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This article presents the findings of an exploratory randomised controlled trial of the PAX Good Behaviour Game (PAX GBG) in Northern Ireland. The PAX GBG is an evidence‐based universal prevention programme designed to improve mental health by increasing self‐regulation, academic engagement, and decreasing disruptive behaviour in children. The study was designed in line with the Medical Research Council guidance on the development of complex interventions and is based on the Medical Research Council framework, more specifically within a Phase 2 exploratory trial. The study used a cluster randomised controlled trial design with a total of 15 schools (19 classes) randomised to intervention and control. This article reports specifically on the outcome of self‐regulation with 355 elementary school pupils in year 3 (age M = 7.40, SD = 0.30). Participating schools in the trial were located in areas of socio‐economic disadvantage. The teachers in the intervention group received training in the delivery of the PAX GBG and implemented the PAX GBG intervention for 12 weeks. A range of pre‐ and post‐test measures, including child reported behaviours, were undertaken. After the 12 weeks of implementation, this exploratory trial provided some evidence that the PAX GBG may help improve self‐regulation (d = .42) in participating pupils, while the findings suggest that it may offer a feasible mental health prevention and early intervention approach for Northern Ireland classrooms. However, a larger definitive trial would be needed to verify the findings in this study.

This study aims to produce and test the effectiveness of the fundamental movement skills (FMS) learning model product, let's exercise on students with mild intellectual disability (ID) in primary special need education (SDLB) Palembang City. This research took place in 2018 before the pandemic Covid-19 era. The subjects of the small group trial were 10 students and 4 teachers, and the subjects for the large group trial were 23 students and 4 teachers for grade 1 in 3rd SDLB serving children with ID in Palembang City. The data analysis technique used the z test effectiveness test (parameter) and the Wilcoxon test (non parameter). The results showed that the large group trial data for aspects of basic movement skills, cognitive abilities, pleasure (fun), and focus of attention obtained an average value of trial 2 greater than trial 1, as well as the z-count value of the lets exercise model of play activity is greater. from the z-table value (1.96), so the difference is significant. So it can be concluded that the game model lets exercise be effective for improving FMS, cognitive abilities, pleasure, and focus on attention of grade 1 students with mild ID in SDLB.

With the popularity of online games, the overuse of these games has raised concerns. The literature has mainly conceptualized players' psychosocial characteristics as risk factors for game addiction. However, many studies have confirmed that game structural characteristics play a more important role in players' experience. Similarly, this research investigates how interactive affordances of World of Warcraft motivate players to play the game excessively. We have used two qualitative methods of Think-aloud protocol and in-depth interviews with World of Warcraft players. We recruited 35 World of Warcraft players from Singapore Nanyang Technological University in May 2021. Twenty of them participated in the in-depth interview and 15 of them participated in Think-aloud protocol sessions. We found that strong social ties in persistent groups encourage excessive gaming and causes sleep deficits, bad eating habit and ignoring real-life duties. Intra-group competition for outperformance encourages excessive gaming because players receive powerful items if they spend more time on gaming. Rewards and contingent tasks that are designed in games to encourage playing the game with time encourage players to play the game excessively. Finally, after explaining about gaps in knowledge, we discuss how our findings contribute to the literature. Implications for future research and insights to game addicts are provided.

Este artigo tem por objetivo relatar uma experiência de formação interdisciplinar por meio de possibilidades de encontro entre os cursos de Psicologia e de Terapia Ocupacional (TO) acerca do desenvolvimento humano. O relato prioriza a dinâmica de aproximação entre duas disciplinas, o planejamento, as estratégias e a avaliação do conteúdo. Essa experiência evidenciou possíveis encontros que se abrem com a proposta da interdisciplinaridade no ensino. Por intermédio do planejamento interconectado e de propostas de ações em parceria, a integração de diferentes áreas de conhecimento ganhou espaço, bem como a articulação das dimensões teórica e prática, baseadas na perspectiva de ampliação e integralidade da atenção, mostrando-se como caminho para reflexão sobre a complexidade da trajetória do desenvolvimento humano. This article documents the experience of interdisciplinary education focusing on the confluence between psychology and Occupational Therapy courses in relation to human development. The account emphasizes the dynamics of the confluence between the two subjects and course planning, strategy and evaluation. The experience reveals possible confluences that arise under an interdisciplinary teaching approach. Through interconnected planning and joint activities, the integration of different areas of knowledge has gained prominence, as has the articulation of theoretical and practical dimensions based on the broadening and comprehensiveness of care, showing themselves to be a path for reflection on the complexity of trajectory of human development. Ese artículo tiene el objetivo de relatar una experiencia de formación interdisciplinaria a partir de posibilidades de encuentro entre los cursos de Psicología y de Terapia Ocupacional sobre el desarrollo humano. El relato prioriza la dinámica de aproximación entre dos asignaturas, la planificación, las estrategias y la evaluación del contenido. Esa experiencia puso en evidencia posibles encuentros que se abren por medio de la propuesta de la interdisciplinariedad en la enseñanza. Por intermedio de la planificación interconectada y de propuestas de acciones en alianza, la integración de diferentes áreas del conocimiento ganó espacio, así como la articulación de las dimensiones teórica y práctica, basadas en la perspectiva de ampliación e integralidad de la atención, mostrándose como camino para reflexión sobre la complejidad de la trayectoria del desarrollo humano.

