在儿科物理治疗中学习如何玩才能学习
Ragnhild B Håkstad1, Stacey C Dusing2, Gay L Girolami3
1Department of Health and Care Sciences, Faculty of Health, UiT The Arctic University of Norway, Tromsø, Norway.
Frontiers in psychology
|January 21, 2025
概括
儿科物理治疗师 (PPT) 认为游戏对于儿童的发展和治疗至关重要. 他们面临着整合游戏的挑战,特别是与互动技能有限的孩子面对挑战,但通过共同创造意义和尊重孩子的自主性来取得成功.
科学领域:
- 儿科物理治疗 儿科物理治疗
- 儿童发展 儿童发展
- 基于游戏的学习.
背景情况:
- 游戏对于儿童的学习和发展至关重要.
- 广泛建议将游戏整合到儿科物理治疗 (PPT) 中.
- 了解儿科物理治疗师 (PPT) 在0-3岁儿童的游戏治疗中如何管理游戏至关重要.
研究的目的:
- 调查儿科物理治疗师 (PPT) 如何理解和管理0-3岁儿童在治疗中的游戏整合.
- 探索在儿科物理治疗中使用游戏的挑战和促进者.
主要方法:
- 使用一个积极的理论框架进行定性研究.
- 采访了14名儿科物理治疗师 (PPT).
- 基于治疗会话记录的视频引发的问题,通过吸收性主题分析进行分析.
主要成果:
- PPT认为游戏是学习和治疗的基石.
- 治疗师在使游戏成为治疗的过程中遇到挑战,特别是对于具有有限互动和游戏技能的儿童.
- 当治疗师努力平衡治疗目标与儿童主导的游戏时,就会产生紧张关系.
结论:
- 通过共同创造意义来接受新兴的游戏可以克服治疗挑战.
- 尊重孩子的自主权,关注他们的游戏体验,修复互动不匹配是关键.
- 治疗指导和互惠使儿童能够学习新技能,并通过游戏实现掌握.
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