Using Play Therapy Techniques in a Bowenian Theoretical Context

Wednesday, November 27, 2019

Adriana Rabita
UCONN ECE
Period 6

Using Play Therapy Techniques in a Bowenian Theoretical Context

          The Bowen Theory simply is a theory of human behavior that views the family as an emotional unit and uses systems thinking to describe the complex interactions in the unit. It is the nature of a family that its members are intensely connected emotionally. According to this theory, a person’s best thinking and functioning comes from being able to understand and use facts, rather than relying on emotions or feelings. This theory connects with play therapy because since play therapy helps parents communicate with their children this carries through with Bowen's theory. Play therapy techniques include a variety of activities that are designed to provide communication with children. These activities give children an opportunity to express their feelings about what is happening in their lives. The play therapy activities of art, sand tray, and puppets were chosen to demonstrate a full range of visual, kinesthetic, and auditory experience. These activities provide children with a wide variety of opportunities to express themselves in the context of therapy. Giving the participants the freedom to create their own world through play helps the therapist provide structure for the child.

Nims, D. R., & Duba, J. D. (2011). Using Play Therapy Techniques in a Bowenian Theoretical Context. The Family Journal, 19(1), 83–89. https://doi.org/10.1177/1066480710387370

Children at play: an innovative method for studying and teaching nutritional behaviors

Children at Play: An Innovative Method for Studying and Teaching Nutritional Behaviors 

This article evaluates all the aspects true to children's play but most importantly the signs we can conclude about a Childs nutritional behaviors through their play and decisions based off of those behaviors. Play enhances and creates many beneficial factors for growing children. Not only does play develop their imagination, dexterity, physical, emotional and cognitive strength, it also creates  healthy brain development and helps them engage at a very early age with the world around them. Through their play and interactions we can influence nutritional behaviors that will promote health and prevent obesity. Through interactions with children we must show them  healthy eating behaviors in age-appropriate and applicable ways. An example of this is done at the ages 5-8, where children are introduced to different food groups through the food triangle. The more positive and healthy alternatives we show children at an early age the more behavioral influences we can have on their lives and eating habits. These nutritional behaviors are all affected by their social influences like parents, teachers and friends around them and it is a necessity that we promote to children healthy alternatives throughout their developmental periods to create better habits and a better lifestyle for these children. Through their play children are not only being affected emotionally but also physically whether it is done correctly or incorrectly. 

Lynch, M. (2012). Children at Play: An Innovative Method for Studying and Teaching Nutritional Behaviors. Pediatric Nursing, 38(3), 139–143. Retrieved from https://search-ebscohost-com.ezproxy.lib.uconn.edu/login.aspx?direct=true&db=c8h&AN=104460718&site=ehost-live

Why child centered play therapists should care about play based social interventions for youth with ASD

Why child-centered play therapists should care about play based social interventions for youth with ASD
Jeffrey MacCormick

Child centered play therapy supports academic success, behavior outcomes, reducing relationship stress, and improving child-parent relationships. Play is a way for children to work through developmental tensions and progress in their own growth. The approach of therapy for multiple children simultaneously allows for the expression of interpersonal dynamics and relationships among the group members. The therapeutic usefulness of play has been the focus of much research. Researches that study play-based social interventions for youth with autism spectrum disorder also investigate play and its value for development. Children with ASD tend to prefer objects and activities of personal interest over social interactions with age-appropriate peers. LEGO-based therapy is an evidence-based practice that provides youth with ASD an opportunity to practice social interactions with guided support from a trained adult during structured play, and then applying it to unstructured play. When choosing play materials, toys should promote self-direction and facilitate wide variety of play experiences. A 10 year old boy with ASD had perseverative difficulties interacting with other children. His engagement in in various activities, such as minecraft, far exceeded his interest and ability for engaging in meaningful interactions with peers.