In line with the theories which write that motion can help improve cognitive abilities, the golden age of formation is at the age of 5-6 years. The sample taken was early childhood education, with the aim of the study was to see the influence of basic movement skills on cognitive abilities. The research method uses experiment. Basic movement skills become a stimulant to help improve basic movement skills. With a sample size of 28 people who were divided into 2 groups, it was found that children with high basic motor skills were in line with children's cognitive abilities. Based on the results of the study, it is hoped that the kindergarten / early childhood education level units will make movement skills the focus that is applied to the curriculum.

This paper investigates experimentally the relationship between inequality in endowment and deception. Our basic design is adopted from Gneezy (2005): two players interact in a deception game. It is common knowledge that player 1 has private information about the payoffs for both players of two alternative actions. Player 1 sends a message to player 2, indicating which alternative putatively will end up in a higher payoff for player 2. The message, which can either be true or false, does not affect the payoffs of the players. Player 2 has no information about the payoffs. However, player 2 selects one of the two alternatives A or B, which is payoff-relevant for both players. Our paper adds value to the literature by extending Gneezy (2005) in two ways. First, we systematically vary the initial endowment of players 1 and 2 (common knowledge to both of them). Second, we do not limit ourselves to the standard population of university students but also recruit chess players that are not enrolled in any degree program. Doing so, we want to find out if our results remain robust over a non-standard subject population which is known to be experienced to some extent in strategic interactions. Our main findings are: (i) non-students behave more honestly than students, (ii) students are more likely to trust the opponent’s message, and (iii) students and non-students behave differently to variation in initial endowment.

RESUMO A literatura acerca do trabalho educativo na primeira infância propõe uma articulação do educar com o cuidar e o brincar como subsídio para ação do professor. No entanto, é necessário entender com mais precisão essas ações e os seus possíveis efeitos no laço com o bebê. Nosso intuito é pensar essa relação como fundamento para uma presença interessada do adulto educador. Para tanto, usaremos a figura topológica da banda de Möebius na proposição de uma articulação entre cuidar, educar e brincar, entendidos como uma única ação no trabalho educativo com bebês no âmbito da creche. ABSTRACT The literature about early childhood education proposes an interlacing between educating, caring, and playing as a subsidy for the teacher’s action. However, those actions and their possible effects on the bond with the baby must be more accurately understood. Our aim is to think of this relationship as the basis for an interested presence of the adult educator. To do so, we will use the topological figure of the Möbius strip on the proposition of a connection between caring, educating and playing, regarded as a single action in the educational work with babies in the daycare center.

Teenagers give a change that is influenced from various activities conducted outside the family environment that is playing. The development of information technology has progressed very rapidly, as one form of technological development that is the internet. In line with the rapid development of Internet technology is also triggered the development of new game technology that uses the internet, known as online games, and the online game market share at most is the age of adolescence because of the difficult age in controlling themselves or still unstable in doing something. This is why teenagers are addicted to playing online games. There are factors that affect a person's online game addiction that is internal factors and external factors. Internal factors refer to the state of one's self, while external factors refer to around a person. The case of online game addiction gives a good positive and negative impact. The positive impacts include the addition of new friends, proficient in English, increased concentration and high imagination in making strategies, while the negative impact caused is the lack of socialization relationship to the environment, being indifferent, the concern for the surrounding becomes decreased, concentration decreased, and so forth. To handle someone not to be addicted to playing online games, it is necessary to take preventive measures such as fostering strong intentions to stop playing games, changing gaming activities with more useful activities, reducing time for playing games, reducing time hanging out with fellow gamers, and more etc.

What does it mean to say that Games Matter within a new media art context? Conversely, what contributions can artists and scholars exploring the medium make to the cultural conversation around their use and meaning? This contribution highlights the ways in which our interdisciplinary art collective, Psychasthenia Studio, has addressed the cultural effects of games and gamification as they have evolved over the last decade, using a series of videogame art projects as the medium of expression and critique. As Mary Flanagan (2009) suggested in Critical Play, “games carry beliefs within their representation systems and mechanics” (p. 4). Through their thematic content and interaction design, the three videogames developed by us in the interdisciplinary Psychasthenia Studio between 2009‒2017 draw attention to those beliefs as they exist not only in the games themselves, but also more broadly in an increasingly gamified contemporary culture. Psychasthenia Studio simultaneously intervenes in the discussion around games in society and pushes the boundaries of what constitutes new media art practice today. By playing the Psychasthenia games, our hope is that users both co-author and witness their own participation in the system.

In the research process it has been determined, that the full-value development of a pre-school child takes place at the expanse of high-quality organization and effective use of the playing space. It has been outlined, that high-quality organization of the playing space favors the harmonic combination of psychic, physical and spiritual development of a child. The conducted theoretical analysis allowed to separate four main components that must be taken into account in the process of organizing the high-quality playing space of pre-school children, namely: content, material, organizational and personal. It has been noted, that a structural model of the qualitatively organized playing space of a pre-school child is based on acknowledgement of the child-centered orientation priority. It has been proved, that the agreed combination of four components of the playing space provides psychological safety of a pre-school child and favors the high level development of its cooperation in the process of interaction with others. It has been revealed, that the content of realized playing actions, material filling of the playing space, its dynamics and mobility, inclusion of all children in the active playing activity need essentially other approaches. There have been fixed contradictions between necessary and real ideas of teachers as to the organization quality of the playing space for pre-school children. The problem of quality organization of the playing space for pre-school children gains special importance under conditions of modern society that dictates new rules and requirements to the development of a successful person. The formation of the high level ability to understand own possibilities, to reveal initiative and comprehensively realize themselves in pre-school children provides the presence and interconnection of all structural components of the playing space.

