Childhood: Play and Practice (original) (raw)
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Child-Centered Play Therapy: A Practical Guide to Developing Therapeutic Relationships with Children
2010
Foreword ( Louise F. Guerney). Preface. Acknowledgments. Chapter 1 Introduction: The Child-Centered Approach, Student and Practitioner Approaches to Learning, and Our Approach to Teaching. Chapter 2 CCPT in Context: Key Concepts From Child Development and Principles of Human Change. Chapter 3 The Ideal Therapist Qualities: Deep Empathy, Unconditional Positive Regard, and Genuineness. Chapter 4 The Eight Principles in Child-Centered Play Therapy. Chapter 5 Preparing Your Setting for Providing Child-Centered Play Therapy. Chapter 6 The Two Core Therapist Skills: Tracking and Empathic Responding. Chapter 7 Creating an Optimum Environment for Therapy Through Structuring and Limit Setting. Chapter 8 Responding to Questions, Requests for Help, and Commands. Chapter 9 Role-Play: The Therapeutic Value of Taking Part in Dramatic or Pretend Play During Child-Centered Play Therapy Sessions. Chapter 10 Recognizing Stages: Understanding the Therapy Process and Evaluating Children's Internal ...
What Untrained Practitioners in ECE Centers Understood Play and Learning in Childhood
International Journal of Academic Research in Progressive Education and Development
The aim of this study was to find out how the children's play was understood by untrained practitioners in early childhood education (ECE) centres in Malaysia. Research on infants' and toddlers' play in ECE centres shows many benefits for children's development including learning about social interactions with peers. This study uses Super and Harkness' (1986) notion of the psychology of the caretakers as an essential component of the child's developmental niche. By considering the practitioners' perceptions of children's interactions through the lens of Super and Harkness's concept, it becomes possible to see that the practitioners' perceptions can have an influence on children's social interactions with peers. This study sits within a social constructivist worldview and uses a case-study approach. Ethical concerns were outlined and approved by the Human Ethics Committee. In collecting the data, this study interviewed untrained practitioners from three ECE centres in Malaysia. The findings of the study show that the complexity of children's learning experiences remained hidden to the practitioners until they took part in this study. It provided the practitioners to deepen their thinking about children's social interactions and to begin seeing them as linked with learning through play. The practitioners perceived that (i) sharing resources; (ii) communicating with peers; and (iii) understanding peers' intentions, needs and emotions constituted important learning for children during playtime. A lot of opportunities for free play at the ECE centres should be encouraged so that children can benefit from the richness of learning that happens when they play together with peers.
Understanding childhood: An introduction to some key themes and issues
MJ Kehily (red.), An introduction to childhood studies, 2004
Recent developments in education and the social sciences have seen the growth of childhood studies as an academic field of enquiry. Over the last decade or so childhood studies has become a recognized area of research and analysis, reflected in the success of publications such as James and Prout (1997) Constructing and Reconstructing Childhood and Stainton Rogers and Stainton Rogers (1992) Stories of Childhood: Shifting Agendas of Child Concern. A growing body of literature points to the importance of childhood as a conceptual category and as a social position for the study of a previously overlooked or marginalized group -children. Childhood studies as a field of academic endeavour offers the potential for interdisciplinary research that can contribute to an emergent paradigm wherein new ways of looking at children can be researched and theorized. This book aims to bring together key themes and issues in the area of childhood studies in ways that will provide an introduction to students and practitioners working in this field.
Programs, childsplay theatre, inc., tempe, Arizona. every culture has developed some version of performance art. children especially appreciate performance; their innate openness, forgiveness, and self-love make them delightful performers and audience members. every time they engage with performance art, children are learning about storytelling, history, sociability, artistry, and physicality. through performance, children learn skills related to organization, collaboration, emotional competence, compassion, and literacy. children learn best when their lessons include rich, multi-faceted and participatory elements; drama and theater can help augment learning by involving physical movement and child participation to aid in comprehension and memory. in this article, the authors discuss a professional development program designed to support teachers in employing drama strategies for literacy instruction with 3-to 5-year-old children.
Playing Children: realities created through the work of play
I would like to thank Ulla Hasselbalch from We Love People, for welcoming me in their project and in this way opening the gates to the field. I would also like to thank Sine Skibsholt and Johannes Pico Geerdsen for sharing with me their ideas and their productions. Last but not least, my gratitute to Henrik Vigh for connecting me to the project at We Love People. It was because of his invitation that I got the opportunity to do fieldwork where I did.
Use of Child Centered Play Therapy Responses in a Child Care Setting
Dimensions of Early Childhood, 2017
The communication process between care providers and children can, at times, be complex. Young children typically lack the verbal language necessary for complex emotional expression. In this work, the authors contend that using some basic child centered play therapy (CCPT) techniques would be beneficial in enhancing communicative patterns in a childcare setting. The use of CCPT responses by caregivers can be effective in encouraging emotional and social development in children. Because child care providers spend a great deal of time with children, this approach may lead to a more nurturing and stable relationship than parents are able to provide.
LIVING LUMINARY The Child and the Counselor: Relational Humanism in the Playroom and Beyond
Child-centered play therapy (CCPT) is a mental health intervention grounded in the philosophy of relational humanism. In CCPT, the counselor trusts in the child's ability to move toward self-and other enhancement through the process of play therapy. As a humanistic intervention, CCPT recognizes the intersectionality of development, play, and relationship in service of deepening empathic understanding, communicating in the language of children, and activating the self-actualizing tendency through relational connection. Principles of CCPT can be extended to mental health practices, systems of care, and institutions serving children in order to advocate for communities that support healthy development in children.
Re-Exploring Childhood Studies
As graduate students in Childhood Studies, ongoing changes in the field are as much a part of our study as our own research. In the Department of Childhood Studies at Rutgers University, we have explored and observed various trends that have defined this field. A starting point might be Allison James and Alan Prout"s (1997) emphatic explication of the field as an "emergent paradigm" in the 1980s. More recently the field has increasingly been reevaluated as inter, multi, trans, and cross-disciplinary, as in the 2010 special issue of Children"s Geographies, "Viewpoints". The past 30 years of scholarship and departmental developments have contributed toward creating a definition of the still nascent field, but have also opened pathways for constructive engagement, questioning of past paradigms, and continued work on the definition of the field by emerging scholars who constitute it through our own research and writing.