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The effectiveness of the use of certain play, according to Virginia Axline
theory of social, moral and cognitive development of elementary school
children
Mahdieh Sadat Mousavi 1, Dr. Hosein Akbari Amarghan 2
1 and 2 advisory group, Islamic Azad University of Quchan, Iran
Abstract
The current the study, reviews the effectiveness of the use of certain plays using Axline theory for
social, moral and cognitive development of elementary school children in district 3 of education
department in Mashhad. The research method is pre-post-test with control group. the present
study population includes: all the school boys of first grade elementary of district 3 in Mashhad,
who were studying in the academic year 93-94. To use certain plays, convenience sampling
method is used. Overall, sample consisted of 60 students, whom 30 of them were control group
and the other 30, experimental group. The pre-test was done for both groups and specific plays
were used in the experimental group, and then post-test was performed in both groups. Subjects
answered Vineland social development questionnaire and Lotf Abadi and Wechsler test.
Research is implemented in 8 sessions of one hour during the 6 months period, in which the
principles of Axline play theory is observed. The used descriptive statistical method included
mean and standard deviation and in the inferential level, analysis of covariance method was
used. Results showed that after adjusting the averages of pre-test, there is a significant difference
between experimental and control groups average in the post-test. This conclusion indicates that
the use of certain plays has an important role in children's cognitive, moral, and social
development and also will affect the educational performance and educational progression.
Keywords : Virginia Axline play theory, moral development, social development, cognitive
development.
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Introduction
playing is a normal, fun, amazing and full of mystery activity. According to the Chens, plays are
similar to love, everyone knows what it is, but no one can explain it. Play, is a means of
expressing feelings, form relationships, describing experiences, revealing the aspirations and
self-actualization. And since children often have fewer cognitive abilities in verbal expression of
their feelings, they can use it as a natural and palpable communication tool to cope with the
world, and to achieve mental peace. [1]. play, is necessity in the life of a child, and particularly
influence mental and physical development of children. Children usually spend part of their time
to play and through which they build up their senses and understand their abilities and
weaknesses. Their aim from playing is having fun, spending time, understanding the world and
escaping the sorrows and grudges. Play is the natural means for the children to express
themselves [2]. According to Gary Landerth, playing for children is like talking to adults [1]. For
a greater understanding of the world of children, they must be observed during the play. The play
is a means through which children express their feelings, and their relationship with others and
they also describe their experiences, and reveal their wishes. In fact, the child tries to find
himself through the play, and cope with the environment [4]. Play is how children learn things
and in this way, they also learn the living in the world of meanings and values of adults. In this
process they learn to value their continuous efforts to reach the goal [5]. play can cause the
upbringing to be based on enjoyable training and thus, avoiding child labor and through which
they obtain the development of internal forces for restraint. As Adler has stated, playing doesn’t
mean time-killing, but having a job, that builds up talent and social skills [6]. According to
Axline , plays for children are like a natural way, with the aim of familiarizing with internal
attributes and practicing them. In this type of treatment, the child is given the opportunity to
release the inner feelings and problems through the play, and put them on display just like the
treatments in which adults speak out their problems. Play therapy, from a methodological point
of view, involves two types: direct and indirect methods. In the first type (by guidance) therapist
takes over the charge of guidance and interpretation of the treatment data. In type II (non-led),
therapist can convey this issue to the child .Virginia Axline, tried to use the client based method
in the treatment of children with reading problems and other problems. Although Axline was
first the follower of client based method, but soon play therapy turned to be an independent
method to treat children around the world. There are currently several types of play therapy.
From some respects, Virginia’s work is in parallel with what Rogers (1947), did with adults (he
used an indirect method of treatment). He believed in the child's ability to solve problems in an
environment that there is a safe and healthy relationship between the child and the therapist. He
also, used Rogers reflective listening techniques that were based on the principles of empathetic
consultation such as, intimacy, acceptance and honesty. Axline, introduced eight principles for
the non-guided play therapy. 1- The therapist should establish a warm and friendly relationship
toward the child. 2- therapist should accept the child as he/she is.
3. During the relationship, therapist should create an easy atmosphere. 4 - The therapist should
recognize the feelings expressed by the child and reflect them back to the child, so that he/she
grasps insight. 5. The therapist should pay great respect to child's ability to solve problems. 6.
