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The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia / ABRAR ALGHATHAMI

Swansea University Author: ABRAR ALGHATHAMI

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DOI (Published version): 10.23889/SUthesis.59796

Abstract

Practitioners working with children have emphasized that play is vital to children’s development, Links between children’s social-emotional development and play have been widely documented. However, rigorous research evidence of these links remains limited. This study’s objectives were to measure th...

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Published: Swansea 2022
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
Supervisor: Howard, Justine ; King, Peter
URI: https://cronfa.swan.ac.uk/Record/cronfa59796
first_indexed 2022-04-11T15:24:12Z
last_indexed 2022-04-12T03:33:12Z
id cronfa59796
recordtype RisThesis
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spelling 2022-04-11T16:33:53.4219431 v2 59796 2022-04-11 The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia 41111dc417815140466cf26e1cd20436 ABRAR ALGHATHAMI ABRAR ALGHATHAMI true false 2022-04-11 Practitioners working with children have emphasized that play is vital to children’s development, Links between children’s social-emotional development and play have been widely documented. However, rigorous research evidence of these links remains limited. This study’s objectives were to measure the impact of play on children’s social-emotional development in the kingdom of Saudi Arabia; identify teachers’ viewpoints around the use of play intervention; and understand the children’s experience of play intervention. Fifty-nine children aged between five and six years, with mean age of 5.5 (SD 3.376) and eight teachers participated in the study. The study used a mixed-method strategy including questionnaires, interviews, and focus group discussions. Children’s social-emotional development was measured by using the Strengths and Difficulties Questioner (SDQ). A pre-/post-test counterbalanced design was used to measure the impact of the play intervention on children’s development. Teachers’ perspectives on play were obtained by interviewing eight teachers. Children’s views were gathered through focus group discussions. Repeated measures ANOVA was conducted to determine the differences in the SDQ score over three time points. Results showed that using unstructured loose parts play had positively impacted children’s social-emotional development. After participation in the play intervention, scores from the SDQ indicated that children demonstrated significantly less problematic emotional, conduct and peer relationship issues. They also scored significantly higher in their positive prosocial behaviour. These positive effects were sustained after six weeks of stopping the intervention. The play intervention did not however impact children’s hyperactivity level. The interviews analysis illustrates four main themes: concept and characteristics of play, play functions, developmental benefits of play, and play and practice. Regarding children’s discussion, affordance emerged as a main theme; this includes emotional, social, and functional affordances. Unstructured loose parts play intervention was demonstrated to have positive impacts on children’s social-emotional development. The study’s findings support the view that play is a way to increase children’s development. E-Thesis Swansea play, play intervention, preschool, education, wellbeing, social emotional health, development, children’s play, playfulness, loose parts play, free play 4 2 2022 2022-02-04 10.23889/SUthesis.59796 COLLEGE NANME COLLEGE CODE Swansea University Howard, Justine ; King, Peter Doctoral Ph.D Saudi Culture Bureau 2022-04-11T16:33:53.4219431 2022-04-11T16:21:14.9178092 Faculty of Medicine, Health and Life Sciences School of Social Sciences - Education and Childhood Studies ABRAR ALGHATHAMI 1 59796__23807__410423ac742943ac8f6b7bf9a6c10bbb.pdf Alghathami_Abrar_A_PhD_thesis_Final_Redacted_Signatures.pdf 2022-04-11T16:31:50.2370369 Output 3073818 application/pdf E-Thesis – open access true Copyright: The author, Abrar A. Al-Ghathami, 2022. true eng
title The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia
spellingShingle The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia
ABRAR ALGHATHAMI
title_short The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia
title_full The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia
title_fullStr The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia
title_full_unstemmed The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia
title_sort The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia
author_id_str_mv 41111dc417815140466cf26e1cd20436
author_id_fullname_str_mv 41111dc417815140466cf26e1cd20436_***_ABRAR ALGHATHAMI
author ABRAR ALGHATHAMI
author2 ABRAR ALGHATHAMI
format E-Thesis
publishDate 2022
institution Swansea University
doi_str_mv 10.23889/SUthesis.59796
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description Practitioners working with children have emphasized that play is vital to children’s development, Links between children’s social-emotional development and play have been widely documented. However, rigorous research evidence of these links remains limited. This study’s objectives were to measure the impact of play on children’s social-emotional development in the kingdom of Saudi Arabia; identify teachers’ viewpoints around the use of play intervention; and understand the children’s experience of play intervention. Fifty-nine children aged between five and six years, with mean age of 5.5 (SD 3.376) and eight teachers participated in the study. The study used a mixed-method strategy including questionnaires, interviews, and focus group discussions. Children’s social-emotional development was measured by using the Strengths and Difficulties Questioner (SDQ). A pre-/post-test counterbalanced design was used to measure the impact of the play intervention on children’s development. Teachers’ perspectives on play were obtained by interviewing eight teachers. Children’s views were gathered through focus group discussions. Repeated measures ANOVA was conducted to determine the differences in the SDQ score over three time points. Results showed that using unstructured loose parts play had positively impacted children’s social-emotional development. After participation in the play intervention, scores from the SDQ indicated that children demonstrated significantly less problematic emotional, conduct and peer relationship issues. They also scored significantly higher in their positive prosocial behaviour. These positive effects were sustained after six weeks of stopping the intervention. The play intervention did not however impact children’s hyperactivity level. The interviews analysis illustrates four main themes: concept and characteristics of play, play functions, developmental benefits of play, and play and practice. Regarding children’s discussion, affordance emerged as a main theme; this includes emotional, social, and functional affordances. Unstructured loose parts play intervention was demonstrated to have positive impacts on children’s social-emotional development. The study’s findings support the view that play is a way to increase children’s development.
published_date 2022-02-04T05:03:09Z
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score 11.445245

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