Vision is one of the most important factors in all aspects of life including in the educational process. Although its function for human life is very important, but often eye health is less noticed, so many diseases that attack the eye are not treated properly and cause vision problems. In 2013 the prevalence of visual acuity disorders in school-age children in Indonesia increased due to activities in front of the electronic media screen such as playing video games. The purpose of this study was to determine the relationship of the duration of playing video games with visual acuity in school children at SDN 007 Birandang Island in 2017. The design of this study was analytic with cross sectional design. The population in this study were all students in grade V and VI SDN 007 Birandang Island, amounting to 85 people, using a sampling technique with total sampling. The results showed that the majority of respondents played video games> 2 hours (60%), the majority of respondents had abnormal vision as many as 44 people (51.8%). The results showed that there is a relationship between the duration of playing video games with visual acuity in school children at SDN 007 Birandang Island in 2017. It is hoped that the school can create a new program in the form of extracurricular activities that are made as attractive as possible to divert student activities from playing video games.

As diretrizes curriculares nacionais para a Educação Infantil priorizam o desenvolvimento das capacidades infantis de crianças até cinco anos, tendo o brincar como eixo norteador do aprendizado. O objetivo deste estudo foi identificar a percepção dos professores sobre as dificuldades para realizar e mediar brincadeiras para crianças com necessidades educacionais especiais (NEE) na Educação Infantil. A pesquisa foi de caráter qualitativo e utilizou a entrevista como procedimento de coleta de dados, para 31 professores de 11 crianças incluídas em sete centros de Educação Infantil de um município do Estado do Paraná – Brasil. As entrevistas foram sujeitas a análise de conteúdo, que indicou dois temas principais: mediação e dificuldades. Os resultados apontaram que professores brincam mais com estas crianças quando há dois professores em sala; demonstraram dificuldades de mediação nas brincadeiras com as crianças com Transtornos Globais do Desenvolvimento e Deficiência Intelectual, o que não ocorre junto às crianças com Deficiência Física. Os resultados indicam a necessidade de maior interação com os profissionais da saúde, de uma percepção mais individualizada das crianças com necessidades educacionais especiais, e de maior investimento na formação dos professores em serviço, quanto ao conhecimento de estratégias para mediar as brincadeiras. Palavras-chave: Brincadeiras; Educação infantil; Necessidades educacionais especiais; Formação continuada, The National Education Standards for Early Childhood prioritize skills development of children up to five years old, taking play as a guideline of learning. The objective of this study was to identify the perceptions of teachers on the difficulties to perform and mediate the play of children with special educational needs (SEN) in early childhood education. It is a qualitative research, which collected data using interviews with 31 teachers of 11 children in seven Early Childhood Education centers, in Paraná state town. The interviews were analysed using content analysis procedures that revealed two main themes: mediation and difficulties. The results indicated that teachers play more with these children when there are two teachers in the room; they demonstrated difficulties in mediation when playing with children with pervasive developmental disorders and intellectual disabilities, which does not happen with children with physical disabilities. There is a need of greater interaction with health professionals, more individualized perception of children with special educational needs, and greater investment in in-service teacher training, mainly in what comes to knowing strategies to mediate play. Keywords: Playing; Early childhood education; Special educational needs; In-service teacher training programs, Les directives de programmes scolaires du Brésil pour l´éducation des enfants priorisent le développement des capacités des enfants jusqu´à cinq ans, ayant les jeux comme axe de guidage de l´apprentissage. Le but de cette étude a été d´identifier la perception des professeurs à propos des difficultés à effectuer et faire la médiation des jeux pour les enfants ayant besoins éducatifs spéciaux dans l´éducation des enfants. La recherche était qualitative, et il a été employé l´interview comme procédure pour faire la collecte de données avec 31 enseignants de 11 enfants inclus dans sept Centres d´Éducation des Enfants d´une ville de l´État de Paraná, Brésil. Les entretiens ont été soumis à une analyse de contenue celui a indiqué deux thèmes principaux: médiation e difficultés. Les résultats ont souligné que les enseignants jouent mieux avec ces enfants lorsqu’il y a deux enseignants ensembles dans la salle, ainsi qu´ils éprouvent des difficultés de médiation dans les jeux avec les enfants qui ont des Troubles du Développement Global et Déficience Intellectuelle, ce que n´arrive pas auprès des enfants avec Déficience Physique. Les résultats indiquent la nécessité d’une meilleure interaction entre les professionnels de la santé, une perception plus individualisée des enfants ayant besoins éducatifs spéciaux et un plus grand investissement dans les formations des enseignants en service par rapport à la connaissance des stratégies pour faire la médiation des jeux. Mots-clés: Jeux ; Éducation des enfants ; Besoins éducatifs spéciaux ; Formation continue