The therapist should not try to manipulate the child’s talk or activities by all possible means .7therapist should not try to expedite the treatment process. 8- The therapist should only impose
restrictions that are necessary to be connected to the realities of the world [7].
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According to Virginia Axline, in play therapy experiences, which represent a clear relationship
between the therapist and the child, the child is given the opportunity to realize himself. The
therapist performance in this clear relationship is in a way, so that a sense of "self confidence" is
induced to child, and gives him an opportunity not only to explore the room and the toys, but
also to find himself out in this relationship and experience. In this way, he will have the
privilege, to compare his current self to his original. From experiences gained through selfdiscovery in relation with others, expanding, and finally explaining himself, he learns not only to
accept and respect himself, but also exert the acceptance and respect toward others. He also
learns to take advantage of freedom responsibly. Children in the play, express themselves
frankly, honestly, and vividly. Their bubbling feelings, attitudes, and ideas are revealed, twisted,
and in the end they ebb slowly. At the same time, the child learns to understand himself and
others better, and this time he/she loves everyone with more generosity. He slowly and
cautiously shows "his inner self" to the full, and states it with pure and sometimes tragic
intimacy. He will soon learn to play with a stranger bigger than himself (therapist), and to allow
his impulses and inner feelings to go back and forth easier. By borrowing the toys, the child can
build his/ her own world. A world, where the simple toys, easily surrender themselves to the
child imaginary characters. The child can be the architect of his life, and establish his
fortifications on the sand, or fill his/her world full of people and relatives that are made from his
/her own mind. He can choose anything or abandon it. In other words, build or destroy. The child
also has the power to establish a mountain range of emotions and his inner motivations, and
climb it without harm, and at the same time, shout out to the world that "I can make myself a
mountain or flatten it. Here I am the adult one”. [8] Socialization is a process through which the
child learns the behavior and thinking of the society he has grown in. Three strategies have been
suggested for socialization: strengthening, social learning (based on imitation and modeling) and
cognitive approach in which the child is his own socialization factor. According to Piaget,
children move from moral realism in pre-school (the judgments based on consequences), to
moral relativism (understanding the importance of intention). Moral relativism emerges between
the ages of eleven to twelve, but if they are given simple tasks, many of five-year-old children
will show they can make judgments based on intentions. Golberg theory determines six stages of
moral development: First, morality is defined in terms of physical consequences (preconventional level), then are adjusted by adaptation to expectations of others (the conventional
level), and then by internalized moral values, (post-conventional level) [9]. Moral development,
is a process by which people - especially children - accept and internalize their community
standards. Play, is one of the most important mechanisms in the development of cognitive,moral
and social development. Children (including children of many other species) spend a lot of time
to play. Studies show that playing is an important mechanism of social development (and
cognitive). Child’s play is usually include activities, which aim to explore and examine the
objects and the people in the environment. Play for the child is a natural means to express
himself, and causes the child to know his inner characteristics. By borrowing the toys, the child
can make his own world. The child through the playing with a variety of toys, manage to
recognize shapes, colors, sizes, the fabric of objects and their importance, and gains the
competence from plays and sports. Through discovery and collection of objects, he obtains
information that can not be found in the curriculum. Child development during the first five
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years of life, more than any other age period, depends on the toys that are available. From social
development aspect, interaction with other children in the play,
enables the child to develop his imagination of himself and others generally. The child begin to
evaluate his abilities against others, and forms his own identity or self-concept. By playing, he
learns different roles of adults, social rules and standards that regulate the behavior of the player.
By practicing the through playing and learning the human and social relations and cooperation in
play groups, they can strengthen their social development. Moral and spiritual development as
adherence to discipline, respect for the rights of others, helping others, compassion and enjoy
serving others, are among other effects of playing in children.
Hypotheses or questions of research
Using special plays according to Axline viewpoint is effective in the cognitive development of
school children.
Using special plays according to Axline viewpoint is effective in the social development of
school children
Using special plays according to Axline viewpoint is effective in the moral development of
school children
Methods
Semi-experimental method study of pre-post-test control group type.
