Academic literature on the topic 'Play in schools'
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Journal articles on the topic "Play in schools"
Hudspeth, Edward F. "Play therapy in schools." International Journal of Play Therapy 25, no. 2 (April 2016): 53. http://dx.doi.org/10.1037/pla0000027.
Full textDickey, Kristi, Kathryn Castle, and Karie Pryor. "Reclaiming Play in Schools." Childhood Education 92, no. 2 (February 12, 2016): 111–17. http://dx.doi.org/10.1080/00094056.2016.1150742.
Full textSheese, Judy, and Terry P. McDaniel. "Assessing Schools: Not Child's Play." Kappa Delta Pi Record 38, no. 2 (January 2002): 68–72. http://dx.doi.org/10.1080/00228958.2002.10516345.
Full textLandreth, Garry L., Dee C. Ray, and Sue C. Bratton. "Play therapy in elementary schools." Psychology in the Schools 46, no. 3 (March 2009): 281–89. http://dx.doi.org/10.1002/pits.20374.
Full textMaciaszek, Kamil. "Play in Poland. Promoting play in Gedania 1922 Preschool and CreoGedania alternative school." Homo Ludens, no. 1 (13) (December 15, 2020): 117–31. http://dx.doi.org/10.14746/hl.2020.13.7.
Full textBlatchford, Peter. "The State of Play in Schools." Child Psychology and Psychiatry Review 3, no. 2 (May 1998): 58–67. http://dx.doi.org/10.1017/s1360641798001488.
Full textBlatchford, Peter. "The State of Play in Schools." Child and Adolescent Mental Health 3, no. 2 (May 1998): 58–67. http://dx.doi.org/10.1111/1475-3588.00213.
Full textCherkowski, Sabre, and Keith Walker. "Purpose, passion and play." Journal of Educational Administration 54, no. 4 (July 4, 2016): 378–92. http://dx.doi.org/10.1108/jea-10-2014-0124.
Full textShoaga, Opeyemi, Folorunso Ajasa, and Sesan Olatunde Mabekoje. "Effects of teacher mediation in play, mixed-sex play and gender-segregation in play on academic performance of low achieving pupils." ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, no. 1 (June 30, 2019): 28–39. http://dx.doi.org/10.29114/ajtuv.vol3.iss1.115.
Full textSinaga, Reflina, and Ester Julinda Simarmata. "Constructive Play on Numeracy Skills in Elementary School." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (October 26, 2020): 1644–50. http://dx.doi.org/10.33258/birle.v3i4.1301.
Full textDissertations / Theses on the topic "Play in schools"
Lambert, Pamela. "Supported playgroups in schools and parent perspectives on children’s play." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/0bc84b16a32aa73ea05d543f0dc60675ec711ca32ad5270437033038128cc09f/1764567/Lambert_2015_Supported_playgroups_in_schools_and_parent_perspectives.pdf.
Full textSterman, Julia. "Outdoor play decision-making by families, schools, and local government for children with disabilities." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/091654faf0fe100563a693295e747e980729c348ac21a14be0232f2f777fac60/6769224/STERMAN_2018_Outdoor_play_decision_making_by_families.pdf.
Full textGeswindt, Paul Gustav Garnett. "The role alumni can play in the development of disadvantaged schools." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1012202.
Full textVickrey, Jaime. "Hybrid learning landscape framework: holistic high performance schools for comprehensive learning and play." Kansas State University, 2011. http://hdl.handle.net/2097/8783.
