Thesis (M.A.)--York University, 2006. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 65-75). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29546

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Thesis (M.A.)--Brigham Young University. Dept. of Theatre and Media Arts, 2005. / Includes bibliographical references (p. 63-69).

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Janine Stichter. Vita. Includes bibliographical references.

Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April 30, 1992. Also available in print.

Child centred play therapy theory explains that the facilitative environment of the relationship between child and play therapist allows the child the opportunity to confront emotional pain imbedded in lived, relational experiences, and in so doing process and gain mastery over it. However very little research exists into how the child, through his use of repetitive, symbolic play, as a therapeutic process, achieves this resolution. This research project aims to address this gap in research by exploring and describing repetitive symbolic play as a therapeutic process within child centred play therapy that facilitates change in the child‟s sense of self, assisting him towards healthy adjustment. The research project uses a young boys‟ therapeutic process as a case study, employing a qualitative research design that draws from interpretative research. Fourteen repetitive play sequence themes were analysed within the context of the case formulation and follow-up feedback meetings that took place throughout the therapy process. Using a hermeneutic enquiry the researcher illustrates how the child‟s sense of self, dependent on his perceptions of his external environment, became far more congruent, as evident through his behaviour, when his environment, first in play therapy, then at home and at school became more consistent, supportive and nurturing. Within this facilitative environment the researcher then describes how the child used repetitive symbolic play to address and process emotional issues relating to earlier experiences within his external environment. Hermeneutic analysis suggests that the child‟s use of repetitive symbolic play within the facilitative relationship between him and his therapist became a therapeutic process in and of itself that contributed towards self-directed healing, and change within his sense of self, that promoted healthier adjustment within his environment.

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The estimated prevalence of Autism spectrum disorder (ASD) in 2007 was approximately 6,5-6,6 per 1000 children. Symbolic play is, one of the diagnostic criteria in the cases of ASD. In preschool, symbolic play is predominant form of play. However, children with ASD show lower levels of symbolic play. It takes them more time to start with symbolic play and have problems in performance of it. Nevertheless, they might even never develop symbolic play skills. The need for interventions targeting symbolic play of children with ASD is increasing. Generally speaking, there appear to be very limited number of symbolic play interventions for children with ASD. Even if done, most have been performed in laboratory conditions. The interventions that have been undertaken to support symbolic play have taken form of being child centered, peer mediated or adult mediated, with emphasized role of caregivers as interventionists. The aim of this systematic literature review is to address parents and teachers implemented interventions targeting symbolic play of preschool aged children with ASD, with an emphasis on characteristics of these interventions and pretend play sequences. Findings reveal that interventions implemented by either parents or teachers in natural environment give positive outcomes in terms of symbolic play and its instances of preschool aged children with ASD. The review presented a limited number of studies dealing with this kind of interventions. Since all interventions show that symbolic play can be facilitated in this population, special attention should be payed to the methods used to improve symbolic play behaviours and defining and dividing symbolic play. More focus should be put on implementing interventions targeting symbolic play of children with ASD by caregivers, i.e. parents and teachers, in natural context. Inclusion of peers in these kinds of interventions emerges as possible and potentially successful as well.The estimated prevalence of Autism spectrum disorder (ASD) in 2007 was approximately 6,5-6,6 per 1000 children. Symbolic play is, one of the diagnostic criteria in the cases of ASD. In preschool, symbolic play is predominant form of play. However, children with ASD show lower levels of symbolic play. It takes them more time to start with symbolic play and have problems in performance of it. Nevertheless, they might even never develop symbolic play skills. The need for interventions targeting symbolic play of children with ASD is increasing. Generally speaking, there appear to be very limited number of symbolic play interventions for children with ASD. Even if done, most have been performed in laboratory conditions. The interventions that have been undertaken to support symbolic play have taken form of being child centered, peer mediated or adult mediated, with emphasized role of caregivers as interventionists. The aim of this systematic literature review is to address parents and teachers implemented interventions targeting symbolic play of preschool aged children with ASD, with an emphasis on characteristics of these interventions and pretend play sequences. Findings reveal that interventions implemented by either parents or teachers in natural environment give positive outcomes in terms of symbolic play and its instances of preschool aged children with ASD. The review presented a limited number of studies dealing with this kind of interventions. Since all interventions show that symbolic play can be facilitated in this population, special attention should be payed to the methods used to improve symbolic play behaviours and defining and dividing symbolic play. More focus should be put on implementing interventions targeting symbolic play of children with ASD by caregivers, i.e. parents and teachers, in natural context. Inclusion of peers in these kinds of interventions emerges as possible and potentially successful as well.

Orientadora: Eliane Giachetto Saravali / Banca: Raul Aragão Martins / Banca: Cristiane Pereira Marquezini / Resumo: Há várias contribuições científicas de estudiosos do desenvolvimento infantil sobre o brincar e sua importância para o desenvolvimento cognitivo, social, físico e afetivo da criança. No entanto, observa-se que, muitas vezes, o brincar não possui uma efetiva presença na matriz curricular das escolas. Tendo como referência o jogo simbólico fundamentado na teoria piagetiana, esta pesquisa foi realizada em uma Escola de Tempo Integral no interior paulista, objetivando analisar como é a inserção das brincadeiras dentro deste formato de ensino, mais especificamente do jogo simbólico no 1º ano do Ensino Fundamental I. Buscamos, ainda, analisar as concepções que professores do 1º ano possuem acerca do brincar, relacionando-as ao espaço e tempo que essa atividade ocupa na rotina escolar, bem como analisar a perspectiva da criança em relação ao faz de conta. Participaram do estudo 39 crianças (entre 6 e 7 anos de idade) regularmente matriculadas em duas salas de 1º ano e suas respectivas professoras. Os instrumentos utilizados foram: roteiro de observação, hora de jogo e entrevistas pautadas no método clínico-crítico piagetiano, realizadas com as crianças e as professoras. Os resultados apontaram a presença de jogo simbólico em situações criadas pelas próprias crianças, mas não valorizadas pela escola, inclusive reprimidas por seus profissionais. Observamos total ausência de brinquedos e materiais que favorecem este tipo de jogo nas salas de aula e espaços da escola. Na hora do jogo, a... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: There are several scientific contributions of children's development scholars about playing and its importance to the cognitive, social, physical and affective development of the child. However, it is observed that eventually play does not have an effective presence in the curricular matrix of the schools. The symbolic game based on Piaget's theory was considered as the reference of this research which was carried out in a Full Time School in the countryside of São Paulo. The goal was to analyze how the insertion of the symbolic game occurs within this teaching format in the first year of elementary School. Also, the research aimed to analyze the first-year teachers' conceptions of play relating them to space and time that this activity occupies among the school routine, as well as analyze the child's perspective in relation to the pretend play. The study included 39 children (between 6 and 7 years old) who are regularly enrolled in two classrooms and their respective teachers. The instruments used were: observation script, game time and interviews based on Piaget's clinical-critical method which were carried out with the children and the teachers. The results pointed out the presence of symbolic play in situations created by the children themselves, but not valued by the school, even repressed by its professionals. It was possible to observe a total absence of toys and materials that could benefit this type of game in classrooms and school spaces. During game time, the child... (Complete abstract click electronic access below) / Mestre

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Ithel Jones, Florida State University, College of Education, Dept. of Childhood Education, Reading and Disbility Services. Title and description from dissertation home page (viewed Jan. 25, 2006). Document formatted into pages; contains ix, 107 pages. Includes bibliographical references.