MacCormack, J. (2019). Part 1: Why child-centered play therapists should care about play-based social interventions for youth with ASD. International Journal of Play Therapy, 28(3), 157–167. https://doi-org.ezproxy.lib.uconn.edu/10.1037/pla0000099

The Brown University Child and Adolescent Behavior Letter

Over the years we have noticed play therapy has been declining in popularity. Play therapy is used for children who do not know how to express themselves especially for children who do not speak. During the process of play the child can "tell" the therapist how they feel and why they are behaving the way they are. The children use play in order to speak to their therapist. The therapist respond with tracking, tracking is a way to keep the child engaged and a way to let the child know that you are listening. For example, Charlie a 12 year old boy started using play therapy because his mother realized after the father left the family and he was also paralyzed. He expressed his feeling through the stuffed animals that he had played with. Overtime the therapist realized it was his emotions in the stuffed animals. Charlie soon started to act happy again.



Boyle-Toledo, K. (2019, February). Why play? Thoughts on evidence-based
     treatments and why play therapy is still relevant. The Brown University
     Child and Adolescent Behavior Letter , 35(2), 1-7. Retrieved from Child
     Development and Adolescent Studies database.

Play Behavior and Attachment in Toddlers with Autism

Play Behavior and Attachment in Toddlers with Autism

By: Fabiënne B. A. Naber, ET AL

As we all know Play is important, Play develops many skills such as social skills but children with disabilities like autism have a harder time with developing these skills. Author Fabiënne B. A. Naber and others investigates the manipulative, functional and symbolic play of children with autism and children without autism. Play not only develops social skills but it also develops motor and cognitive skills. Manipulation play has to do with sniffing, licking, turing a toy and/or throwing it. symbolic play is considered a high and more advanced level of play, the reason why is because it involves pretence. Children with autism tend to struggle with developing symbolic play since pretence cant always be present in functional play. Play helps develop all these skills but it also develops negotiation, trust and the idea of compromising.
Children that have a secure attachment tend to be more advanced and independent and children who are insecure tend to have a hard time becoming independent and not trust as much. Author Naber and her team conducted a project and have two control groups. One group who were doubted about the development and the other group were well cared for. They have seen that children that were well cared for were more comfortable with being on their own, they were independent.
Children with autism tend to not take their time or spend less time playing with their "toys". Like balls, a doll, a toy car, books, and puzzles.  

Naber, F. B. A., Bakermans-Kranenburg, M. J., van IJzendoorn, M. H., Swinkels, S. H. N., Buitelaar, J. K., Dietz, C., … van Engeland, H. (2008). Play behavior and attachment in toddlers with autism. Journal of Autism and Developmental Disorders, 38(5), 857–866. https://doi-org.ezproxy.lib.uconn.edu/10.1007/s10803-007-0454-5

Children's Play in the Shadow of War

                                         Children's Play in the shadows of War
                                                           Daniel Feldman

War and children's play are two things that do not mix; yet in Syria, children have been facing this for years. Play is one of the fundamental rights children have in life but this is being threatened by the constant danger the war has brought onto them. It has become so serious that Syria has passed a law on war interfering with children's play. Now children have been driven underground in a project called "The Land of Childhood" to protect them from the trauma and danger of the ongoing war. The leader of this project has stated, "play is a precious and essential activity crucial to their healthy development and psychological well-being"(Feldman 295). The adults in charge understand the impact play has on children or the lack thereof, they try to combat this by providing safe places for them to express themselves and just be children. The trauma of war can have a lasting impression on children causing them to develop PTSD, depression, anxiety, and other mental health issues. Some children have already begun experiencing trauma Space for Hope caregivers have seen children imitate the stressful events they witness. Syrian children play games such as social workers or rebel commanders where they reenact what they have seen. In Syria child's play is still being threatened by rebels who want to bring children into the war. 

