play is] a free activity standing quite consciously outside ”ordinary” life as
being ”not serious”, but at the same time absorbing the player intensely and
utterly. It is an activity connected with no material interest, and no profit can be
gained by it. It proceeds within its own proper boundaries of time and space
according to fixed rules and in an orderly manner. It promotes the formation of
social groupings which tend to surround themselves with secrecy and to stress
their difference from the common world by disguise or other means.” (p. 13).
In summary, Huizinga stated that play is free, absorbing, unprofitable, within
boundaries and promotes social groupings. Caillois (1958) modified this definition
slightly to describe play as free (not obligatory), separate (circumscribed to certain pre-
set limits of time and space), uncertain (unknown outcome), unproductive, governed
by rules, and make-believe “accompanied by a special awareness of a second reality or
of a free unreality, as against real life” (p.10). Garvey (1977) also referred to a number
of these characteristics, such as it being pleasurable and enjoyable, being without a
goal imposed from the outside, spontaneous and voluntary, and involving some active
engagement on the part of the player. Roeyer and Van Berckelaer-Onnes (1994) added
that play should be flexible and engaging, with a non-literal orientation, and that it
should prioritise the means over the end product, which is to say that it is the process
rather than the outcome that is important.
The importance of play lies in allowing children to learn new skills and practise them in
a safe environment (Boucher, 1999). Crawford (1982) explains that games allow
children to experience conflict and danger without having to endure the consequences
of their physical realisations, which, as in the case of some video games and
simulations e.g.: flight simulators, might be serious damage or death (Griffiths, 1997).
More specifically, social play also allows children to experiment with roles and
interaction, which is the basis of developing friendship skills such as intimacy, trust,
negotiation and compromise (Restal and Magill-Evans, 1994), but without the anxiety
that a real life situation may generate, especially in children with ASD who find these
social contexts more challenging. Learning about social skills in the context of play has
an important effect in the proxemics of the interaction: children may allow others to
breach their normal zone of comfortable distance without feeling threatened, and this
may help to enlarge both the zone of personal space within which interactions can be
attempted or the range of people accepted in that zone (Restal and Magill- Evans,
2. Begoña Pino 2006 begonapino.com
1994). This is even more important when dealing with children with ASD who often
find the usual social settings of childhood typically too stressful to engage in.
1.3.1 Autistic Play
All children play, and children with ASD are no exception. It is easy to assume that
individuals with ASD do not play as they might not engage in play in a conventionally
recognized way (Donnelly & Bovee, 2003). This is why observing social play is essential
in identifying and diagnosing autistic spectrum disorders (Jordan, 2003). There are
specific forms of play, such as chasing and ‘rough and tumble’ play, where children
with autism display social skills rarely seen in other contexts, for instance (Beiberich
and Morgan, 1998).
In general terms, children with autism tend to be more preoccupied with objects than
with people. This prevents them from engaging more in interactive play when
compared to their peers. They also seem to restrict their play to simple manipulation
rather than to engage in pretend play: for example, given a toy car, a child with autism
may spin the wheels instead of pretending to drive or race with it (Deudney, 2005).
Nevertheless, children with ASD can engage in pretend play when it is elicited and very
structured, but their main difficulty is in the initiation of this type of play (Wolfberg,
1999). It is possible that the difficulties experienced when previously attempting to
engage in social play may have resulted in repeated failure and frustration, with this in
turn destroying their motivation to engage in any kind of play (Stahmer, 1999).
The problem is that not engaging in play with others can cause social isolation and can
prevent children with autism from developing and practising new social skills (Boucher,
1999). In addition, the type of play preferred by children with autism does not seem to
attract the interest of their peers, who typically do not engage with them (Williams et
al., 2001). This generates a no-win context in which children with autism do not
engage in the play of their peers and viceversa, both missing out on interactive play.
