Reconnecting with Your Inner Child: Coaching Parents to Play with Their Children through Play Workshops

Autor/in	Lohiser, Lisa M.
Titel	Reconnecting with Your Inner Child: Coaching Parents to Play with Their Children through Play Workshops
Quelle	(2022), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-5787-0
Schlagwörter	Hochschulschrift; Dissertation; Play; Parent Child Relationship; Parent Attitudes; Learning Activities; Family Environment; Parent Education; Program Implementation; Preschool Children; Program Effectiveness; Stress Variables + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Spiel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Lernaktivität; Familienmilieu; Parents education; Elternbildung; Elternschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This dissertation in practice (DiP) seeks to influence two main issues, first parents have a limited knowledge about play and second play is on the decline in homes and schools. It has been suggested that parental beliefs, education, and income levels have some influence on a parents' ability to engage in purposeful play (Ivrendi & Isikoglu, 2010; Comavic, 2019; Colliver, 2016; Lin & Li, 2018; Roopnarine & Davidson, 2015). Parents often cultivate the play experience, if they believe in play and its benefits, they tend to create opportunities for purposeful play. The Real Play Coalition (2018) reported that 47% of children's time is focused on structured activities, with the addition of eating and sleeping there is little time for play. The lack of play is a foundational problem that the Play Workshops begin to address by educating parents and providing time to play. In an attempt to address the problems of practice, this DiP designed and implemented the Play Workshop Program, which is intended to be used by practitioners as a starting point or inspiration to create a similar program at their own institutions. The program includes a series of Play Workshop sessions that were used for data collection. Six families with children ages three to five years old participated in the immersive workshops which provided the time and space for parents and children to experience purposeful play together while learning about ways to play and the benefits of play. This intervention/innovation DiP study is designed to better understand participants' experience in and perceptions of the Play Workshop Program and is based on the principles of theory of action. Qualitative data gathering techniques of presurvey and post survey, observations, and a focus group interview were used to gather data on parent perceptions and experiences in the program. The findings provide evidence that parents benefited from attending the Play Workshop program with their children. Although participants in this DiP had a firm understanding of play, it was clear that the workshop broadened their knowledge and influenced their play behaviors. This suggests that participating in the Play Workshop Program could expand parental knowledge of play while getting the direct benefit of a stress-free playtime. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01