Feldman, D. (2019). Children’s Play in the Shadow of War. American Journal of Play, 11(3), 288–307. Retrieved from https://search-ebscohost-com.ezproxy.lib.uconn.edu/login.aspx?direct=true&db=eric&AN=EJ1220280&site=ehost-live

More than child’s play: the potential benefits of play-based interventions for young children with ADHD

Direct play has the potential to help children with ADHD. To be more specific, it can help with many of the difficulties characteristic of children with ADHD and to improve long-term trajectories. An important component of treatment  should be to facilitate neural and social development through playing with parents, siblings, and peers. Another way to help kids with ADHD are through games , specifically designed to target skills such as inhibitory control, working memory and motor coordination. Two games that also help are pretty common to many, hopscotch and "Simon says." Playing games in the real world with peers, siblings, or parents aid children's cognitive development and benefit their social skills. Play-based interventions, include direct pla with a parent that not only helps child but it also benefits the parent-child relationship. Play therapy was shown to be more successful when parents were involved in the intervention. These interventions have to be fun or engaging for the child or their will be no true impact. Play-based interventions have long lasting effects, such as improving preschooler's neuropsychological functioning and reducing the severity of preschoolers' inattention and hyperactive/impulsive behaviors.  By enhancing the neurocognitive development and improving parent-child relationships through the use of directed play, the need for palatable interventions that make an enduring change for children with ADHD may be fulfilled.

O'Neill, S., Rajendran, K., & Halperin, J. (2012). More than child's play: The potential benefits of play-based interventions for young children with ADHD. Expert Review of Neurotherapeutics, 12(10), 1165-1167.

Empowering infants through responsive and intentional play activities

Karen Lopez
Uconn ECE period 6
Empowering infants through responsive and intentional play activities

Play enhances young children’s overall development, promoting psychological feature skills, communication and language development, motor development, and positive social-emotional development. Through play, young youngsters conjointly find out how to socialize and acquire cultural values and beliefs. Young youngsters develop a way of cognisance as they learn additional concerning what they like or dislike and with whom they require to share their play house. The decision-making method allows young youngsters to develop a way of shallowness and direction. Since play is inventive, innovative, and originative, young youngsters ‘wallow in concepts, feelings and relationships and develop a way of competency, mastery, and management. A elementary component of any course of study for babies, toddlers and young youngsters is play. Teacher’s involvement live affects children’s play in each positive and negative ways that and it's necessary to look at how academics involve themselves in children’s play and the way teachers arrange for learning through play. Play is vital for baby learning and development as infants learn to explore, discover, problem-solve and move with others through play. What infants wants varies greatly, and thus, it's vital that baby academics observe and perceive however every infant learns and what he or she wants, coming up with and replanning which means experiences to fulfill individual wants. The findings from the study confirmed that baby play is vital for infant learning and development and pictured the method through that the infant teacher created play areas for infants and supported infants play through each preplanned, teacher directed, intentional activities and child-initiated, rising play activities.

Shin, Minsun, and Thomas Partyka. "Empowering Infants through Responsive and Intentional Play Activities." International Journal of Early Years Education 25.2 (2017): 127-42. Web