Population, sample and sampling
The present study population includes: all the school boys of first grade elementary of District 3
in Mashhad, who were studying in the academic year 93-94. To use certain plays, convenience
sampling method is used. Overall, sample consisted of 60 students, whom 30 of them were
control group and the other 30, experimental group. The pre-test was done for both groups and
specific plays were used in the experimental group, and then post-test was performed in both
groups. Research is implemented in 8 sessions of one hour during the 6 months period, in which
the principles of Axline play theory is observed and implemented by an instructor. Used tools in
the pre-test and post-test of this study include: 1) Vineland social development assessment: This
scale has 117 questions, and is divided to one-year groups. In any part, information, not through
conditions of the test, but interviews with informants' (father, mother or family member or
instructor), or your subject himself is obtained. The scale of this issue is that what abilities the
person has in everyday life. With regard to the scores of an individual in this scale, we can
calculate the "social age” (SA), and "social quotient” (SQ) [11]. The scoring and interpretation
method: the score 1 belongs to modes: 1- subject does the work with complete success, 2subjects can do something, but parents have not let him do it, 3- the person behaved in a certain
way for a special reason, and if the obstacle is removed, the person can perform that behavior.
Score 0.5: 1- when subject sometimes does not do a work, in other words, the person is still has
not learned the skill. The score 0: 1- when a person can not do a work, 2 - one because of
disability or irreversible excuses, can not show a behavior, 3- When the subject does not do the
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work, if placed under pressure, he/she will do very bad, or the subject has not come to a stage, to
be able to do it. According to the above grading, calculate the sum of scores on each of the
subscales of general self-help, self-help eating, self-help dressing, self-government, employment,
verbal communication, mobility, socialization. Then, calculate the norm available in the
Vineland social development test. To determine social age (SA), we refer to the table (table to
convert the total scale score to social age) and finally we divide social age (SA) on Age Major
(AM) , and multiply by 100 with which we can obtain the social development score.
2) Lotf Abadi Test to measure the moral development of children: The test consists of 18 parts.
Three questions is designed in each section of the story that all test questions are assessed with
one or more six degree scale of moral judgment. Scoring and interpretation method: Agree 1 2 3
4 5 6 disagree. To assess moral development, we add sum of the points of each segment together.
3) Wechsler Cognitive Test, Wechsler intelligence scale for children was actually the low range
of Wechsler test, which was built in 1949. Then, it revised in 1974 entitled Wechsler Intelligence
Scale for Children-revised, and in 1991 again it presented as the Wechsler Intelligence Scale for
Children-three case. The test exists in both verbal and practical scale, where it assess total of
twelve titles which are called subtests. General information, comprehension, vocabulary,
similarities, numerical memory, encryption, image completion, design with cubes, adjust images
to tell a story, code seeking and making jigsaw (puzzle) and musical instruments. Grading is
done through converting the raw score of each of the subtests, according to age and the related
tables into leveled scores. Then, from the sum of the scores based on the scores level table, the
IQ score is obtained. The validity and reliability of Vineland social development test provided by
Doll 1953, and is translated and validated by M.T Baraheni, V. Okhovat and L. Daneshmand in
1357. The scale is designed for the age group "0-25". Lotf Abadi test is the standard, validated,
and reliable measure to assess children's moral development. Wechsler test also is standard,
validated, and reliable to assess children's cognitive development. The reliability of the test was
evaluated in 1391 by Ahromi et al., for which all subtests, Cronbach's alpha coefficient is
reported greater than 0.7, indicating its high reliability.
Therapy Sessions
First session: introduction and familiarization - establishing sincere relationship based on Axline
principles, prepare the room with a variety of intellectual toys and puppet dolls and…. pre-test.
Second session: establishing relationship, defining the words accountability and lie, for social
and moral development. Selection of plays by kids, doing the play by one of the kids with puppet
dolls, and performance with dolls under the themes of accountability and lies, children went to
the Lego for cognitive development.
