Evaluating a creative game program: implications for emotional stability, social interaction strategies and self-concept in children aged 10 to 11 years
Keywords:
Classroom research, programme evaluation, creativity, children games, self concept, emotional development, social development, SpainAbstract
The aim of the study was to design an intervention program based on creative play and assess its effects on factors of socio-emotional development. The experimental design was pretest-intervention-posttest with control group, with a sample made up of 86 participants aged 10 to 11 years, 54 experimental and 32 control. Three assessment instruments were applied before and after the program. The program itself consisted in a weekly twohour intervention session throughout a school year, and its activities were designed to stimulate cooperation and creativity in different domains. The results of the analyses of variance suggest a positive effect of the intervention, since the experimental participants showed significantly improvements with regard to assertive cognitive social interaction strategies, self-concept and emotional stability. The program had a stronger effect on participants who in the pretest showed many aggressive cognitive social interaction strategies, low self-concept and low emotional stability. Gender did not influence the effects of the intervention.
References
Baggerly, J.N. (1999). Adjustment of kindergarten children through play sessions facilitated by fifth grade students trained in child-centered play therapy procedures and skills. Dissertation Abstracts International Section A: Humanities and Social Sciences, 60 (6-A), 1918.
Ballou, K.J. (2001). The effects of a drama intervention on communication skills and learning attitudes of at-risk sixth grade. Students. Dissertation Abstracts International Section A: Humanities and Social Sciences, 61 (10-A), 3828.
Bay-Hinitz, A.K., Peterson, R.F., & Quilitch, H.R. (1994). Cooperative games: A way to modify aggressive and cooperative behaviors in young children. Journal of Applied Behavior Analysis, 27(3), 435-446.
Blazic, Ch. (1986). The impact of a cooperative games program on a fifth-grade class: A field study. Dissertation Abstracts International, 47(3-A), 785.
Bunker, L.K. (1991). The role of play and motor skill development in building children’s self-confidence and selfesteem. Elementary School Journal, 91, 467-471.
Butz, J.A. (2000). Facilitating social development with play groups in early childhood settings. Dissertation Abstracts International Section A: Humanities and Social Sciences, 61(1-A), 78.
Brandt, M.A. (2001). An investigation of the efficacy of play therapy with young children. Dissertation Abstracts International Section A: Humanities and Social Sciences, 61(7-A), 2603.
Carlson, J.M. (1999). Cooperative games: A pathway to improving health. Professional School Counseling, 2(3), 230-236.
Doctoroff, S. (1997). Sociodramatic script training and peer role prompting: Two tactics to promote sociodramatic play and peer interaction. Early Child Development and Care, 136, 27-43.
Eisert, D., & Lamorey, S. (1996). Play as a window on child development: The relationships between play and other developmental domains. Early Education and Development, 7, 221-234.
Feldman, N. (2001). The play is the thing: Assisting children in the creation of new life performances. Dissertation Abstracts International Section A: Humanities and Social Sciences, 62(2-A), 773.
Fisher, E.P. (1992). The impact of play on development: A meta-analysis. Play and Culture, 5(2), 159-181.
Garaigordobil, M. (1993). Juego cooperativo y socialización en el aula. Madrid: Seco-Olea.
Garaigordobil, M. (1994). Diseño y evaluación de un programa lúdico de intervención psicoeducativa con niños de 6-7 años. Bilbao: Servicio editorial de la Universidad del País Vasco. B-12346/94 (Microfilms Tesis Doctoral) (trabajo presentado en 1992)
Garaigordobil, M. (1995a). Psicología para el desarrollo de la cooperación y de la creatividad. Bilbao: Desclée de Brouwer.
Garaigordobil, M. (1995b). Una metodología para la utilización del juego en contextos educativos. Comunicación, Lenguaje y Educación, 25, 91-105.
Garaigordobil, M. (1995c). Intervención en la creatividad: evaluación de una experiencia. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 1, 37-62.
Garaigordobil, M. (1995d). Evaluación de una intervención psicológica en indicadores de desarrollo moral. Boletín de Psicología, 49, 69-86.
Garaigordobil, M. (1996). Evaluación de una intervención psicoeducativa y sus efectos sobre la conducta prosocial y la creatividad. Madrid: Servicio de Publicaciones del Ministerio de Educación y Cultura. Primer Premio Nacional de Investigación Educativa, 1994.
Garaigordobil, M. (1999a). Assessment of a cooperative-creative program of assertive behavior and self-concept. Spanish Journal of Psychology, 2, 3-10.