Trauma-Focused Integrated Play Therapy: An Interview WIth Eliana Gil, Part 1

Trauma-Focused Integrated Play Therapy: An Interview With Eliana Gil, Part 1

Catherine Ford Sori and Sheryl Schnur

Summary by Emory Ciocci

This article portrays an interview between Catherine Sori and Dr. Eliana Gil about her work with traumatized children and their families. Dr. Eliana Gil is a certified art therapist, a registered play therapy advisor, and a licensed marriage and family therapist. Her credentials and years of experience have allowed her to develop an integrated play therapy model for traumatized children that caught the attention of Catherine Sori. At the beginning of the article, Dr. Eliana Gil emphasizes that creating an atmosphere where a safe healing process can occur is crucial. In order for the play therapy to be successful, the child must feel in control, and there should be an inviting and engaging environment. Dr. Eliana Gil then explains how once safety has been established, the therapist can move to nondirective play with the child. This may include taking a baby doll and playing with it in such a way to show you what their concerns are. For example, if they inflict harm upon the doll or speak violently towards it the child is communicating something very important to you indirectly. Once the child feels comfortable and a foundation of nondirect play has been laid, the therapist can begin incorporating into posttraumatic play. Dr. Eliana Gil then illustrates the beneficial effects play therapy has on traumatized children. Dr. Eliana explains how play therapy often allows the child to process their trauma without looking directly at it which at a young age can be quite scary and depermential in the future. In the end, Dr. Eliana reminds Sori that child therapy is an under-researched tool for coping with trauma in children and that she has devoted many years to publish her very own method which she believes can help many children conquer their trauma.


  Sori, C. F., & Schnur, S. (2014). Trauma-Focused Integrated Play Therapy: An Interview With Eliana Gil, Part I. The Family Journal, 22(1), 113–118. https://doi.org/10.1177/1066480713505280

Reflections on Pretend Play, Imagination, and Child Development. Leila Rajcoomar

The article I read was overall very informative. The format in which the article was written is different compared to others because it was a form of an interview with a married couple of whom studies imaginative/pretend play. The American Journal of Play interviewed Dorothy G. and Jerome L. Singer and asked them a series of questions regarding play. Based on the interview they made several accurate points based on their studies and discussed multiple positive outcomes that all play into a child's development which involves play as a key factor in that growth. The article was filled will ideas such as the fact that pretend play, imitation, even technology plays a big role on how a child grows, successfully and they even touched upon how child's play can lead to moral development. The article stated that play leads to good learning behaviors. Kids develop their vocabulary immensely through play. They learn how to express their feelings through play. They learn creativity from imaginative play. Both Singers expressed these concepts in the article. I agree with all the points they made because not only are they experts in child's play, they have years of credible experiences and studies to back up all there findings. A child benefits from play and there are no negative outcomes that can play can cause. As a matter of fact, the Singers explained that a child's play leads to children learning how to control their emotions and how to express them properly along with dealing with social interactions. Dorothy and Jerome told the American Journal Play, that they themselves refer to and use as guidelines the work of  Jean Piaget, Erik Erikson, Kurt Lewin and more. All in all, the article emphasized the importance of child's play through the perspective of two, Scientific Scholars/ Professors and explained their take on why it is necessary to encourage positive help to give a child good fundamentals for growth.

Reflections on pretend play, imagination, and child development. (2013). American Journal of Play, 6(1), 1–14. Retrieved from https://search-ebscohost-com.ezproxy.lib.uconn.edu/login.aspx?direct=true&db=psyh&AN=2014-22061-003&site=ehost-live

Development of Sex-Typed Play in Behavior in Toddlers

Shaiel Scotte
Mrs.Chacra
Ece Uconn -19
25 Nov 2019

                                               Toddler Play and Characteristics 

           Toddlers between the age of 2-3 years old show distinct and interesting characteristics regarding the types of toys they prefer to play with. Studies in this article written by Marion O'Brien and Aletha Huston show that children prefer to play with toys that are made for their gender rather than neutral toys of the opposite sex's. This study shows that children are influenced by many environmental factors, a major one being parental guardians. As home visitors conduct a 2 month investigation, they find that parents push their children to to interact with toys according to their gender. One of many intriguing characteristic of toddler play is that as children mature in their play, they begin to recognize their roles and "norms" in life. This is shown when statistics reveal that children of a older age were likely to choose toys of their gender more often than younger kids. Throughout a toddlers years, they show to be very possessive towards their toys and refuse to share. This is shown when the article states that children only shared 3.5% of the time, a shockingly low rate. Another interesting characteristic about toddler play is that they have a very short attention span. While conducting the study, investigators show that children would play from 5-10 min and then move to a different activity. 

(American Psychological Assoc.)

