A distinct lack of data related to the impact of natural environments on children birth to age 3 was identified by a thematic review of the existing literature. With this in mind, the researcher designed a limited scope quantitative study to explore the potential for extending the existing body of research to include this younger age. The study used a time sampling method to code behaviors that occurred in videos collected of children from 12 to 35 month who were playing on the playground at their childcare facility. The playscapes were classified as naturalistic or manufactured. The data was then analyzed using independent t-tests to look for statistically significant variations to the frequent that children engaged in various social and play based behaviors. The results of the study were minimal but were significant enough to support the value of further research involving children birth to three.

Master of Science / Department of Family Studies and Human Services / Anthony Jurich / Play is essential to child development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. The integration of play and play therapy techniques with child and family therapy offers a creative, age appropriate way to provide mental health treatment. This report offers an overview of play therapy, the therapeutic value of play, the historical background, theory, techniques, materials, and settings. Further, it provides the reader with many therapeutic modalities in which to implement play in family therapy. Because play therapy is a specialized field, this report also provides the reader with information on how to use this to create a marketing niche. This report was written with the Masters’ or Doctoral student in mind, as well as practicing therapists; with hopes to provide them a creative avenue in which to enhance their current therapeutic modalities.

Second language learners (SLLs) are students at risk for negative outcomes in preschool. Theoretical statements from systems theory and the ecological model of inclusive education indicate that a main focus of interest when supporting children should be the preschool environment that surrounds them. The purpose of this study is to describe and compare structures and processes in preschool settings that are presupposed by theory to have an impact on children’s functioning, along with children’s outcomes in preschool units with different proportions of SLLs. A combination of questionnaire data and data from observations were used in order to describe and compare the structure of child-teacher ratio, the process-related variables of teachers’ tone, children’s proximity and verbal interaction and lastly the outcomes of involvement and social interactions in different play types between the units. Data were analyzed with independent sample t-tests and the results revealed that units with different proportions of SLLs differ regarding processes and outcomes but not the structure of child-teacher ratio. Teachers’ tone in units with low proportion of SLLs was more positive and children were more verbal to the teacher while children in units with high proportions of SLL, had more self-talk/ private speech, less social-interactions and associative play, and lower levels of involvement. The differentiations in processes and children outcomes, along with the non-differences in child-teacher ratios between units with high and low proportions of SLLs highlight the need for further research in the field in order to investigate which environmental factors affect children outcomes in attempts to intervene and safeguard inclusiveness.

This thesis is focused on the play in children with multiple disabilities. The aim is to summarize theoretical bases and current findings in this topic, to help extend this findings and to highlight the importace of play for children with multiple disabilities. In the context of the theory, findings of research and methodologically oriented publications is a play in children with multiple disabilities explored through the case study, which involve the analysis of play four preschool children with multiple disabilities in children's daily rehabilitation care. The thesis attention to the specifics of play in children with multiple disabilities, how is development of play in these children is and what factors influence the development. This thesis provides information that can be used in practice for workers with children with multiple disabilities. Powered by TCPDF (www.tcpdf.org)