Zusammenfassung Fragt man im Jahr des 175. Jubilaums der Grundung des Kindergartens nach der spezifischen Aktualitat des Erbes von Werk und Person Friedrich Frobels, zeigt sich bei Frobel, auch im Vergleich mit den anderen „Klassikern“ der (Fruh-)Padagogik, nicht nur eine unmittelbare Anschluss-, sondern sogar eine besondere Zukunftsfahigkeit im Hinblick auf die gegenwartigen Forschungs- und Diskussionsstrange der Fruhpadagogik. Frobels Kindheitspadagogik ist in ihrem Kern kommunikativ-dialogisch konzipiert. Sie halt insofern nach wie vor grundlegende Anregungen bereit zu den Themen phanomenographische Erfassung der Bildungsprozesse und deren curriculare Gestaltung; Kooperation zwischen Eltern und Erzieherinnen; Professionalisierung des Personals, schlieslich hinsichtlich der kinderrechtlichen und bildungspolitischen sowie okonomischen Herausforderungen und Konsequenzen. In kontrastivem Abgleich mit dem derzeit in den Bildungswissenschaften dominierenden Begrundungsdiskurs der Bildungsstandards- Paradigmatik wird auf das kritische Potential der Frobelschen Bildungstheorie verwiesen und fur das Feld der Didaktik der Fruhpadagogik am Beispiel der Spielpadagogik Frobels expliziert. Fur Frobel steht dabei, wie in jungster Zeit insbesondere in der Sozialpadagogik thematisiert, der Erwerb von Lebenskompetenz im Zentrum. Dabei besteht allerdings bei Frobel kein Zweifel, dass eine didaktisch arrangierte Auseinandersetzung mit Welt und Selbst als Begreifen und Gestalten des eigenen Lebens nur als Prozess einer religiosen Selbstverstandigung modelliert werden kann. Mit seinem Konzept vom Kindergarten als einem die „spharische“ Grundverfasstheit der Welt reprasentierenden Ort hat er offenbar ein kontinuierlich weiterwirkendes Modell des Lebensortes fur Kinder in ihrer sie jeweils umgebenden Gesellschaft nicht nur begrundet, sondern auch schon experimentell erfolgreich realisiert. Schlagworte: Aktualitat des Klassikers Frobel, Didaktik der Fruhpadagogik, Spielpadagogik, Bildungstheorie und Bildungsstandard-Diskurs, Lebenskompetenz, Kindergarten-Idee als konkrete Utopie ----- Developing life skills in dialogue – About the actuality of Friedrich Froebel’s pedagogy Abstract Wondering about the specific actuality of the heritage of the work and the person of Friedrich Froebel in the year of the 175th anniversary of the foundation of the kindergarten, it can be seen that Froebel’s work, in comparison to other “classics” of (early childhood) education, is not only compatible to today’s research and discussions in the field of early childhood education, but is furthermore relevant for the future. The concept of Froebel’s early childhood education is basically communicative-dialogic. Furthermore, it still provides essential stimuli on topics such as the phenomenographic research on educational processes and their curricular design; the cooperation of parents and educational staff, the professionalization of the staff and the challenges concerning children’s rights, educational policy and economic consequences. In contrast to the currently dominating foundational discourse of educational standards, the critical potential of Froebel’s educational theory is highlighted. His theory is explicated for the field of the didactics of early childhood education using the example of Froebel’s pedagogy of play. Froebel focuses on the acquisition of lifes kills similar to the current discourse in the field of social education. However, there is no doubt that the didactically arranged examination of the world and the self as an understanding and a design of the own life – according to Froebel – can only be seen as a process of a religious self-understanding. With his concept of the kindergarten as a place representing the „spherical” basic structure of the world, Froebel did not only found but also successfully realized an ongoing setting for children in society. Keywords: Actuality of Froebel’s pedagogy, didactics of early childhood education, pedagogy of play, educational theory and educational standards, life skills, idea of kindergarten as a specific utopia ----- Bibliographie: Neumann, Karl: Lebenskompetenz entwickeln im Dialog – Zur Aktualitat der Padagogik Friedrich Frobels, Diskurs Kindheits- und Jugendforschung, 4-2015, S. 19-36. https://doi.org/10.3224/diskurs.v10i4.21165

This study seeks to investigate the touch interaction of preschool children in using the touch screen gadget (iPad) for edutainment games application. This paper focuses on three objectives: (i) to identify the tauch interaction efficiency of preschool children in game application activities; (ii) to identify the level of touch screen gadgets interaction exposure among preschool children; (iii) to understand the tauch interaction experience of preschool children while playing the game using touch screen gadgets. A total of 20 preschool children from a kindergarten in Tanjong Malim involved as participants in this study. IPad representing touch screen gadget and four types of applications downloaded games for free were used for this study. The observation based on observation checklist was conducted by researchers assisted with 20 facilitators which roled as recorder and video recorder during the testing session. The results showed that (i) the tauch interaction of children against the games application using touch screen gadgets can be measured through their competence and experience in handling the iPad and gameplay; (ii) the level of children tauch interaction is good through interaction in way of iPad handling and gameplay using touch gesture; and (iii) tauch interaction experience of preschool children affect efficiency in understanding the concept of the game and touch screen handling. . Keywords: Game application, tauch interaction, playing, touch screen gadget, preschool children, experience.