Third session: establishing sincere relationship - accepting children with all the weaknesses and
respect them - definition of cooperation and absence for social and moral development selection of a theater group play about the cooperation and absence – dominoes play. Session IV:
The definition of the word sacrifice and jealousy for social and moral development - selection of
group play, children as teachers in the play talk about the issue of sacrifice, and jealousy to other
students - doing puzzle. Session V: definition of the word respect and complacency for social
and moral development - the kids chose the roles, so that everybody played a role. Then, they
played with memory cards. Session VI: definition for the word safekeeping and stubbornness for
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social and moral development - kids chose storytelling, and one by one tell a story to other kids
about the topic. Next they played puzzles. Session VII: in this session the therapist selects
militancy for social development. And at the beginning of the session defines the militancy and
violence and then the kids select and play the cops and robbers play. At the end of the session,
the go to board plays for cognitive development.
Eighth session: the end - post-test
Findings
To analyze the data collected, both descriptive and inferential statistics were used.
Descriptive statistics: evaluation results based on the cognitive development variable. Table 1,
shows the mean of examined sample based on cognitive development variable. Given the table,
the average of cognitive development of the experimental group in pre-test is 97.933 and in posttest 98.467, and in the control is 97.533 and in post-test is 97.567.
Table 1: Average of examined sample based on the cognitive development variable
cognitive
development
variable
Experimental group
Control
sample size
pre-test
Post-test
Pre-test
Post-test
average
30
30
30
30
97.933
98.467
97.533
97.567
standard deviation
4.877
4.946
5.406
5.52
The results of the evaluation in terms of social development variable. Table 2, shows the average
of examined sample based on social development variable. Given the table, the mean of social
development of the experimental group in pre-test is 41.591 and in post-test 43.071, and in the
control is 41.386 and in post-test is 41.467.
Table 2: Average of examined sample based on the social development variable
social development
sample size
variable
Experimental group pre-test 30
Post-test 30
Pre-test 30
Control
Post-test 30
average
standard deviation
41.591
43.071
41.386
41.467
10.657
11.039
10.666
11.035
The results of the evaluation in terms of moral development variable, Table 3, shows the average
of examined sample based on moral development variable. Given the table, the average of moral
development of the experimental group in pre-test is 178 and in post-test 179.47, and in the
control is 177.27 and in post-test is 177.03
Table 3: Average of examined sample based on the moral development variable
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moral development
sample size
variable
30
Experimental group pre-test
Post-test 30
Pre-test
30
Control
Post-test 30
average
standard deviation
178
179.47
177.27
177.03
26.232
26.653
27.643
28.041
Inferential statistics: covariance analysis test was used to assess differences between variables.
The following table shows multivariate covariance analysis test for showing the effect of certain
plays according to Axline viewpoint on cognitive, social and moral development of the school
children.
Table 4: MANCOVA to assess the effects of certain plays based on Axline viewpoint on
cognitive, social and moral development of the school children
test title
Pillai's
trace
test
Wilks' Lambda
test
Hotelling's
trace test
Roy's largest
root test
Value
0.366
DF hypothesis
10.212
DF error
3
F value
53
P–value
0.000
0.634
10.212
3
53
0.000
0.578
10.212
3
53
0.000
0.578
10.212
3
53
0.000
As can be seen in Table 4, the results of the multivariate analysis of covariance (Macnova)
suggest that multivariate F value in the level less than 0.05, is statistically significant. Therefore,
we can say that between the students of experimental and control groups in at least one of the
dependent variables (moral development, cognitive development, social development), there is a
significant difference. To understand this difference, univariate analysis (Acnova) is used.
First hypothesis: Using special plays according to Axline viewpoint is effective in the
cognitive development of school children.
Before the test of the first hypothesis, covariance analysis assumptions should be assessed. Then,
in case of confirmation of assumptions, we can run the test. The first assumption, is giving pretest before starting the study and running the plays, and taking pre-test from both control and
experimental groups. So, the first assumption is true. The second assumption, the normal
distribution of scores, reviews the following table of second assumption. According to a
skewness and kurtosis in the range of +2 and -2, we conclude that the distribution of scores of
both tests is normal.
Table 5: The test of second assumption
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kurtosis
0.221
0.219
Pre-test
Post-test
skewness
-1
-1.05
Therefore, the second assumption is true. The third Assumption: The homogeneity of the
variances. For this purpose, two groups in the pre-test should be compared based on the
cognitive development in order to make sure there is no significant difference between the
experimental group and the control group.