Full textDepartment of Landscape Architecture/Regional and Community Planning
Mary C. Kingery-Page
School environments of today’s urban children are generally inflexible, restricting and uninspiring places for learning and exploration that are disconnected from their surrounding community and nature. Facilities and teaching methods do not keep pace with the evolving needs of the workforce and varying child learning styles (Stanbury 2009). Organized sports, limited free time and standardized testing steal the zest out of childhood discovery once felt by children who grew up with a connection to their surroundings, especially nature. Many adverse effects are seen as a result. “Nature-deficit disorder describes the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties and higher rates of physical and emotional illnesses,” (Louv 2008, 36). Children are left to face the world’s escalating environmental dilemmas with hindered social and cognitive skills, diseases related to association and disassociation from nature and an impaired relationship with their extended community. Programs like University Colorado Denver’s Learning Landscapes and California’s Collaborative for High Performance Schools (CHPS) and have individually worked to improve learning facilities, reconnect students with outdoor curriculum-based learning and establish a bond with their communities. But implemented designs reveal unmet potential, calling for advancement and further evolution of the school learning environment. MontClair Elementary in Oakland, California is a typical urban school with paved schoolyard, restricted boundary, weak link between curriculum and schoolyard, disconnect from the community and disassociation from nature. New CHPS verified facilities are being implemented on their existing campus to accommodate an increase in student population but the link between schoolyard and curriculum has only been minimally addressed in the proposed design. Integrating Learning Landscapes with the Collaborative for High Performance Schools to create a hybrid learning landscape framework will reconnect MontClair Elementary with the surrounding community and nature. Advancement of the CHPS program, through adaptation of their existing scorecard, will allow Hybrid Learning Landscape Framework to be quantitatively applied to MontClair Elementary.
Lee, Tsz-ho Elvis. "A boarding school for autistic children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949512.
Full textCardenas, Nancy. "Play therapy interventions and their effectiveness in a school-based counseling program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2839.
Full textSilva, Inajá Zaem da. "O espaço do brincar em uma escola municipal." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251239.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-18T09:22:22Z (GMT). No. of bitstreams: 1 Silva_InajaZaemda_M.pdf: 36898026 bytes, checksum: c9aa6a170a29363e0d4d458cc755f945 (MD5) Previous issue date: 2011
Resumo: Esta pesquisa investiga o brincar e sua ocupação no espaço escolar em uma escola municipal de ensino fundamental. Para tanto tem como questão central: como promover o uso dos espaços abertos para as brincadeiras na escola fundamental? As bases teóricas que fundamentam a pesquisa estão alicerçadas em autores como: Mayumi Souza Lima, Ana Lúcia Goulart de Faria, Viñao Frago, Escolano, Bencostta, Monarcha, Kishimoto, Brougère, entre outros. O objetivo é desvelar a relação das crianças, de professores, pais e funcionários com os espaços abertos da escola fundamental e com o brincar nesses espaços. Foi realizada uma pesquisa etnográfica, em uma escola de ensino fundamental da cidade de Campinas (SP), nos anos de 2008 e 2009. A escolha dessa escola justifica-se pela peculiaridade do terreno onde se encontra o prédio escolar, por sua arquitetura, e pelo empenho da comunidade escolar em aproveitar melhor os espaços da escola. Este estudo de caso exigiu uma extensa pesquisa bibliográfica, análise da planta do projeto arquitetônico, dos critérios para construção escolar, da legislação ambiental, da leitura do projeto político pedagógico e das fotos. Foram realizados questionários e entrevistas com alguns membros da equipe da escola e membros da comunidade escolar, participantes da C.P.A. (Comissão Própria de Avaliação). A categoria que auxiliou na compreensão da temática foi o espaço e suas diferentes particularidades: espaço como promotor social, como espaço inibidor, como espaço crítico, como espaço de passagem e como espaço para brincar. A escola estudada possui um espaço pequeno e vazio de materiais direcionados ao brincar, contudo este ocorre de qualquer maneira, as crianças transformam os elementos que possam lhes servir de entretenimento e fazer parte de seus jogos e de suas brincadeiras. Conclui-se que, ao se pensarem nas construções de prédios escolares para a educação fundamental, para a Escola de Nove Anos, também se pense na inclusão de elementos visuais, táteis e de equipamentos para a otimização das brincadeiras, dos jogos e da convivência da criança. Além de se constituirem parceiros no interior da comunidade escolar, os professores e gestores educacionais deveriam possibilitar uma aprendizagem mútua sobre a relação da arquitetura escolar com as atividades lúdicas e recreativas na escola fundamental.
