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The aim of the present study was to investigate the play, behaviour, language and social skills of children aged 5 8 years participating in a play intervention (based on the 'Learn to Play' program) compared to a group of children participating in traditional classroom activities within a specialist school over a six month period.
Therapeutic play intervention has been used to prepare hospitalized children for invasive medical procedures for decades.
A sample of 110 children between the ages of 3 and 5 years were randomly assigned to one of three conditions: fantastical pretend-play intervention, non-imaginative play intervention, or business-as-usual control.
More studies on the effectiveness of therapeutic play intervention using rigorous designs and involving parents are needed.
This study supports the use of a play intervention in improving a child's play, behaviour, language and social skills.
The current empirical evidence on the effectiveness of therapeutic play intervention in children's perioperative anxiety, negative behaviors, and postoperative pain is inconclusive.
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These results, although correlational, are consistent with the claim that EF skills are implicated in pretense, such as inhibiting reality and flexibly manipulating dual representations, and offer a potential mechanism by which pretend play interventions may enhance childhood EF.
Most professionals who conduct child-based play interventions use play as a medium for teaching skills.
Bavelier's group described a different approach to this question, which is to consider a specific disorder (e.g., autism), and ask what is known about the effects of play interventions.
Results revealed that children who participated in a 5-week fantastical pretend-play intervention showed improvements in EFs, whereas children in the other two conditions did not.
Seven studies (11%) primarily used a "role playing" intervention, typically involving experiential learning in which study participants acted as a patient or family member.
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