Table 6: Levene Test for the analysis of the variance difference of the cognitive development in
experimental and control groups
Pre-test
Post-test
Levene
statistic
0.381
0.110
F Degree
freedom 1
1
1
of Degree
freedom 2
58
58
of P-value
0.539
0.742
The Assumption: According to the results of table 6, p-value is more than 0.05 in Levene test;
therefore, it can be said that the variance of the groups in the pre-tests is similar. As a result, the
experimental and control groups before the treatment are statistically similar. Thus, the third
Assumption is also rejected. The fourth Assumption: The homogeneity of the regression slope of
the following table demonstrates the homogeneity of the regression slope.
Table 7: Fourth Assumption test
changes
source
Pre-test
group
sum square
42893.157
Degree
freedom
2
of Mean square
F
21464.578
2162.901
P-value
0.714
Since the p-value is more than 0.05, the homogeneity of the regression slope has been
considered, and, therefore, the fourth Assumption is also rejected. The fifth assumption:
Canonical correlation of the pre-tests. Since there is only one variable, testing the fifth
assumption is not necessary.
The sixth Assumption: Linear correlation of the pre-test variable and independent variable
According to the following table, it can be seen that p-value for f variable in pre-test is less than
0.05; therefore, the sixth Assumption which is the correlation of the dependent and independent
variables, is rejected.
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Table 8: Sixth Assumption
changes
source
sum square
Degree
freedom
of Mean square F
P-value
Pre-test
1455.518
1
1455.518
1556.125
0.000
Group
Error
3.907
53.315
1
57
3.907
0.935
4.178
0.046
0.000
Since all Assumption are true, the researcher is going to test hypothesis 1.
Table 9: The results of the test of the analysis of the co-variance in order to compare the mean
scores of the post-test in experimental and control groups for the cognitive development variable.
changes
source
sum
square
Degree of Mean
freedom
square
Pre-test
1455.518
1
1455.518
Group
Error
3.907
53.315
1
57
3.907
0.935
F
P-value
Eta
square
1556.125
0.000
0.32
4.178
0.046
0.000
0.452
According to the results of table 9, p-value for F (less than 0.05) shows that after modifying the
mean scores of the pre-test, there is a significant difference between the mean scores of
experimental and control groups in post-test. In other words, there is a significant meaningful
relationship between the use of specific plays according to Axline view and the cognitive
development of grade school children. In order to determine the direction of this relationship, the
differences of the mean scores of pre-test/post-test in experimental and control groups can be
observed.
Table 10: The comparison of the difference in the mean scores of pre-test/post-test for
experimental and control group according to the cognitive development variable
difference of pre-test- post- Number
test
30
30
Mean
+0.034
+0.534
As it can be seen in table 10, the mean difference of the cognitive development for the pre-test/
post-test had a more significant increase in the experimental group compared with the control
group. Since the mean difference in the experimental group was more (the positive sign of the
mean), the use of specific plays according to Axline view increases the cognitive development in
grade school children in experimental group. Therefore, the first hypothesis of the research is
accepted.
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The second hypothesis: The use of specific plays according to Axline view is effective in the
social development of the grade school children. The first Assumption: taking the pre-test before
the research. Before the application of the plays, the pre-test has been run for both control and
experimental groups; therefore, the first assumption has been considered. The second
Assumption: The normal distribution of the scores. The following table demonstrates the second
assumption. Since the kurtosis and skewness is in the range of +2 and -2, the distribution of the
scores is normal.
Table 11: Testing the second Assumption
kurtosis
skewness
Pre-test
0.921
0.003
Post-test
0.828
-0.205
Therefore, the second Assumption is also rejected. The third Assumption: the homogeneity of
the variance. To this end, two groups should be compared based on the rate of the social
development in order to make sure that there is no significant difference between the
experimental and control groups.
Table 12: Levene Test for investigating the variance difference of the social development in
experimental and control groups.
Levene
statistic
F Degree
freedom 1
of Degree
freedom 2
of P-value
Pre-test
0.020
1
58
0.874
Post-test
0.020
1
58
0.889
According to the results of table 12, p-value is higher than 0.05 in Levene test; therefore, it can
be said that the variance of the groups in the pre-tests is similar. As a result, the experimental and
control groups before the treatment are statistically similar. Thus, the third Assumption is also
rejected. The fourth assumption: The homogeneity of the regression slope. The following table
demonstrates the homogeneity of the regression slope.