Abstract: This research investigates playing and its occupation in the school space in an elementary school in the city of Campinas. The research has as a central issue: How to promote the use of open spaces for playing in elementary school? The theoretical basis that underpin the research are based on authors as: Mayumi Souza Lima, Ana Lúcia Goulart de Faria, Viñao Frago, Escolano, Bencostta, Monarcha, Kishimoto, Brougère, among others. The objective is to unveil the relationship of children, teachers, parents and employees with the open spaces in the elementary school and with the action of playing in these spaces. An ethnographical research was conducted in an elementary school in the city of Campinas (SP) in the years of 2008 and 2009. The choice of this school was made due to the peculiarity of the land where the school building is, its architeture, and the commitment of the school community to make better use of school spaces. This case study required an extensive bibliographical research, analysis of the architectural plant design, of the school construction criterion, the environmental law, the political pedagogical project and the photos. Questionaries were applied and some members of team from school and members of school community, participants for C.P.A. (Commission Own Evaluation) were interviewed. The category that helped in the thematic comprehension was the space and its different particularities: the space as a social promoter, as an inhibitor space, as a critical space, as a space of passage and as a space to play. The school studied has a small space that lacks materials directed to play, yet it happens anyway, children transform the elements that may serve for their entertainment and part of their games and their play. In conclusion, when the construction of school buildings for the fundamental education is thought of, the School of Nine Years (?), the inclusion of visual, tactile elements has also to be consider. As well as equipments to the optimization of children games and the children coexistence. Besides being partners within the school community, teachers and educational gestors should enable mutual learning about the relation between the school architecture with other playful and recreational activities in the elementary school.
Mestrado
Ciencias Sociais na Educação
Mestre em Educação
Rose, R. "Pilot study into the effectiveness of individual play therapy for vulnerable children in primary schools." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404217.
Full textZachariou, Antonia. "Musical play and self-regulation : an exploration of 6- and 8-year old children's self-regulatory behaviours during musical play sessions at Cypriot primary schools." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708961.
Full textWalsh, Glenda. "The play versus formal debate : a study of early years provision in Northern Ireland and Denmark." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325969.
Full textBooks on the topic "Play in schools"
Bunsen, Rick. Play school ABC. New York: Golden Book, 1985.
Find full textill, Wilson Sarah 1934, ed. We play. New York, N.Y: Harper & Row, 1990.
Find full textVan der Beek, Deborah, ill., ed. The school play. London: Piccadilly Press, 1988.
Find full textDarden, Bob. The option play. Loveland, Colo: Teenage Books, Group Pub., 1990.
Find full textill, Maddock Monika, ed. School play stars. New York: Mondo, 2005.
Find full textSchool play stars. Wellingborough: Rising Stars, 2005.
Find full textMayer, Gina. The school play. New York: Golden Books, 1999.
Find full textMayer, Gina. The school play. New York: Golden Books, 1999.
Find full textPosadas, Carmen. Child's Play. New York: HarperCollins, 2009.
Find full textMayer, Gina. The school play. Westport, Conn: Reader's Digest Kids, 1995.
Find full textBook chapters on the topic "Play in schools"
Riaz, Sanaa. "Knowledge at Play." In New Islamic Schools, 113–60. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382474_5.
Full textPerryman, Kristi L. "Play Therapy in Schools." In Handbook of Play Therapy, 485–503. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119140467.ch25.
Full textMcInnes, Karen. "Play in UK Primary Schools." In Play Across Childhood, 73–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72461-0_5.
Full textOlusoga, Yinka, and Bev Keen. "Play, children and primary schools." In Perspectives on Play, 190–224. Third Edition. | New York: Routledge, 2019. | "Second edition: Routledge, 2018. http://dx.doi.org/10.4324/9781351258128-6.
Full textKestly, Theresa. "Group Sandplay in Elementary Schools." In School-Based Play Therapy, 257–81. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269701.ch13.