Attachment is a universal principle in nature, especially in men – the superior social beings -, building the basis for his adaptation to environment. The attachment matrix is shaped in childhood, in the primary child- parent/caretaker relationship. Safe attachment, generated by parents offering stimulation, care and affection, secures and supports children in conquering the environment through firm explorations, ensures their mental balance and, in the long term, the emotional wellness of the future adults. Experience has consolidated our idea that parents, through lifelong education, may be supported to know the importance of attachment. Our study presents some modalities to train parents for tackling attachment problems.

Environmental psychologists have used Gibson' concept of affordances to understand the playing behavior of children. This concept refers to the action possibilities the environment offers the animal. The present study examined whether children are attracted to challenging affordances in a simple playscape. Thirty children aged between 7 and 10 years old played freely in a playscape consisting of blocks that varied in height and were placed at different distances from each other. After the playing, several perceived and actual action boundaries of the children were measured. The further the child can jump, the wider the gaps jumped across. Yet, overall the children tended to actualize affordances that were not challenging for them. Moreover, especially in going down and in crossing gaps of certain widths, children preferred to jump even when stepping was possible. The implications of these findings are explored for both theories of playing and the design of playgrounds. (C) 2014 Elsevier Ltd. All rights reserved.

Resumen El objetivo de este artículo es explicar de qué manera el juego se constituye en una estrategia que posibilita el desarrollo del lenguaje en su función comunicativa, mediatizadora y reguladora en un niño de cuatro años con trastorno del espectro autista (TEA), desde el ámbito de la educación inclusiva en la transición de la edad preescolar a la escolar. Esta investigación es de diseño pretest-postest. La intervención se fundamentó en la estrategia del juego y tuvo una duración de tres años. El proceso interventivo requirió de la realización de ajustes específicos en el aula a la que asistía el estudiante con TEA, considerando sus necesidades de desarrollo. Estos ajustes se dirigieron al uso de diversas herramientas culturales en el ámbito educativo (dibujos, llavero de imágenes, gestos) por parte de la docente para ayudar al niño a comprender la importancia de aprender a comunicarse con los otros estudiantes. Los resultados demostraron que, en el juego, la función comunicativa posibilita el desarrollo de las funciones mediatizadora y reguladora del lenguaje en el niño en el marco de una educación inclusiva. Además, el juego como estrategia ayuda en el desarrollo de conductas prosociales o altruistas. Abstract The objective of this article is to explain how playing is constituted as a strategy that enables the development of language in its communicative, mediating and regulatory roles in a 4-year-old child with Autism Spectrum Disorder from the scope of inclusive education in the transition from pre-school to school age. The design of this research is pretest-post-test. The intervention was based on the strategy of playing and lasted three years. The intervention process required the realization of specific adjustments in the classroom where the student with Autism Spectrum Disorder attended considering his development needs. These adjustments were directed to the use of various cultural tools in the educational field (drawings, keychain images, gestures) by the teacher to help the child understand the importance of learn to communicate with other students. The results showed that in playing, the communicative function enables the development of the mediating and regulating functions of the language in the child within the framework of an inclusive education. In addition, playing as a strategy helps in the development of pro-social or altruistic behaviors.

Using behavioral scientist B. J. Fogg’s conceptual framework on the role computer technology plays for users as a starting point, this article argues that persuasion through digital games can be approached from three different perspectives: digital games as media for persuasion, digital games as tools for persuasion and digital games as social actors for persuasion. In this article, I use five cancer gaming cases to illustrate how these three different persuasive roles can be used to accomplish different persuasive goals. In this respect, I explain how each of these persuasive roles digital games can play in the process of persuasion can serve to support cancer patients to face three different challenges: (1) lack of information about the treatment or the disease itself, (2) lack of motivation to start or continue with the treatment, and (3) difficulties in coping with the treatment or the disease. The analysis of these games is theoretical in nature and is done to illustrate my arguments. The categorization proposed in this article can be used as an analytical approach for the study of persuasive gaming strategies.

This article conceptually integrates research on the experience of nostalgia—defined as a predominantly positive, social, and past-oriented emotion—into the fold of video game research. We emphasize the role of nostalgia as an explanation for contemporary retro gaming trends, and suggest that nostalgia towards gaming events is a necessary area of research. To those ends, we broadly review existing literature on nostalgia before specifically focusing on media-induced nostalgia, and demonstrate how theoretical and empirical observations from this work can be applied to understand video game nostalgia. In particular, we argue that engaging in older gaming experiences indirectly (via memories) and even directly (via replaying or recreating experiences) elicits nostalgia, which in turn contributes to players' self-optimization and enhanced well-being. Moreover, as gamers and the medium mature together, nostalgic experiences with the medium are likely to become increasingly prevalent. The broad aim of this article is to offer future directions for research on video game nostalgia and provide a research agenda for research in this area.