Table 13: Testing the fourth Assumption
changes
source
sum square
Degree
freedom
Pre-test
group
7002.316
2
of Mean square F
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3501.158
1961.742
P-value
0.591
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Since the p-value is more than 0.05, the homogeneity of the regression slope has been
considered, and, therefore, the fourth Assumption is also rejected. The fifth assumption:
canonical correlation of the pre-tests. Since there is only one variable, testing the fifth
Assumption is not necessary. The sixth Assumption: Linear correlation of the pre-test variable
and independent variable. According to the following table, it can be seen that p-value for f
variable in pre-test is less than 0.05; therefore, the sixth Assumption which is the correlation of
the dependent and independent variables, is also rejected.
Table 14: Testing the sixth Assumption
changes
source
sum square
Degree
freedom
of Mean square F
P-value
Pre-test
6966.054
1
6966.054
3996.153
0.000
Group
29.158
1
29.158
16.727
0.000
Error
99.362
57
1.743
Since the p-value of the correlation of the independent variable and the pre-test is more than
0.05, it can be concluded that the Assumption of the homogeneity of the regression slope is also
rejected.
Since all Assumption are rejected, now, the researcher is going to test hypothesis 2.
Table 15: The results of the test of the analysis of the co-variance in order to compare the mean
scores of the post-test in experimental and control groups for the social development variable
changes
source
sum
square
Degree of Mean
freedom
square
F
P-value
Eta
Pre-test
6966.054
1
6966.054
3996.153
0.000
0.28
Group
29.158
1
29.158
16.727
0.000
0.386
Error
99.362
57
1.743
square
According to the results of table 15, p-value for F (less than 0.05) shows that after modifying the
mean scores of the pre-test, there is a significant difference between the mean scores of
experimental and control groups in post-test. In other words, there is a significant meaningful
relationship between the use of specific plays according to Axline view and the social
development of grade school children. In order to determine the direction of this relationship, the
differences of the mean score of pre-test/post-test in experimental and control groups can be
observed.
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Table 16: The comparison of the difference in the mean scores of pre-test/post-test for
experimental and control group according to the social development variable
difference of pre-test- post- Number
test
Mean
Control group
30
+0.081
Experimental group
30
+1.48
As it can be seen in table 16, the mean difference of the social development for the pre-test/ posttest had a more significant increase in the experimental group compared with the control group.
Since the mean difference in the experimental group was more (the positive sign of the mean),
the use of specific plays according to Axline view increases the social development in grade
school children in experimental group. Therefore, the second hypothesis of the research is
accepted.
The third hypothesis: the use of special plays according to Axline viewpoint, is effective in
moral development of the school children.
First Assumption: taking pre-test before starting the research. Before doing the plays, to pre-test
is given to both control and experimental groups, so the first assumption is true. The second
assumption: the normality of distribution of the discourse in the following table surveys the
second assumption. Since kurtosis and skewness are in the range of +2 and -2, we conclude that
the distribution of the test is normal.
Table 17: The second assumption test
kurtosis
skewness
Pre-test
0.081
-1.324
Post-test
0.079
-1.345
Therefore, the second assumption is true. The third assumption: the homogeneity of variances.
To review this assumption, two groups in the pre-test should be compared in terms of moral
development to ensure the lack of significant differences between the experimental compared to
control groups.
Table 18: The Levene test to evaluate the difference of moral variance between the test and
control groups
Levene
statistic
Pre-test
0.308
F Degree
freedom 1
1
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of Degree
freedom 2
58
of P-value
0.581
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0.509
1
58
0.478
Based on results of Table 18, the p-value in Levene test is more than 0.05. Thus, the variation of
groups in pre-test is similar. So, the experimental and control groups before intervention were
statistically alike. Then, the third assumption is also true. The fourth assumption: the
homogeneity of regression slope. The homogeneity of regression slope is examined in the
following table.
