A M Morrissey
Biographic Data
| ID | 33664 |
|---|---|
| NAME | A M Morrissey |
| GIVEN NAMES | A M |
| FAMILY NAME | Morrissey |
| SIGNATURE | MORRISSEY A M |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-7753-4858 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Intentionality and the active decision-making process in play-based learning
Play, which is both a context and process for children’s learning, has become a pivotal pedagogical component in global early childhood education. The uptake of intentional teaching has contributed to the shift in understandings of play, from viewing play as a means of recreation and entertainment to a more socio-cultural perspective that advocates for educators’ proactive and engaged roles in play. The recent update of the Early Years Learning F…
Re-Imagining Outdoor Playspaces: An Unexpected Consequence of the Covid-19 Lockdown
This paper presents a series of reflective observations on the use of outdoor spaces in Melbourne, Australia, during the 2020 COVID-19 pandemic lockdown. With the closure of playgrounds and organized sports, the authors observed three themes emerging: changes in users and uses of parks and reserves; markers of children's activities in public areas; and, children's creation of huts, dens or "cubbies" as evidence of constructive and imaginative pla…
From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors
Sociodramatic play is a central activity of early childhood, one influenced by the nature of the environment where it occurs. Using the Smilansky Scale for the Evaluation of Dramatic and Socio Dramatic Play (Smilansky and Shefatya, 1990), this study compared the frequency and complexity of the sociodramatic play of two groups of fifteen 4–5 year old children in two preschool outdoor spaces differing in natural elements, resources, and spatial cha…
Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes
This study employed a range of observation methods engaging with the concept of affordances to create a qualitative snapshot of children’s movement behaviour in two playscapes. Comparison of children’s movement behaviour in the playscapes generated the research question of whether a highly naturalised playscape provides more varied opportunities for physical activity than traditionally designed playscapes with standard equipment. Based on observa…
A comparison of sociodramatic play processes of preschoolers in a naturalized and a traditional outdoor space
Sociodramatic play processes such as role play, transformations, persistence, and metacommunication are regarded as both important markers and facilitators of development. They are also influenced by the nature of the environment and resources available. With increased interest in the influence of naturalized play environments on sociodramatic play, researchers in this study used event sampling to compare sociodramatic play processes of 4- to 5-y…
Scaffolding, analysis and materials: Contributing factors in an unexpected finding of advanced infant/toddler pretend play
As part of a longitudinal study, infant/toddler pretend play development and maternal play modelling were investigated in dyadic context. A total of 21 children were videotaped in monthly play sessions with their mothers, from age 8 to 17 months. Child and mother pretend play frequencies and levels were measured using Brown’s Pretend Play Observation Scale. Child IQ assessments at 5 years (Stanford–Binet IV) indicated average to high ability leve…
A comparison of sociodramatic play processes of preschoolers in a naturalized and a traditional outdoor space
Sociodramatic play processes such as role play, transformations, persistence, and metacommunication are regarded as both important markers and facilitators of development. They are also influenced by the nature of the environment and resources available. With increased interest in the influence of naturalized play environments on sociodramatic play, researchers in this study used event sampling to compare sociodramatic play processes of 4- to 5-y…
Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes
This study employed a range of observation methods engaging with the concept of affordances to create a qualitative snapshot of children’s movement behaviour in two playscapes. Comparison of children’s movement behaviour in the playscapes generated the research question of whether a highly naturalised playscape provides more varied opportunities for physical activity than traditionally designed playscapes with standard equipment. Based on observa…
From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors
Sociodramatic play is a central activity of early childhood, one influenced by the nature of the environment where it occurs. Using the Smilansky Scale for the Evaluation of Dramatic and Socio Dramatic Play (Smilansky and Shefatya, 1990), this study compared the frequency and complexity of the sociodramatic play of two groups of fifteen 4–5 year old children in two preschool outdoor spaces differing in natural elements, resources, and spatial cha…
Scaffolding, analysis and materials: Contributing factors in an unexpected finding of advanced infant/toddler pretend play
As part of a longitudinal study, infant/toddler pretend play development and maternal play modelling were investigated in dyadic context. A total of 21 children were videotaped in monthly play sessions with their mothers, from age 8 to 17 months. Child and mother pretend play frequencies and levels were measured using Brown’s Pretend Play Observation Scale. Child IQ assessments at 5 years (Stanford–Binet IV) indicated average to high ability leve…
A comparison of sociodramatic play processes of preschoolers in a naturalized and a traditional outdoor space
Sociodramatic play processes such as role play, transformations, persistence, and metacommunication are regarded as both important markers and facilitators of development. They are also influenced by the nature of the environment and resources available. With increased interest in the influence of naturalized play environments on sociodramatic play, researchers in this study used event sampling to compare sociodramatic play processes of 4- to 5-y…
From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors
Sociodramatic play is a central activity of early childhood, one influenced by the nature of the environment where it occurs. Using the Smilansky Scale for the Evaluation of Dramatic and Socio Dramatic Play (Smilansky and Shefatya, 1990), this study compared the frequency and complexity of the sociodramatic play of two groups of fifteen 4–5 year old children in two preschool outdoor spaces differing in natural elements, resources, and spatial cha…
Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes
This study employed a range of observation methods engaging with the concept of affordances to create a qualitative snapshot of children’s movement behaviour in two playscapes. Comparison of children’s movement behaviour in the playscapes generated the research question of whether a highly naturalised playscape provides more varied opportunities for physical activity than traditionally designed playscapes with standard equipment. Based on observa…
Re-Imagining Outdoor Playspaces: An Unexpected Consequence of the Covid-19 Lockdown
This paper presents a series of reflective observations on the use of outdoor spaces in Melbourne, Australia, during the 2020 COVID-19 pandemic lockdown. With the closure of playgrounds and organized sports, the authors observed three themes emerging: changes in users and uses of parks and reserves; markers of children's activities in public areas; and, children's creation of huts, dens or "cubbies" as evidence of constructive and imaginative pla…
Intentionality and the active decision-making process in play-based learning
Play, which is both a context and process for children’s learning, has become a pivotal pedagogical component in global early childhood education. The uptake of intentional teaching has contributed to the shift in understandings of play, from viewing play as a means of recreation and entertainment to a more socio-cultural perspective that advocates for educators’ proactive and engaged roles in play. The recent update of the Early Years Learning F…
Psychology (5 works) · Geography (4 works) · Urban Green Space and Health (4 works) · Child Therapy and Development (3 works) · Children's Rights and Participation (3 works) · Computer Science (3 works) · Developmental psychology (3 works) · Affordance (2 works) · Archaeology (2 works) · Art (2 works)