Working on the “Remedial Educational Game” presentation as part of the seminar “Remedial Educational Intervention I” encouraged me to continue working on this topic in this paper. The subject of games is very extensive and cannot be dealt with without specific questions. With this paper, I would like to give a little insight into the "phenomenon of play" and show its possibilities in curative education intervention. The starting point for this are the theoretical foundations of the game, such as features, theories and classification. On the basis of these theoretical approaches, the importance of play in child development is presented in the following chapters. In this context, I will go into the changed play and living worlds of today and their possible effects on children. Then I turn my attention specifically to the play of mentally handicapped children. The conclusion of the work should be an illumination of the "curative pedagogical exercise treatment" according to OY and SAGI as a form of intervention. In my personal concluding remarks, however, I will include some critical reflections on this concept.
Table of Contents
1. Preface and introduction
2. Theoretical foundations
2.1 The term "game" in everyday language
2.2 Some early views on the explanation of the phenomenon of "play"
2.3 Features of a game
2.3.1 The moment of freedom
2.3.2 The moment of inner infinity
2.3.3 The moment of hypocrisy
2.3.4 The moment of ambivalence
2.3.5 The moment of unity
2.3.6 The moment of presence
2.4 Overview of game theories
2.4.1 Psychoanalysis and play
2.4.2 Play and cognitive development (after PIAGET)
2.4.3 Play and behavioural research
2.4.4 Motivational psychology and play
2.4.5 Theories of socialization and play
2.4.6 Role theory and play
2.4.7 The phenomenological approach
2.5 Classification of games (by SCHENK-DANZINGER)
2.5.1 Functional game
2.5.2 Role-playing game
2.5.3 Construction game
2.5.4 Rules game
2.6 Gender-specific gambling behaviour
3. Importance of play in child development
3.1 The forms of play and their developmental functions
3.1.1 Functional game
3.1.2 Role-playing game
3.1.3 Construction game
3.1.4 Rules game
3.2 Changed game and life worlds
3.3 The game in mentally handicapped children
4. The curative education exercise treatment (HPÜ)
4.1 HPÜ? - Definition of curative education exercise treatment
4.2 Method of curative education exercise treatment
4.2.1 Requirements
4.2.2 Conditions for all matches in the HPÜ
4.2.3 Implementation
4.3 Practice of curative education exercise treatment
4.3.1 Space - Material - Person - Orientation
4.3.2 Methodological-didactic considerations
4.3.3 Selection and use of toys and play activities
5. Concluding remarks
Research Objectives and Thematic Focus
This work aims to provide a comprehensive insight into the "phenomenon of play" and examine its practical application within curative education interventions, specifically targeting the development of mentally handicapped children.
- Theoretical foundations, including features, classification, and psychological theories of play.
- The specific role and developmental functions of different play forms in childhood.
- The impact of contemporary media-dominated life worlds on child development and play behavior.
- The methodology of "Curative Education Exercise Treatment" (HPÜ) as a targeted intervention approach.
Excerpt from the Book
3.3 The game in mentally handicapped children
What's hott actually "mentally disabled"? This term was introduced at the end of the 50s by lebenshilfe and stands for earlier terms such as imbezillity and idiocy. The group of mentally handicapped persons can best be described in the school sector: Children are mentally handicapped if they are unable to attend school for the learning disabled. The reason for this is a considerable impairment of the intel-cial performance. This reduced performance is usually the most noticeable, but by no means the only symptom of a mental disability. People with an intellectual disability are also more or less unable to grasp connections objectively and to classify them in a logical system. It is difficult for them to transfer experiences to similar situations. (cf. OY/SAGI 1994, p. 15)
Difficulties also arise in the field of social adjustment: The mentally handicapped often fluctuates between insociability and lack of distance, the associated misjudgement of social situations often leads to displeasures in society.
It could be mentioned at this point still further characteristics, for a Be-griffsklärung, however, the previously mentioned aspects and the following, summary description of a mentally handicapped person should be sufficient.
"The mentally handicapped person is unable to shape his life independently, he is permanently dependent on the help of others. Its most striking symptom is the reduced intellectual performance associated with impaired social behavior." (OY/SAGI 1994, P. 17)
that game however, it is essentially the same for mentally handicapped children as for non-disabled children. However, the restrictions due to disability have a significant effect on their playing behavior.
Summary of Chapters
1. Preface and introduction: Provides an overview of the significance of play as a central human phenomenon and introduces the specific focus of the work within the context of curative education.
2. Theoretical foundations: Discusses the linguistic, philosophical, and psychological theories surrounding the concept of play, while classifying various game forms and gender-specific differences.
3. Importance of play in child development: Details how different forms of play promote cognitive, emotional, and social development and addresses the challenges posed by modern media environments.
4. The curative education exercise treatment (HPÜ): Introduces the HPÜ method as a practical, systemic approach to promote development in handicapped children through structured play and pedagogical intervention.
5. Concluding remarks: Reflects on the fundamental importance of play throughout a lifetime and suggests that promotion of play is essential, not just for the disabled but as a general right for all children.
Keywords
Play, child development, curative education, HPÜ, functional game, role-playing game, construction game, rules game, mentally handicapped, socialization, pedagogical intervention, media impact, self-efficacy, psychodynamic, education.
Frequently Asked Questions
What is the primary subject of this work?
This work explores the essential nature of play in child development and its vital function as an educational and therapeutic tool, particularly within curative pedagogy.
What are the core thematic areas explored?
The work covers theoretical game definitions, historical and modern game theories, classifications of play, and the developmental functions of different play forms.
What is the main goal or research objective?
The objective is to demonstrate how play can be intentionally utilized as a "method with heart" (HPÜ) to support the development, autonomy, and socialization of mentally handicapped children.
Which scientific methods are primarily used?
The author relies on a synthesis of existing literature, philosophical perspectives, behavioral research, and established curative educational methods, specifically the "Lehrbuch der heilpädagogischen Übungsbehandlung".
What topics are covered in the main section?
The main section details the four basic forms of play (functional, role-playing, construction, and rules), discusses the impact of modern media on childhood, and explains the practical implementation of the Curative Education Exercise Treatment (HPÜ).
Which keywords characterize this document?
Key terms include Play, Curative Education, HPÜ, Child Development, Socialization, and Intellectual Disability.
How does the author define "mentally handicapped" in this context?
The author identifies this group primarily by their reduced intellectual performance, dependence on external help, and difficulties in social adjustment and situational transfer.
What role does the "curative pedagogue" play in the HPÜ intervention?
The pedagogue acts as a facilitator who sets an "individual treatment plan," ensures a cheerful atmosphere, adapts to the child's developmental pace, and provides targeted support to enable self-discovery.
How does play influence children with mental disabilities differently?
Mentally handicapped children often struggle to initiate play or find new forms of expression; they tend toward repetitive stereotypes and require empathetic guidance to transition from basic reactions to creative play.
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- Susanne Richter (Autor:in), 2004, The importance of games in child development, München, GRIN Verlag, https://www.grin.com/document/1174165