Table 19: the fourth assumption test
changes
source
sum square
Degree
freedom
Pre-test
group
1467.823
2
of Mean square F
733.912
P-value
786.924
0.234
Given that the level of p-value is higher than 0.05, so, the homogeneity of the regression slope
was observed, and fourth assumption is true. The fifth assumption: covariance canonical
correlation (pre-tests) to each other. Because there is only one covariant variable, performing the
fifth assumption test is not necessary. Sixth assumption: the linearity of pre-test correlation and
independent variable. According to the table below, it can be seen that the p-value of F value of
pre-test variable is less than 0.05. Therefore, sixth assumption which was the correlation of
covariant and independent variable has been observed.
Table 20: the sixth assumption test
changes
source
sum
square
Degree of Mean
freedom
square
F
P-value
Pre-test
42893.154
1
42893.154
4403.024
0.000
Group
42.999
1
42.999
4.414
0.040
Error
555.280
57
9.742
Given that a p-value of interaction between the independent variable and pre-test is greater than
0.05, therefore, it can be concluded that the regression slope homogeneity assumption is
observed. Noting that all the assumptions are true, we are now considering hypothesis 3 test:
Table 21: The results of analysis of covariance to compare control and experimental groups pretest scores in terms of moral development variable
changes
source
sum
square
Degree of Mean
freedom
square
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F
P-value
Eta
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square
Pre-test
42893.154
1
42893.154
4403.024
0.000
0.36
Group
42.999
1
42.999
4.414
0.040
0.637
Error
555.280
57
9.742
According to table 21, the significance of F is lower than 0.05, which shows that after the
adjustment of means of pre-test, there is a significant difference between the mean of
experimental and control groups in the post-test. In other words, there is a significant relationship
between applying special plays according to Axline viewpoint and the moral development of the
school children. To determine the direction of this relationship, we observe the changes pre-testpost-test average in both experimental and control groups:
Table 22: Comparison of the mean difference between pre-test-post-test of experimental and
control groups in terms of moral development variable
difference of pre-test- post- Number
test
Mean
Control group
30
-0.24
Experimental group
30
+1.47
As can be seen in Table 22, the mean difference between pre-test - post-test of experimental
group compared to control group is increased. Given that this change in the experimental group
was to increase (mean plus sign), therefore, the use of special plays according to Axline
viewpoint increases the moral development of experimental group of school children. Thus, the
third hypothesis is confirmed by the research.
Discussion and Conclusion
Play, is a necessity in the child’s life and has a special influence on the physical and mental
development of him/her. It is a means of expressing feelings, forming relationships, describing
experiences, revealing the aspirations and self-actualization, and since children often have fewer
cognitive abilities in verbal expression of their feelings, they can use it as a natural and palpable
communication tool to cope with the world, and to achieve mental peace. It is one of the
important mechanisms in cognitive, moral, and social development. Child’s play generally
includes activities with the purpose of exploring and investigating the environment, objects and
people. It is a normal means to express himself and it causes the child to know his inner
characteristics. The child through playing with a variety of toys, manage to recognize shapes,
colors, sizes, the fabric of objects and their importance, and gains the competence from plays and
sports. Through discovery and collection of objects, he obtains information that can not be found
in the curriculum. Child development during the first five years of life, more than any other age
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period, depends on the toys that are available. From social development aspect, interaction with
other children in the play, enables the child to develop his imagination of himself and others
generally. The child begins to evaluate his abilities against others, and forms his own identity or
self-concept. By playing, he learns different roles of adults, social rules and standards that
regulate the behavior of the player. By practicing through playing and learning the human and
social relations and cooperation in play groups, they can strengthen their social development.