Brincar é uma atividade que promove o desenvolvimento das crianças, pois é a partir da brincadeira que as mesmas irão experimentar o mundo e se comunicar com ele. No entanto, há muitas crianças que não dispõe de condições ambientais satisfatórias para o brincar, como aquelas que possuem vivência de rua. A partir disso, este estudo objetivou compreender a experiência do brincar para crianças com vivência de rua. Para isso, realizou-se uma pesquisa de caráter qualitativo, que utilizou o método de Desenhos-Estórias. A coleta de dados foi realizada em uma instituição de acolhimento, sendo que participaram do estudo três crianças que têm e/ou tiveram vivência de rua, de ambos os sexos, que lá residiam. Os dados foram analisados a partir da análise de conteúdo temática. Com base nos resultados, pode-se considerar que o brincar pode ocorrer mesmo meio ao risco e à vulnerabilidade da rua, ainda que ele contenha algumas especificidades. Ainda, identificou-se que, para os participantes, o brincar prevalece sobre o perigo, uma vez que este ganhou pouco destaque se comparado àquele. Portanto, a pesquisa possibilitou uma maior compreensão acerca do fenômeno estudado, além de promover encontros nos quais as crianças puderam dialogar sobre suas experiências e expressar sentimentos. Jugar es una actividad que promueve el desarrollo de los niños, pues a partir del juego estos experimentarán el mundo y se comunicarán con él. Así, esta investigación tuvo como objetivo comprender la experiencia del juego para niños con experiencias de vida en la calle. A tal fin, se realizó una investigación cualitativa, que utilizó el método de Dibujos-Historias. La recogida de los datos fue realizada en una institución de acogimiento. Participaron en la investigación tres niños que tienen y/o tuvieron experiencias de vida en la calle, de ambos los sexos y que vivían allí. Los datos fueron analizados a partir del análisis de contenido temático. A partir de los resultados, se puede considerar que el juego puede darse también en situaciones de riesgo y vulnerabilidad en la calle, aunque presente algunas especificidades. Además, se identificó que, para los participantes, el juego prevalece sobre el peligro, puesto que conceden poca importancia a este último en comparación con el primero. Por lo tanto, la investigación ha posibilitado una mayor comprensión respecto al fenómeno investigado, además de promover encuentros en los cuales los niños pudieron dialogar sobre sus experiencias y expresar sus sentimientos. Playing is an activity that promotes the development of children, because on the basis of playing they will experience the world and communicate with it. Consequently, this study aimed to understand how children with street life experience face playing. For this purpose, a qualitative research was carried out, using the method of Drawing-Stories. The collection of data was conducted in a residential childcare institution. In the research, three children who have and/or had street life experience, from both sexes and that lived there, participated. The data were analyzed using the thematic content analysis. On the basis of the findings, it can be considered that playing can occur even in the risk and vulnerability of the street, although it displays some particularities. In addition, it was identified that, for the participants, playing prevails overdanger, since the latter showed less prominence when compared to the former. Therefore, the research has made possible a greater understanding of the studied phenomenon; besides it has promoted meetings in which the children could talk about their experiences and express their feelings.

Development is a multi-sided process entailing the changes occurring to the individuals in the course of their lifetime. In children, the development perceptions includes the interaction of such fields as the physical, emotional, cognitive and social domains. In this context, the interest fields of this study are those of the pre-school children’s motor and linguistic skills as well as their games as necessary means effecting the development of these skills. Object of the study is the assessment of the level of motor and linguistic skills to 5-6 age-group children through playing. The study strives to answer to such questions as: on what motor and linguistic features and characteristics are those games perceived of? What are the effects of motor developments into the linguistic and cognitive development? To what ways the selected and applied models of those games make the skills assessment in these fields possible? To what aspects, the applied games models measure or assess certain indicators of the motor and linguistic skills in this age-group children? The research has been based on the concrete understanding of these age group children’s features as well as on the modeling the games to be applied with these children in our pre-school institutions. Moreover, the results deriving from the application of those models have been transferred to the teachers and educators in the respective pre-school institutions of Elbasan Country.

The study aimed to identify the Impact of the strategy of playing roles in simultaneous education of some of the paragraphs of international law in the handball for the 4th year students of the college of physical education ,Mousl University for the academic year 2011-2012. The experimental method has been chosen to resolve the problem of the research. The model experimental design consisted of two groups ( experimental and control ) of pre-and- post test. The researchers assumed the existence of statistically significant differences between the degrees of the experimental groups and control group in the final test for a number of paragraphs of the law in the international handball and in favor of the students of experimental group . The research sample consisted of 36 students which was distributed into two equal groups. The implementation of the training program took (8 weeks).. Theoretical and practical final tests were conducted after the completion of the selected program. Then the results were obtained and statistically treated by using the mean ,standard deviation and (T-test). The most significant results are for the benefit of the experimental group in all theoretical and practical tests and the need to generalize this method in the implementation of practical lessons in the college of physical education was recommended.