Full textMurray, Sonia. "Telemental Play Therapy in Schools." In Play Therapy and Telemental Health, 144–55. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003166498-9.
Full textJeavons, Mary. "Quintessential Play Patterns in Schools." In How to Grow a Playspace, 207–17. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315695198-28.
Full textJeavons, Mary. "Quintessential Play Patterns in Schools." In How to Grow a Playspace, 207–17. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315695198-ch22.
Full textPrendiville, Siobhán. "The Application of Therapeutic Puppet Play in the Schools." In Puppet Play Therapy, 199–213. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315181349-19.
Full textShen, Yih-Jiun. "Trauma-Focused Group Play Therapy in the Schools." In School-Based Play Therapy, 237–55. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269701.ch12.
Full textConference papers on the topic "Play in schools"
Jarusriboonchai, Pradthana, Janis Lena Meissner, Teresa Almeida, and Madeline Balaam. "Understanding Children's Free Play in Primary Schools." In C&T 2019: The 9th International Conference on Communities & Technologies - Transforming Communities. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3328320.3328384.
Full textramsookbhai, shamila. "Game of Schools: A Three-Act Play." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576107.
Full textKriglstein, Simone, Fabian Hengstberger, Florian Fribert, Katharina Stiehl, Beate Schrank, Alexander Pfeiffer, Thomas Wernbacher, and Günter Wallner. "Be a Buddy not a Bully - Two Educational Games to Help Prevent Bullying in Schools." In CHI PLAY '20: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3383668.3419914.
Full textBrunner, Georg. "Example of the Connection Between Musicology and Music Education for the Preservation of Cultural Heritage." In Musica viva in schola. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-2.
Full textKopas Vukašinović, Emina. "MATEMATIKA U PREDŠKOLSKOJ USTANOVI I ŠKOLI: PROGRAMSKA ODREĐENjA I MOGUĆNOSTI OSTVARIVANjA KONTINUITETA." In Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.279kv.
Full text"PLAY THE GAME AND BE AWARE: INFORMATION SECURITY PROJECT WITH SCHOOLS." In 14 th International Conference on Interfaces and Human Computer Interaction 2020 and 13 th International Conference on Game and Entertainment Technologies 2020. IADIS Press, 2020. http://dx.doi.org/10.33965/ihci_get2020_202010l008.
Full textGarbenis, Simas. "Trait Emotional Intelligence of Teachers Working in Special Education Schools." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.35.
Full textMara, Elena Lucia. "ROLE PLAY- CONCEPT OF MENTORING. PART OF MANAGEMENT OF PRACTICAL ACTIVITIES IN SCHOOLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1293.
Full textMestry, Raj, and Pierre du Plessis. "EMPOWERING PRINCIPALS TO LEAD AND MANAGE PUBLIC SCHOOLS EFFECTIVELY IN THE 21ST CENTURY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end006.
Full textDaemmrich, Chris. "Freedom and the Politics of Space: Contemporary Social Movements and Possibilities for Antiracist, Feminist Practice in U.S. Architecture." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335076.
Full textReports on the topic "Play in schools"
Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.
Full textMarchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Student Wellbeing in Contexts of Protracted Violent Conflict. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/ids.2021.055.
Full textBano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.
Full textBano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.
Full textStepanyuk, Alla V., Liudmyla P. Mironets, Tetiana M. Olendr, Ivan M. Tsidylo, and Oksana B. Stoliar. Methodology of using mobile Internet devices in the process of biology school course studying. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3887.
Full textRogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.
Full textBorgès Da Silva, Roxane. COVID-19 : Comprendre et agir sur l’acceptabilité sociale des mesures de santé publique. CIRANO, May 2022. http://dx.doi.org/10.54932/izck1391.
Full textRoschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.
Full textHoman, Kara, Michel Ayer, and Bogdana Rus. Mount Vernon Parks and Schools Safe Connection Routes Plan. University of Iowa, May 2007. http://dx.doi.org/10.17077/7iqp-i3b8.
Full textDalton, Ben. The Landscape of School Rating Systems. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0046.1709.
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