Moral and spiritual development as adherence to discipline, respecting the rights of others,
helping others, compassion and enjoy serving others, are among other effects of playing in
children. Man, from the biological point of view needs motion and movement, and play is its
most important component. Human, requires thinking for his social and intellectual development,
and play is the foundation of thinking. It is the means for harmonious and comprehensive
development of the child. The first hypothesis showed that there was a significant relationship
between using certain plays according to Axline viewpoint, and cognitive development of school
children. And given that this mean change in the experimental group is directed toward increase,
so the use of certain plays according to Axline viewpoint, has increased the cognitive
development of experimental group school children. Confirmation of this hypothesis is
consistent with the confirmation of research results by Motahari (1381), entitled "Study of plays
and their role in the personality development of the child", and Motahari and Pars (1381),
entitled "Role of Legos in the comprehensive development of the child". Given the important
role of play therapy by Axline method on strengthening cognitive development of children, it can
be said that children during playing with toys, understand the shape, color and size of objects and
through various plays, they achieve different and remarkable skills. At the end of childhood,
through collection of objects and different pieces he/she obtains new information about the
environment and thus, he expands the range of his cognitive information. Play, familiarize the
child with his/her capabilities, and this helps him/her to create an image of him/her self, and
provides aspects of enhancing his cognitive development. Second hypothesis showed that there
was a significant relationship between using certain plays according to Axline viewpoint, and
cognitive development of school children. And given that this mean change in the experimental
group was directed toward increase, so the use of certain plays according to Axline viewpoint,
has increased the cognitive development of experimental group school children. Confirmation of
this hypothesis is consistent with the confirmation of research results by Seyf (1391), entitled
"play and its role in the social development of the child", and Motahari and Pars (1381), entitled
"Role of Legos in the comprehensive development of the child". According to the effective role
of play therapy based on Axline method on strengthening social development of children, it can
be said, that the child during play, discovers, how to communicate with others and solve
relationship problems, so that he can control himself and heads through the process of evolution
and growth step-by-step. This way, the child through accepting the role and responsibility in the
play, sometimes becomes leader and sometimes the follower. In each of these roles through
accepting responsibility, he/she figures out their strengths and weaknesses, and to gain social
acceptance, will try to correct them. The third hypothesis showed that there was a significant
relationship between using certain plays according to Axline viewpoint, and cognitive
development of school children. And given that this mean change in the experimental group was
directed toward increase, so the use of certain plays according to Axline viewpoint, has increased
the moral development of experimental group school children. Confirmation of this hypothesis is
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consistent with the confirmation of research results by Mohebbi (1390), entitled "play therapy
and its role in teaching skills and the treatment of children’s behavioral disorders", and Motahari
and Pars (1381), entitled "Role of Legos in the comprehensive development of the child".
According to the effective role of play therapy based on Axline method on strengthening moral
development of children, it can be said that the child during play, discovers attributes such as
veracity, courtesy, kindness, violence, irregularities and ... is given practice in the play and gain
their place in the child's mind. Hence, the child figures out the situation of adults, and he/she will
slowly face them and will resolve communication problems. Therefore, in a general conclusion,
we can say that the use of certain plays according to Axline viewpoint is effective in cognitive,
social, ethical development of school children. The results confirm the results of the Seyf (1391),
Mohebbi (1390), Motahari (1380), Motahari and Pars (1381), Yusefi (1382), Salman (1371),
Aghayi (1377), Shiolson (1988), Arabi (1378), Falah Yakhdani (1376), Gerbin (2001), Hanzitaki
et al. (2002); K.Zoglu (1997 and 1998), Lam et al. (2001) and Matni (1999). So, according to the
results of the current research, it could be confirmed that the use of certain plays in education,
plays an important and decisive role in the development of cognitive, moral, and social
development of school children, and will affect their educational performance and achievement.
Thus, we shouldn’t be satisfied by simply transferring a great amount of information and
knowledge to them because their cognitive, social, and moral development is much more
important than transferring a huge amount of information to them. Hence, using appropriate
plays, we can cause their further cognitive, social and moral development which this in turn will
intrigue their success in learning and improving academic progression.
Suggestions
Due to verification of the effectiveness of play therapy to improve cognitive, moral, and social
development, practical suggestions can be provided as follows:
- The use of play therapy as a useful tool to strengthen the development of moral useful
characteristics and deal with fears, worries, anger etc., in children.
- The use of play therapy in a manner fully orchestrated and planned according to short-term and
long-term objectives, in order to strengthen social and cognitive development of children in
kindergartens and schools.
- The use of play therapy as a means to teach and facilitate the education and better
understanding of course materials.
- Preparation of the school environment for the implementation of various plays for all ages,
fostering a culture of using the useful plays for the child educational purposes.
- Generalizing play therapy in home and school environment.
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