Garaigordobil, M. (1999b). Diseño y evaluación de un programa de intervención psicoeducativa para la educación en derechos humanos durante la adolescencia. En Premios Nacionales de Investigación Educativa 1998 (pp. 117-150). Madrid: Ministerio de Educación y Cultura.
Garaigordobil, M. (2000). Intervención psicológica con adolescentes: un programa para el desarrollo de la personalidad y la educación en derechos humanos. Madrid: Pirámide.
Garaigordobil, M. (2001). Intervención con adolescentes: Impacto de una experiencia en la asertividad y en las estrategias cognitivas de afrontamiento de situaciones sociales. Psicología Conductual, 9, 221-246.
Garaigordobil, M. (2002). Assessment of an intervention on social behavior, intragroup relations, self-concept and prejudiced cognitions during adolescence. International Journal of Psychology and Psychological Therapy, 2, 1-22.
Garaigordobil, M. (2003a). Intervención psicológica para desarrollar la personalidad infantil. Juego, conducta prosocial y creatividad. Madrid: Pirámide.
Garaigordobil, M. (2003b). Programa Juego 8–10 años. Juegos cooperativos y creativos para grupos de niños de 8 a 10 años. Madrid: Pirámide.
Garaigordobil, M. (2004). Effects of a psychological intervention on factors of emotional development during adolescence. European Journal of Psychological Assessment, 20(1), 66-80.
Garaigordobil, M. (en prensa). Programa Juego 10–12 años. Juegos cooperativos y creativos para grupos de niños de 10 a 12 años. Madrid: Pirámide.
Garaigordobil, M., & Echebarría, A. (1995). Assessment of a peer-helping game program on children’s development. Journal of Research in Childhood Education, 10, 63-69.
Garaigordobil, M., Maganto, C., & Etxeberría, J. (1996). Effects of a cooperative game program on socio-affective relationships and group cooperation capacity. European Journal of Psychological Assessment, 12, 140-151.
Göncü, A. (1993). Development of intersubjectivity in social pretend play. Human Development, 36(4), 185-198.
Gordon, D.E. (1993). The inhibition of pretend play and its implications for development. Human Development, 36, 215-234.
Guilford, W. C. (2001). Adolescent self-esteem: Theatre plays a leading role. Dissertation Abstracts International, 39(05), 1278.
Grineski, S.C. (1991). Effects of cooperative games on the prosocial behavior interactions of young children with and without impairments. Dissertation Abstracts International, 51(8-A), 2629.
Hansen, S., Meissler, K., & Ovens, R. (2000). Kids Together: A group play therapy model for children with ADHD symptomology. Journal of Child and Adolescent Group Therapy, 10(4), 191-211.
Koppitz, E. (1976). El dibujo de la figura humana en los niños (5ª ed.). Buenos Aires: Guadalupe. (trabajo original publicado en 1968)
Kops, C.E. (1999). Promoting socio-emotional development in high-risk preschool children: Evaluating the efficacy of therapeutic playgroups. Dissertation Abstracts International: Section B: The Sciences and Engineering, 60(5-B), 2347.
Kovac, T. (1998). Creativity and prosocial behavior. Studia Psychologica, 40(4), 326-330.
Mann, D. (1996). Serious play. Teachers College Record, 97(3), 446-469.
Martínez, G. (1998). El juego y el desarrollo infantil. Barcelona: Octaedro.
Martínez Beltrán, J.M., & Rimm, S. (1985). Cuestionarios de creatividad GIFT. Madrid: Ediciones San Pío X.
Orlick, T. (1981). Positive socialization via cooperative games. Developmental Psychology, 17(4), 426-429.
Orlick, T. (1986). Juegos y deportes cooperativos. Madrid: Popular. (trabajo original publicado en 1978)
Orlick, T. (1990). Libres para cooperar, libres para crear. Nuevos juegos y deportes cooperativos. Barcelona: Paidotribo.
Ortega, R. (1996). El juego en la educación primaria. C y E. Cultura y Educación, 1, 115-128.
Quesnell, T. M. (1996). The Enhancement of Self-Esteem in Elementary School Children Using a Creative Art Therapy Program. Dissertation Abstracts International, 35(01), 35.
Reynolds, C., & Stanley, C. (2001). Innovative applications of play therapy in school settings. En A.A. Drewes & S. Carol (Eds.), School based play therapy (pp. 350-367). Nueva York: Wiley & Sons.
Roerden, L.P. (2001). The Resolving Conflict Creatively Program. Reclaiming Children and Youth, 10(1), 24-28.
Singer, D.G., & Singer, J.L. (2001). Make-believe: Games and activities for imaginative play: A book for parents, teachers, and the young children in their lives. Washington: Magination Press/American Psychological Association.