As consultas terapêuticas são uma modalidade de atendimento psicoterápico que representa nova possibilidade de intervenção psicológica voltada para a escuta, para a prática e para a flexibilidade clínicas advindas da teoria do amadurecimento humano. Tal modalidade possibilita sustentação emocional para que o paciente possa retomar sua continuidade de ser e seu processo de amadurecimento emocional. Apresenta-se o caso de uma menina de oito anos de idade, atendida em consultas terapêuticas na clínica-escola de uma universidade pública. A procura pelo atendimento foi realizada pela mãe, que relatou como principais queixas: humor deprimido, dores no peito e temperamento difícil. O manejo clínico e as experiências constitutivas do si mesmo por meio do brincar compartilhado possibilitaram à criança a expressão do gesto espontâneo, da criatividade e de uma maior confiança na própria capacidade. Therapeutic consultations are a modality of therapeutic assessment with possibility of psychological evaluation and intervention by means of practical, clinical flexibility and psychoanalysis of listening, in accordance with theory of human's maturity. This therapeutic modality provides an emotional support so the patient can retake his continuity of being and his emotional maturation process. This study presents eight year-old girl's case, in therapeutic consultations in a public university's school clinic. The demand for care was done by her mother who reported complaints such as depressed mood, chest pains and difficult temperament. The clinical handling and the experiences that constitutes itself through the shared play allowed the expression of child's spontaneous gesture, creativity and confidence in his ability. Las consultas terapéuticas son una modalidad de psicoterapia que representa una nueva posibilidad de intervención psicológica centrado en la escucha, en la práctica y en la flexibilidad clínicas derivadas de la teoría de la maduración humana. Esta modalidad proporciona apoyo emocional para que el paciente pueda reanudar su continuidad existencial y su proceso de maduración emocional. Se presenta el caso de una niña de ocho años de edad, recibida en consultas terapéuticas en la clínica-escuela en una universidad pública. La demanda del servicio ha estado en manos de su madre, quien reportó las siguientes quejas: estado de ánimo depresivo, dolor en el pecho y temperamento difícil. La gestión clínica y las experiencias constitutivas del yo a través del juego compartido han permitido la expresión del gesto espontáneo, la creatividad y una mayor confianza en su capacidad.

A partir del caso Liro (Winnicott 1971) y del juego del garabato en una única consulta terapéutica, se despliegan algunos fundamentos teóricos y prácticos del arteterapia en los que el encuentro con el autor es permanente: el jugar, la contratransferencia, el diálogo con las obras y el ofrecer al paciente oportunidades para expresarse y explorar diferentes modalidades expresivas que favorezcan la comprensión de sí mismo y la integración psíquica. Taking the Liro case (Winnicott 1971) and the squiggle game as a starting point, in a single therapeutic consultation, some theoretical bases and techniques of art therapy are presented, providing a permanent encounter with the author: playing, countertransference, dialogue with the work produced and opportunities for the patient to express themself and explore different modes of expression to enable self understanding and psychic integration.

The paper shows that self-control, time preferences, and values are malleable in adults, and that investments in these skills and preferences reduce crime and violence. The authors recruited criminally-engaged Liberian men and randomized half to eight weeks of group cognitive behavioral therapy, fostering self-regulation, patience, and noncriminal values. They also randomized $200 grants. Cash alone and therapy alone dramatically reduced crime and violence, but effects dissipated within a year. When cash followed therapy, however, crime and violence decreased by as much as 50 percent for at least a year. They hypothesize that cash reinforced therapy's lessons by prolonging practice and self-investment.

In the field of mental health, games and computerized games present questions about paradoxes, evidences, and challenges. This perspective article offers perspectives and personal opinion about these questions, evidences, and challenges with an objective of presenting several ideas and issues in this rapidly developing field. First, games raise some questions in the sense of the paradox between a game and an issue, as well as the paradox of using an amusing game to treat a serious pathology. Second, games also present evidence in the sense that they involve relationships with others, as well as learning, communication, language, emotional regulation, and hedonism. Third, games present challenges, such as the risk of abuse, the critical temporal period that may be limited to childhood, their important influence on sociocognitive learning and the establishment of social norms, and the risk of misuse of games.

Evidence from developed country data suggests that cognitive and non-cognitive skills contribute to improved labor market outcomes. This paper tests this hypothesis in a developing country by using an individual-level data set from Peru that incorporates modules to measure cognitive and non-cognitive skills. The paper estimates a structural latent model with unobserved heterogeneity to capture full ability rather than just measured skill. It also applies standard ordinary least squares techniques for comparison. The analysis confirms that cognitive and non-cognitive skills are positively correlated with a range of labor market outcomes in Peru. In particular, cognitive skills positively correlate with wages and the probability of being a wage worker, white-collar, and formal worker, with verbal fluency and numeric ability playing particularly strong roles. The results are robust to methodology. The patterns are less uniform for non-cognitive skills. For instance, perseverance of effort (grit) emerges strongly for most outcomes regardless of methodology. However, plasticity—an aggregation of openness to experience and emotional stability—is only correlated with employment, and only when using the structural latent model. The ordinary least squares method also finds that the disaggregated non-cognitive skills of kindness, cooperation, emotional stability, and openness to experience emerge significantly, mostly for the wage estimates. The different results derived from the ordinary least squares and the structural model with latent skills suggest strong measurement bias in most non-cognitive skills measurement. These findings, although only correlational because of the use of a single cross-section, suggest that recent efforts by the Peruvian government to incorporate non-cognitive skill development into the school curriculum are justified.

The article examined sin as a deception and the game in the context of the dialectic of sin and hope. Selected philosophical and psychological aspects of the review only correlated to the religious. Based on the modes of "being" and "having" by E. Fromm and "flow" by M. Chiksentmihayi conducted polemics with the postmodern view that for the destruction of the will to power is required the destruction of the subject and its consciousness. Opposes the flow and consumerism, happiness and pleasure, personal development and selfish.