References

O’Brien, M., & Huston, A. C. (1985). Development of Sex-Typed Play Behavior in Toddlers. Developmental Psychology, 21(5), 866–871. Retrieved from https://search-ebscohost-com.ezproxy.lib.uconn.edu/login.aspx?direct=true&db=sih&AN=SN035753&site=ehost-live

Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children

Early childhood is an important period during which children develop social-emotional competence that will affect future success. When children fail to develop social- emotional competence , the risks of maladjustment,academic failure,failed relationships, and delinquency increase. Between 9.5%and 14.2% of children from birth to 5 years of age re likely to experience social, emotional, and behavioral problems that negatively influence social- emotional development, cognitive functioning ,as  well as school readiness. These findings seem to suggest not only the prevalence of social-emotional problems in young children but also the need for the implementation of prevention or intervention strategies focusing on promoting social-emotional development of children. And as a result the current study aimed is investigate a viable treatment modality hoping to address children's social-emotional development from the perspectives of parents and teachers.

Application Of Adlerian Play Therapy With Multiracial Children

Adlerian play therapy is a developmentally appropriate intervention for children that emphasizes social interest, resilience qualities and family atmosphere that could help multiracial children from a healthy cultural identity. this article further presents the application of Adlerian play therapy with multiracial children through the use of a case study.  According to the U.S census (2010), the percentage of interracial couples increased 2.8% since 2000. Over 19% of the U.S. population is an interracial, and projections indicated that the majority of children with identity with a non-white race by the year 2020 (Colby & Ortaman, 2014). " What are you?" or asking them to identify with one racial identity, is evidence of the looming negative and inaccurate perceptions of general society. The unconscious and conscious negative attitudes, beliefs, bases and stereotypes about interracial families influence interactions and subsequently can have a negative impact on people's identity development. Such opinions, beliefs and attitudes can lead to major psychological, emotional, and social stressors for children of interracial marriages and can be an obstacle for healthy cultural identity development. Multiracial individuals go through cultural identity development that encompases three stages: racial ignorance (occurs in early childhood and refers to a lack of awareness of the social implications of race even through color consciousness may exist), racial ambivalence (Begins in preadolescence and can often be a time of confusion, frustration and internalized racism for multiracial youth), and racial transcendence (begins to solidify their racial identity in personal and public ways, which typically takes place in the late teens and early 20s.

Agarwal, S. M., & Meany-Walen, K. (2019). Application of Adlerian play therapy with multiracial children. International Journal of Play Therapy, 28(4), 207–217. https://doi-org.ezproxy.lib.uconn.edu/10.1037/pla0000102

Playful Relationships: A Contextual Analysis of Mother- Toddler Interaction and Symbolic Play

Kayla O'Grady
Uconn ECE period 6

Throughout the article the toddlers are put through 4 stages of different categories with their mothers to see how they react and how familiar they'll get with it.  The article was focused on the second year of life when children make the transition from responding to the world based on the properties of objects to being able to perform complex sequences of behavior based on their mental representations. The four play conditions were children playing alone, first mother- child play condition, modeling condition and second mother- child play condition. In the article it says how this study "addresses how social context may influence the level of representation expressed by the child."  Throughout the article children are put under different types of play to see how they react to it and how comfortable they will get with the different types to see what best fits them. It shows how toddlers at different ages respond to different plays and what type of play it is, also showed the difference between when kids play alone compared to when kids play with a parent and how different they respond and adapt to it. In the article it was proven that children that play and interact with others become more comfortable and are able to build up trust with other people rather than playing alone and doing things on their own.