Terr, L. (1991). Childhood traumas: An outline and overview. American Journal of Psychiatry, 148, 10-20.
Torrance, E.P. (1990). Norms and technical manual. The Torrance Test of Creative Thinking. Bensenville, IL: Scholastic Testing Service. (trabajo original publicado en 1974)
Udwin, O. (1983). Imaginative play training as an intervention method with institutionalized preschool children. British Journal of Educational Psychology, 53, 32-39.
Ballou, K.J. (2001). The effects of a drama intervention on communication skills and learning attitudes of at-risk sixth grade. Students. Dissertation Abstracts International Section A: Humanities and Social Sciences, 61 (10-A), 3828.
Bay-Hinitz, A.K., Peterson, R.F., & Quilitch, H.R. (1994). Cooperative games: A way to modify aggressive and cooperative behaviors in young children. Journal of Applied Behavior Analysis, 27(3), 435-446.
Blazic, Ch. (1986). The impact of a cooperative games program on a fifth-grade class: A field study. Dissertation Abstracts International, 47(3-A), 785.
Bunker, L.K. (1991). The role of play and motor skill development in building children’s self-confidence and selfesteem. Elementary School Journal, 91, 467-471.
Butz, J.A. (2000). Facilitating social development with play groups in early childhood settings. Dissertation Abstracts International Section A: Humanities and Social Sciences, 61(1-A), 78.
Brandt, M.A. (2001). An investigation of the efficacy of play therapy with young children. Dissertation Abstracts International Section A: Humanities and Social Sciences, 61(7-A), 2603.
Carlson, J.M. (1999). Cooperative games: A pathway to improving health. Professional School Counseling, 2(3), 230-236.
Doctoroff, S. (1997). Sociodramatic script training and peer role prompting: Two tactics to promote sociodramatic play and peer interaction. Early Child Development and Care, 136, 27-43.
Eisert, D., & Lamorey, S. (1996). Play as a window on child development: The relationships between play and other developmental domains. Early Education and Development, 7, 221-234.
Feldman, N. (2001). The play is the thing: Assisting children in the creation of new life performances. Dissertation Abstracts International Section A: Humanities and Social Sciences, 62(2-A), 773.
Fisher, E.P. (1992). The impact of play on development: A meta-analysis. Play and Culture, 5(2), 159-181.
Garaigordobil, M. (1993). Juego cooperativo y socialización en el aula. Madrid: Seco-Olea.
Garaigordobil, M. (1994). Diseño y evaluación de un programa lúdico de intervención psicoeducativa con niños de 6-7 años. Bilbao: Servicio editorial de la Universidad del País Vasco. B-12346/94 (Microfilms Tesis Doctoral) (trabajo presentado en 1992)
Garaigordobil, M. (1995a). Psicología para el desarrollo de la cooperación y de la creatividad. Bilbao: Desclée de Brouwer.
Garaigordobil, M. (1995b). Una metodología para la utilización del juego en contextos educativos. Comunicación, Lenguaje y Educación, 25, 91-105.
Garaigordobil, M. (1995c). Intervención en la creatividad: evaluación de una experiencia. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 1, 37-62.
Garaigordobil, M. (1995d). Evaluación de una intervención psicológica en indicadores de desarrollo moral. Boletín de Psicología, 49, 69-86.
Garaigordobil, M. (1996). Evaluación de una intervención psicoeducativa y sus efectos sobre la conducta prosocial y la creatividad. Madrid: Servicio de Publicaciones del Ministerio de Educación y Cultura. Primer Premio Nacional de Investigación Educativa, 1994.
Garaigordobil, M. (1999a). Assessment of a cooperative-creative program of assertive behavior and self-concept. Spanish Journal of Psychology, 2, 3-10.
Garaigordobil, M. (1999b). Diseño y evaluación de un programa de intervención psicoeducativa para la educación en derechos humanos durante la adolescencia. En Premios Nacionales de Investigación Educativa 1998 (pp. 117-150). Madrid: Ministerio de Educación y Cultura.
Garaigordobil, M. (2000). Intervención psicológica con adolescentes: un programa para el desarrollo de la personalidad y la educación en derechos humanos. Madrid: Pirámide.
Garaigordobil, M. (2001). Intervención con adolescentes: Impacto de una experiencia en la asertividad y en las estrategias cognitivas de afrontamiento de situaciones sociales. Psicología Conductual, 9, 221-246.
Garaigordobil, M. (2002). Assessment of an intervention on social behavior, intragroup relations, self-concept and prejudiced cognitions during adolescence. International Journal of Psychology and Psychological Therapy, 2, 1-22.