The purpose of this study, the efficacy of cognitive-behavioral play therapy to improve social skills in children with AD - more active Sanandaj. Is a quasi-experimental study pretest – post test control group not equivalent. The study population consisted of all elementary school students with "11-9" years , referring to a centers of learning disorders in Sanandaj 94-95 . Using convenience sampling of 20 children with learning disorders were selected and assigned to two experimental and control groups. For data collection, a checklist was used to assess social skills children Matson. After 10 sessions of cognitive-behavioral play therapy was applied to the experimental group, the results showed that the game - the treatment is to increase and improve social skills.

Objetivo: Analisar as repercussões da Clownterapia no processo de hospitalização da criança. Métodos: Estudo exploratório-descritivo com abordagem qualitativa, desenvolvido no período de agosto a setembro de 2012 junto à equipe de Enfermagem de hospital pediátrico do município de Cajazeiras, PB. Resultados: Os principais problemas inerentes ao processo de hospitalização da criança, na ótica dos profissionais de enfermagem, consistiram na mudança do ambiente natural da criança e no tempo de permanência no hospital. Dentre as modificações dadas a partir da Clownterapia, notou-se a formação espontânea de vínculos entre a equipe de enfermagem, as crianças e seus respectivos responsáveis, facilitando a compreensão e colaboração destes em todas as etapas do cuidar. Conclusão: A Clownterapia mostra-se como facilitadora das práticas específicas da enfermagem no aspecto individual e coletivo das crianças hospitalizadas, trazendo a perspectiva de promoção da saúde para estes sujeitos.

CEPS Journal 5 (2015) 1, S. 111-130, Preschool teachers play a very important but highly sensitive role in preschool children’s play. It is therefore very important to build their play competences in a quality way. As this is not easily achieved, the main objective of the present study was to analyse the roles of students of preschool education in children’s play. The study included 36 students enrolled at the Faculty of Teacher Education in Rijeka, Croatia. Through a qualitative analysis of the students’ preparations for their practice, it was determined that the majority of students use didactic play and play with rules with children. Although the students demonstrated the expected role in children’s play, which positively influenced the educational work and the overall well-being of the children, some of the students were not decisive. Thus, the question arises as to how to improve the acquisition of play competences in students of preschool education. (DIPF/Orig.)

We report on an experiment examining behavior and equilibrium selection in two similar, infinitely repeated games, Stag Hunt and Prisoner's Dilemma under anonymous random matching. We are interested in the role that precedents may play for equilibrium selection between these two stage game forms. We find that a precedent for efficient play in the repeated Stag Hunt game does not carry over to the repeated Prisoner's Dilemma game despite the possibility of efficient play in the latter game. Similarly, a precedent of inefficient play in the Prisoner's Dilemma game does not extend to the repeated Stag Hunt game. We conclude that equilibrium selection between similar repeated games has little to do with historical precedents and is mainly determined by strategic considerations associated with the different payouts of these similar repeated games. (author's abstract)

This paper investigates the usefulness of non-choice data, namely response times, as a predictor of threshold behavior in a simple global game experiment. Our results indicate that the signal associated to the highest or second highest response time at the beginning of the experiment are both unbiased estimates of the threshold employed by subjects at the end of the experiment. This predictive ability is lost when we move to the third or higher response times. Moreover, the response time predictions are better predictors of observed behavior than the equilibrium predictions of the game. They are also robust, in the sense that they characterize behavior in an out-of-treatment exercise where we use the strategy method to elicit thresholds. This paper is the first to point out the predictive power of response times in a strategic situation. (author's abstract)

The new technologies are increasingly crucial in all areas. The computer and other technological devices, the communication and information systems, can bring us great benefits, facilitating and streamlining many of our common tasks and activities. We highlight the importance of computer in learning and, particularly, in leisure/recreational activities. In what extent children prefer to play, and communicate, via computer, tablet or other device? Do they easily dispense technological means, choosing to play in social interaction and direct contact? Do they prefer to be at home, at school, at the park or in another natural environment? We intend to verify the importance that children attribute to the computer and how they like to use it, either in the context of learning, retrieving information, doing homework, or in recreational terms. The major objective of this work is to verify to what extent the computer is important in the personal, emotional and social development of children, by the way they use it in their duties, games and daily interactions. We conducted an exploratory study with a population of boys and girls, attending the first four years of schooling. Data were collected within the scope of focus groups and individual interviews. Most children consider that the computer is significant both in study as in the interaction with friends, and many prefer to be online, playing games or exploring virtual worlds, than being offline, doing any sport, talking or hanging out with friends, in outdoor activities. The way children represent and use the computer, help us to better understand the risks they run and the benefits that virtual worlds offer. DOI: 10.5901/mjss.2014.v5n13p21

Most of the studies on violence in digital games have investigated its effects on arousal or aggression. Little attention has been paid to how in-game violence is actually perceived and evaluated. To investigate this issue we conducted two experimental studies (N = 30 and N = 74) in which participants either played or watched a violent shooter game and reported how they perceived and evaluated the violent content. Results showed that playing the games led to an increased awareness for in-game violence, but also to less-negative subjective evaluations of the violent content. Gaming frequency had a negative effect on both the perception and evaluation of in-game violence, suggesting a desensitization effect. The results of our studies illustrate that individual perceptions and evaluations of violence in digital games have to be taken into account when studying their effects. Implications for further research and the system of age ratings are discussed based on our findings.