Fiese, B. H. (1990). Playful relationships: A contextual analysis of mother-toddler interaction and symbolic play. Child Development, 61(5), 1648–1656. https://doi-org.ezproxy.lib.uconn.edu/10.2307/1130772

Summertime, Playtime

Summertime, Playtime

by: Leah Shafer

Play comes in many different forms. There is social play, which is playing with others. Independent play is playing alone, such as telling stories. And guided play which is playing context or guidance by a storyline. Play does not necessarily mean the activity has to be all games, as long as the mindset and environment is playful, any activity can be fun and enjoyable to a child. Play is important to the development of a child. Through play a child will develop intellectually, including function skills, content knowledge, creative thinking, enrich their vocabulary and writing, and build problem solving and mathematical skills. Play also helps develop social skills such as learning social cues, listening, taking another child's perspective, negotiating and compromising. Playing also helps with emotional development through social and guided play, self regulation, dealing with anticipation or frustration, and deciding when to follow or lead. Play also has a huge role in a child's physical development by developing strength, muscle control, coordination, reflexes, and motivating them to take more risks under other circumstances. Playful learning is revealed through a child who makes choices, wonders, and of course shows delight. But under an overworked schedule its important for parents to find time for kids to play and have time to play with them as well. Modelling play and playing together with your kids is really important for the development of a child. They will learn leadership, resilience, and self sufficiency.

Shafer, L. (2018, June 12). Summertime, Playtime. Retrieved November 25, 2019, from https://www.gse.harvard.edu/news/uk/18/06/summertime-playtime.

Will Students Eat More Fruits and Vegetables if School Policies Include Longer Lunch Periods or Letting Children Play First?

Will Students Eat More Fruits and Vegetables if School Policies Include Longer Lunch Periods or Letting Children Play First?
By: Nila Rosen, L.Ritchie, K.fenton, T. Patterson

University of California Berkeley held a study to evaluate the time of lunch, order of play and eating during the lunch period with fruit and vegetables (FV) intake. It is shown the increase and fruit and vegetable intake in children is needed. University of California Berkeley took a 24-hour recall of 3,463 4th and 5th graders attending 44 elementary schools in California during the 2011-12 school year. They observed many things like, the order of eating and playing time. When the results came back lunch period lengths did not differ. The FV intake for students who had a play before versus after the eating schedule did not significantly get higher either. It was actually shown there was a positive impact with students who brought lunch from home. In conclusion, Playing before eating can actually help some elementary students because it can increase FV intake. This experiment was funded by supplemental Nutrition Assistance program Education and the Orfalea Foundation.

Rosen, Nila, L.Ritchie, K.Fenton,T. Patterson. "Will Students Eat More Fruits and Vegetables if School Policies Include Longer Lunch 

     Periods or Letting Children Play First?" Science Direct. UCONN, 

     www-sciencedirect-com.ezproxy.lib.uconn.edu/science/article/pii/S1499404614001857.

More Than Child’s Play: Variable- and Pattern-Centered Approaches for Examining Effects of Sports Participation on Youth Development

Positive youth development and out-of-school-time co-exist. They help to master developmental tasks such as, social and personal identity. Sports and clubs are different developmental implications. Effects of sport participation also depends on the quantity of sports one participates in along with the duration and intensity. There has not been a lot of research that addresses the impact of sports participation on adolescent development alongside out-of-school time.”Differences found among youths with different out-of-school time activity patterns may be attributed to differences in their access to resources and not to their actual participation patterns.”A study that examined several indicators of positive development, risk factors and participation in sports and out-of-school time activities was tested by a student and parent questionnaire. This study proved that a newer theoretical frame is needed to completely have a full understanding of the role of sports participation. The study that was conducted was limited by the characteristics of the sample and the particular set of measurements used. If this study where to be produced again it should move in the direction of using multiple methods to examine the question at hand. For example including youths parents and youth-serving program professionals. These results will help advance the developmental systems approach to positive youth development, in that it will enable  precise knowledge to be generated about the conditions that are necessary to institute use of out-of-school time activities for promoting positive youth development among diverse youths.