Garaigordobil, M. (2003a). Intervención psicológica para desarrollar la personalidad infantil. Juego, conducta prosocial y creatividad. Madrid: Pirámide.
Garaigordobil, M. (2003b). Programa Juego 8–10 años. Juegos cooperativos y creativos para grupos de niños de 8 a 10 años. Madrid: Pirámide.
Garaigordobil, M. (2004). Effects of a psychological intervention on factors of emotional development during adolescence. European Journal of Psychological Assessment, 20(1), 66-80.
Garaigordobil, M. (en prensa). Programa Juego 10–12 años. Juegos cooperativos y creativos para grupos de niños de 10 a 12 años. Madrid: Pirámide.
Garaigordobil, M., & Echebarría, A. (1995). Assessment of a peer-helping game program on children’s development. Journal of Research in Childhood Education, 10, 63-69.
Garaigordobil, M., Maganto, C., & Etxeberría, J. (1996). Effects of a cooperative game program on socio-affective relationships and group cooperation capacity. European Journal of Psychological Assessment, 12, 140-151.
Göncü, A. (1993). Development of intersubjectivity in social pretend play. Human Development, 36(4), 185-198.
Gordon, D.E. (1993). The inhibition of pretend play and its implications for development. Human Development, 36, 215-234.
Guilford, W. C. (2001). Adolescent self-esteem: Theatre plays a leading role. Dissertation Abstracts International, 39(05), 1278.
Grineski, S.C. (1991). Effects of cooperative games on the prosocial behavior interactions of young children with and without impairments. Dissertation Abstracts International, 51(8-A), 2629.
Hansen, S., Meissler, K., & Ovens, R. (2000). Kids Together: A group play therapy model for children with ADHD symptomology. Journal of Child and Adolescent Group Therapy, 10(4), 191-211.
Koppitz, E. (1976). El dibujo de la figura humana en los niños (5ª ed.). Buenos Aires: Guadalupe. (trabajo original publicado en 1968)
Kops, C.E. (1999). Promoting socio-emotional development in high-risk preschool children: Evaluating the efficacy of therapeutic playgroups. Dissertation Abstracts International: Section B: The Sciences and Engineering, 60(5-B), 2347.
Kovac, T. (1998). Creativity and prosocial behavior. Studia Psychologica, 40(4), 326-330.
Mann, D. (1996). Serious play. Teachers College Record, 97(3), 446-469.
Martínez, G. (1998). El juego y el desarrollo infantil. Barcelona: Octaedro.
Martínez Beltrán, J.M., & Rimm, S. (1985). Cuestionarios de creatividad GIFT. Madrid: Ediciones San Pío X.
Orlick, T. (1981). Positive socialization via cooperative games. Developmental Psychology, 17(4), 426-429.
Orlick, T. (1986). Juegos y deportes cooperativos. Madrid: Popular. (trabajo original publicado en 1978)
Orlick, T. (1990). Libres para cooperar, libres para crear. Nuevos juegos y deportes cooperativos. Barcelona: Paidotribo.
Ortega, R. (1996). El juego en la educación primaria. C y E. Cultura y Educación, 1, 115-128.
Quesnell, T. M. (1996). The Enhancement of Self-Esteem in Elementary School Children Using a Creative Art Therapy Program. Dissertation Abstracts International, 35(01), 35.
Reynolds, C., & Stanley, C. (2001). Innovative applications of play therapy in school settings. En A.A. Drewes & S. Carol (Eds.), School based play therapy (pp. 350-367). Nueva York: Wiley & Sons.
Roerden, L.P. (2001). The Resolving Conflict Creatively Program. Reclaiming Children and Youth, 10(1), 24-28.
Singer, D.G., & Singer, J.L. (2001). Make-believe: Games and activities for imaginative play: A book for parents, teachers, and the young children in their lives. Washington: Magination Press/American Psychological Association.
Terr, L. (1991). Childhood traumas: An outline and overview. American Journal of Psychiatry, 148, 10-20.
Torrance, E.P. (1990). Norms and technical manual. The Torrance Test of Creative Thinking. Bensenville, IL: Scholastic Testing Service. (trabajo original publicado en 1974)
Udwin, O. (1983). Imaginative play training as an intervention method with institutionalized preschool children. British Journal of Educational Psychology, 53, 32-39.
Downloads
Published
2011-12-14
Issue
Section
Artículos y ponencias
How to Cite
Garaigordobil Landazabal, M., & Pérez Fernández, J. I. (2011). Evaluating a creative game program: implications for emotional stability, social interaction strategies and self-concept in children aged 10 to 11 years. Education and Science, 8(29). https://revistaeducacionyciencia.uady.mx/educacionyciencia/article/view/213
