The problem of this study was to determine the effect of a modified form of Kephart's perceptual-motor training program on the performance of kindergarten pupils on Metropolitan Readiness Tests. This program was made up of certain perceptual-motor activities which were utilized during the regular school play periods.

The prevalence of obesity among young children has markedly increased over the past two decades, with more than one-third of American preschoolers now overweight or obese and at risk for lifelong health problems. Physical activity is a recommended obesity prevention strategy, yet preschoolers typically fail to meet recommended daily physical activity guidelines, spending just 15 minutes engaged in moderate to vigorous physical activity, compared to six sedentary hours daily. Unstructured play in settings with varied features, such as childcare center playgrounds, potentially plays a significant role in increasing the amount of time preschoolers spend in moderate-to-vigorous physical activity (MVPA). The purposes of this study were first, to compare the intensity and type of preschoolers' physical activity across four distinctly different outdoor play settings; second, to identify particular features in each play setting associated with MVPA and sedentary behavior; and, third, to identify, test, and evaluate environmental modifications to increase preschoolers' MVPA in outdoor play settings. Seventeen 3-5 year-old children participated in repeated unstructured play sessions featuring 16 min of play in each of 4 novel settings: a traditional climber, a wooded natural area, a garden, and an adventure, or "loose parts" playground. Interventions to increase physical activity were introduced to the adventure playground during the first two phases, and to all four settings during the third phase. Physical activity intensity was measured using ActiGraph GT3x+ activity monitors and contextual information concerning motor skills was obtained by trained observers using the System for Observing Play and Recreation in Communities (SOPARC), adapted to the age and environment of the study. Results show that both play setting design theme and the composition of specific play features within the setting impact the type of motor skills children perform and the amount of MVPA young children accumulate during unstructured play. Findings additionally demonstrate that simple, low-cost modifications to play settings can increase MVPA for targeted subgroups and individual children; outcomes were setting-specific. Study results may be useful to public health and medical workers, parents, educators, playground designers, community planners, and policy makers who focus on increasing preschool children's daily MVPA and decreasing childhood obesity. / Kinesiology

Preschool children play an active role in their own development through their interaction with the environment that takes place in the form of unstructured play. Unstructured play is a creative expression of preschool children’s physical, cognitive, social and emotional self and creates opportunities to learn important skills and values necessary for the mastery of their world. The researcher became aware, from practical experience as a social worker in private practice, of more and more preschool children who are exposed to structured play with the aim to promote their development. This aspect can contribute towards preschool children not developing in a natural manner that will lead to the devaluation of unstructured play. The overall objective of this study was to explore and describe parents’ perceptions of the value of unstructured play for their preschool children in order to make recommendations to professionals offering parental guidance to parents, with regards to the value of unstructured play for preschool children. A qualitative phenomenological research design was adopted to explore and describe parents’ perceptions and experiences of unstructured play. Two focus group discussions were conducted and two main themes were identified by analysing the data. The main themes are participants’ perception of the value of unstructured play and participants’ choice in respect of unstructured versus structured play. The conclusion drawn by the researcher is that parents are aware of the valuable contribution of unstructured play towards their preschool children’s development. However, participants argue that certain external factors contribute to their choice of structured play over unstructured play to promote their preschool children’s development. / Thesis (MSW)--North-West University, Potchefstroom Campus, 2013

Preschool children play an active role in their own development through their interaction with the environment that takes place in the form of unstructured play. Unstructured play is a creative expression of preschool children’s physical, cognitive, social and emotional self and creates opportunities to learn important skills and values necessary for the mastery of their world. The researcher became aware, from practical experience as a social worker in private practice, of more and more preschool children who are exposed to structured play with the aim to promote their development. This aspect can contribute towards preschool children not developing in a natural manner that will lead to the devaluation of unstructured play. The overall objective of this study was to explore and describe parents’ perceptions of the value of unstructured play for their preschool children in order to make recommendations to professionals offering parental guidance to parents, with regards to the value of unstructured play for preschool children. A qualitative phenomenological research design was adopted to explore and describe parents’ perceptions and experiences of unstructured play. Two focus group discussions were conducted and two main themes were identified by analysing the data. The main themes are participants’ perception of the value of unstructured play and participants’ choice in respect of unstructured versus structured play. The conclusion drawn by the researcher is that parents are aware of the valuable contribution of unstructured play towards their preschool children’s development. However, participants argue that certain external factors contribute to their choice of structured play over unstructured play to promote their preschool children’s development. / Thesis (MSW)--North-West University, Potchefstroom Campus, 2013