If general learning takes place in a social context, as detailed in previous sections, a
lack of involvement in all forms of social interaction is clearly an obstacle in the
learning process. If key skills are learned through play, and if children with autism do
not have the social skills to engage in the necessary play, then it seems reasonable to
hypothesise that learning to play might unlock their social learning. In addition,
teaching children with autism to play could provide them with an opportunity to
experience mastery which in turn could increase their motivation to play (Boucher,
1999).
If the relevance of teaching play skills is accepted, it is important to point out that
peers provide a highly eliciting situation for pretend play and for social interaction
(Wolfberg, 1999). On the other hand, Dunlop et al. (2002) have emphasised the need
for real life activities and for a natural setting in which to practise those skills. Play is a
real life activity, and peers are real life social partners who have the potential to be
ideal teachers for children with autism. In fact, children with autism seem more
responsive to their siblings than their parents where play initiations are concerned (El-
Ghoroury and Romanczyk, 1999). Whether this is the consequence of children with
3. Begoña Pino 2006 begonapino.com
autism being more responsive to other children, or other children (their siblings in this
case) being more naturally in tune with other children, including those with ASD, is not
known. The point is that peers might be better ‘therapists’ than adults, and, if the
‘therapy’ is based on playing, when interacting with a peer the child with autism not
only increases his age-appropriate social network but also the possibility of being
mentored by these peers.
In summary, children with autism should learn to play: it is the way children learn and
interact on a daily basis, it is safe, it can cross interpersonal barriers and ultimately, it is
a highly motivating route to knowledge.
References
• Bieberich, A. A. & Morgan, S. B. (1998). Brief Report: Affective Expression in
Children with Autism or Down syndrome. Journal of Autism and
Developmental Disorders, 28 (4), 333-338.
• Boucher J. (1999). Editorial: interventions with children with autism methods
based on play. Child Language Teaching and Therapy, 15(1) 234-254.
• Caillois, R. (1958). Man, play and games. The Free Press, Glencoe, New York,
1961.
• Crawford, C. (1982). The Art of Computer Game Design. Available at:
http://www.vancouver.wsu.edu/fac/peabody/game-book/Coverpage.html (Ref
Date: Sep. 2006).
• Deudney, C. (2005). Play and Autism. London: National Autistic Society. Web
publication: http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=306&a=3353 (Ref
Date: Sep. 2006).
• Donnelly J., & Bovee, J-P. (2003). Reflections on Play: Recollections from a
Mother and her Son with Asperger Syndrome. Autism, 7(5), 471-476.
• Dunlop, A.W., Knott, F., & MacKay, T. (2002). Developing Social Interaction
and Understanding in Individuals with Autism. The National Autistic Society.
• El-Ghoroury, N. H. & Romanczyk, R.G. (1999). Play Interactions of Family
Members Towards Children with Autism. Journal of Autism and Developmental
Disabilities, 29(3), 249-58.
• Garvey, C. (1977). Play. London: Fontana.
• Griffiths, M. (1997). Video games: the good news. Education and Health, 15(1),
10-12.
• Huizinga, J. (1938). Homo Ludens. Boston: Beacon Press.
• Jordan, R.R. (2003). Social Play and Autistic Spectrum Disorders: a perspective
on theory, implications and educational approaches. Autism: the International
Journal of Research & Practice, 7, 347-360.
• Restall G. & Magill-Evans J. (1994). Play and preschool children with autism.
The American Journal of Occupational Therapy, 48(2), 113-120.
• Roeyers H. & van Berckelaer-Onnes I.A. (1994). Play in autistic children.
Communication and Cognition, 27 (3), 349-360.
• Stahmer, A.C. (1999). Using pivotal response training to facilitate appropriate
play in children with autistic spectrum disorders. Child Language Teaching and
Therapy, 15(1), 29-40
• Williams E., Reddy V. & Costall A. (2001). Taking a closer look at functional
play in children with autism. Journal of Autism and Developmental Disorders,