References

Zarrett, N., Fay, K., Li, Y., Carrano, J., Phelps, E., & Lerner, R. M. (2009). More than child’s play: Variable- and pattern-centered approaches for examining effects of sports participation on youth development. Developmental Psychology, 45(2), 368–382. https://doi-org.ezproxy.lib.uconn.edu/10.1037/a0014577

Neuroscience, Early Education and Play: We are Doing it Right!
Stephen Rushton

The brain is uniquely organized and every child learns at a different place. Children need freedom in the classroom to allow for great flexibility and creativity. This is because neuro-pathways are forming and connecting in the child's brain which will support children throughout their entire lives. The use of play is a form of learning when left open ended, allows for individual differences and mastery to occur. Each experience a young child has typically involves one or more of the senses. As a child interacts with the environment when they are playing, various stimuli enter the body via the five senses. Ultimately, it is the students who guide the learning and and facilitators course-correct the way. Given that each child's brain is unique and varying levels of individuality exist, it takes a special educator to not want to force each child into a lock-step curriculum. Today´s early childhood educators need to be genuine, engaging, intentional, and aware of what is affecting their students. This is why we need to learn how the brain works and teach each child individually. 

Rushton, S. (2011). Neuroscience, early childhood education and play: We are doing it right! Early Childhood Education Journal, 39(2), 89–94. https://doi-org.ezproxy.lib.uconn.edu/10.1007/s10643-011-0447-z

Child-Centered Play Therapy as an Intervention for Children With Autism: A Literature Review

Child-Centered Play Therapy as an Intervention for Children With Autism: A Literature Review

Heidi Hillman

In this article, Hillman talks about the effects that play therapy has on children with autism. Children with autism spectrum disorders (ASD) face many challenges such as communication deficits, responding inappropriately, difficulty building friendships, etc. Child-centered play therapy was looked at as one of the solutions for children with ASD. Child-centered play means that the child is in control of everything and they are focused on the relationship between child and therapist. 42 different studies have shown that child-centered play therapy is highly effective in solving many of the deficits that children with ASD face. A study was done with 5 children ranging from 6-8 years old over a 13 week treatment period. The children engaged in play therapy sessions for 30 minutes twice weekly and after the treatment period, the parents were given an assessment. 4 out of 5 of the children were seen to have significant improvements in behavior from when they began the play therapy. Although these trials resulted in great findings and conclusions for the children, it is still not known whether play therapy is fully responsible for the improvements in behaviors in the children with ASD. Play therapy was not fully isolated as the sole treatment and so full conclusions cannot be made. The article concludes with the statement that more research needs to be done to determine if child-centered play therapy is a solution to behavioral deficits.

Hillman, H. (2018). Child-centered play therapy as an intervention for children with autism: A literature review. International Journal of Play Therapy, 27(4), 198–204. https://doi.org/10.1037/pla0000083

Interpersonal movement synchrony facilitates pro- social behavior in children’s peer- play

Kathleen Torres

Prof. Chacra
Uconn ECE Fam. & Indv.
Period 6.

Interpersonal movement synchrony facilitates pro- social behavior in children’s peer- play

 The emergence of pro social behaviors and social interaction skills is major focus of research on children's development. They consider one important feature of human social interactions, interpersonal movement synchronize, and explore its effects on sociability among young children. We specifically examine the pro-social effects of interpersonal movement synchronize, in a naturalistic peer-play context among 4- to 6- year-old children. Children who engaged in synchronous play, as compared with non-synchronous play, showed significantly more subsequent spontaneous helping behavior. These results are discussed in terms their contribution to existing literature and their broader implications for the development of pro-sociability and coordinated movements in early childhood. During their childhood period, considerable development is observed in children's social-cognitive skills and motivations.



Facts:
1) 4- to 6- year-old children help each other more after performing rhythmic movements synchronously compared to non-synchronously in a peer-play context,
2) Children who move in synchrony smile together more and engage in more eye contact.
3) Movement synchrony can potentially be used to facilitate pro-sociality among peers in clinical and educational settings.

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