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School-based Constructive Play focusing on Anxiety and Autism-a 14 to 33-week Investigation (en Inglés)
Wai-Wan Choy, Stella (Autor)
·
Eliva Press
· Tapa Blanda
School-based Constructive Play focusing on Anxiety and Autism-a 14 to 33-week Investigation (en Inglés) - Wai-Wan Choy, Stella
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Reseña del libro "School-based Constructive Play focusing on Anxiety and Autism-a 14 to 33-week Investigation (en Inglés)"
This book aims to enhance our understanding of anxiety experiences among 4-6-year-old children, both with and without co-occurring autism, within the context of infant classrooms in Irish schools. Key concepts are defined. To address the risk factors of anxiety disorders, relevant theories such as the Transactional Developmental Model of Anxiety and the Theory of Intolerance of Uncertainty are examined. Drawing on these theories and the Emphasising-Systemising Theory of Autism which focuses on children's strength in construction play, the innovative ""Build-to-PlayTM"" programme is developed to address its effectiveness in alleviating anxiety in primary education. The methodological approach, informed by a mixed methods design, integrates quantitative and qualitative data collection and analysis. Findings demonstrate an enhanced understanding of childhood anxiety conditions and coping strategies among programme participants, alongside indications of improved support for anxiety and autism in inclusive education settings. The outcomes of these components are thoroughly discussed, considering research questions, theoretical frameworks, and existing literature. Recommendations for educators, parents, and pupils, while acknowledging research strengths and limitations, are proposed, with practical implications and considerations for future research highlighted. In conclusion, the study underscores the pivotal role of early intervention programmes such as ""Build-to-PlayTM"" in supporting children with anxiety and autism in inclusive educational environments. It emphasises the importance of evidence-based strategies and collaborative approaches in early intervention practices to enhance outcomes for all learners.
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