Playfulness as a relevant lexeme in the bilingual linguistic consciousness of Ukrainian people

Abstract. The article describes the results of the free association experiment with the stimulus word “playfulness”. The total number of respondents amounted to 3,300 people. The analysis of the associations convincingly proved that in terms of its functioning “playfulness” is a relevant lexeme in the bilingual linguistic consciousness of Ukrainian people. The further step of the research was aimed at revealing common and specific features of respondents representing different “profession types”: “person-nature”, “person-person”, “person-sign systems”, “person-technology”, “person-artistic image”. The sample involved 500 people, with 100 people for each “profession type”, men and women being equally represented. The overall number of reactions amounted to 2,452 (including word combinations and sentences (88)), with 270 occurring more than once, and 503 singular reactions. The analysis of the most frequent reactions revealed certain common features in the verbal behavior of the respondents, reflected in the lexemes “merry-making” (96(3.915)), “delight” (80(3.262)), “flirting” (79(3.221)), “laughter” (70(2.855)), “champagne” (49(1.998)), “a young girl” (46(1.876)), “children” (43(1.754)), “mood” (42(1.713)), “coquetry” (37(1.509)), “happiness” (31(1.264)), “smile” (30 (1.223%)). The analysis of singular reactions revealed the impact of professional activity on the understanding of playfulness. The procedures of sememic attribution and semic interpretation made it possible to outline the meanings of the lexeme “playfulness” and formulate their definitions as a coherent enumeration of the identified semantic components

Wardopoly: game-based experiential learning in nurse education

A culture shoe box filled with cultural objects is an inexpensive, hands-on educational resource introduced to facilitate workshops and enhance students’ learning experience especially in teaching culture, ethics and communication. The box can enhance students’ engagement through their sense of ownership especially if students themselves donate inexpensive items to the box, and it can also enhance group cohesion through the rich discussions and fun that such objects are likely to generate. For educators, this teaching tool adds an element of versatility and excitement through engagement and play, especially when teaching the same topics to different groups of learners. The reusability and renewability nature of the culture shoe box allows for an always-interesting feel of higher education classrooms

At work and play; business events as entrepreneurial spaces

There is inadequate literature examining, and illustrating, the integration of play and business events and how this facilitates entrepreneurial opportunities. Business events are distinct from the patterns of ordinary life and increasingly offer participants an ‘invitation to play’, encouraging socialization and trust. This article examines the role of play in the design of business events and how this can enable entrepreneurial outcomes. Through examination of diverse, but related, literature and three contrasting, empirically based, case studies, this article illustrates how event creators take an increasingly entrepreneurial approach. These cases range from a charity event with participants sleeping with the homeless on a city’s streets, a major flooring manufacturer designing events to outsource innovation and an imaginative event activity termed ‘coffee and papers’. Designing events that fuse, rather than polarize, play and work enables business event settings, and activities, which trigger entrepreneurial outcomes. This article adds to the embryonic literature and concludes by identifying four principles that underlie the effectual facilitation of play in a business event setting

A Pedagogy of Play: Reasons to be Playful in Postsecondary Education

Background: Teaching experientially in postsecondary education has challenges; institutional constraints, neoliberal management, and a colonized learning environment. We discuss playing as a form of experiential education. Purpose: We challenge conventional teaching and offer an alternative to enrich and broaden conventional pedagogies. We argue for the benefits of playfulness and how this leads to creativity, wellness, and improved graduate employability. Methodology/Approach: As provocation to the consequences of neoliberalism in education, we examine the literature from a biased position as advocates of play and experiential education. We argue for faculty to adopt an ontology and pedagogy of play. Findings/Conclusions: Play is well represented in the literature; contributing positively to a range of health and educational outcomes. As play manifests in numerous forms in postsecondary education, faculty would benefit from a clear educational rationale for an ontology and pedagogy of play. We share examples from our practice which highlight spontaneous and planned play and playful attitudes/behaviors and suggest how play may be integrated as planned curriculum. Implications: Ideally, these concepts resonate with faculty allowing them to challenge conventional pedagogies and confirm play in practice with the underpinning of experiential education research

The Meaning of Playfulness: A Review of the Contemporary Definitions of the Concept across Disciplines.

publishedVersionPeer reviewe

Playing at Work : Organizational Play as a Facilitator of Creativity

This thesis investigates how play may benefit creativity in organizational contexts. Play and playfulness have previously been linked to creativity in children and adults, but empirical organizational research is scarce. A widely accepted definition of creativity is that it involves the production of something that is both novel and appropriate. Play is defined as a behavioral approach that is characterized by play being: voluntary, fun, frivolous, imaginative, and in some way bound by structure or rules. An important distinguishing feature of play is that it is frivolous, which means that play is done just for fun and no other results or outcomes are expected. The first study was an exploration of how play is used by organizational consultants to promote creativity, how play was thought to enhance creativity, as well as how play is encouraged in organizational contexts. The results suggested that play promotes organizational creativity via the mediating factors openness, intrinsic motivation, and the collaborative relationships needed to co-create and innovate. The investigation also identified a number of encouragers and discouragers of organizational play. Playful contextual cues and explicit permission to play are examples of encouragers, while imposed play activities and a stressful work environment are examples of discouragers. The second study explored the effect of playful cues introduced during a scheduled workplace meeting versus a control condition receiving a conventional refreshments. The findings suggested that playful cues are a promising means by which to enhance the creative climate and playfulness in workplace meetings. The findings furthermore indicated that introducing play-cues does not risk meeting productivity. The third study investigated the impact of an intervention of playful improvisational theater on organizational creativity. Organizational teams participated in a play intervention that consisted of three workshops of playful improvisational theater. Compared with the control condition receiving no intervention, the intervention group reported an increase of workplace playfulness and scored higher on post-test measures of individual and group creativity. The combined results of these three studies support previously proposed creativity enhancing effects of organizational play. The implications for organizations wishing to enhance creativity and innovation are that fostering a climate of playfulness may be a means of stimulating organizational creativity

Innovative Teachers and the Experiences, Motivations, and Mechanisms that Impact Their Innovation: An Examination of Innovative Teaching at Punahou School.

Ed.D. Thesis. University of Hawaiʻi at Mānoa 2017

Modelo psicosocial explicativo hacia la innovación educativa universitaria en una muestra de docentes de educación superior, laboralmente activos, en Colombia

Este estudio se centró en explicar el valor diferencial que tienen las condiciones sociolaborales, los factores de personalidad, el grado a disposición a fluir en el trabajo, la valoración de las condiciones de trabajo, la concepción sobre el aprendizaje y la percepción de las diferentes fuentes de estrés laboral sobre el comportamiento innovador docente. El tipo de investigación fue explicativo y el diseño no experimental, la muestra estuvo conformada por docentes universitarios cuyo lugar de trabajo se ubicó en Colombia (n = 406), para la recolección de información se utilizaron los siguientes instrumentos: cuestionario de datos generales, Escala de Disposición a Fluir en el Trabajo [EDFT-3], Condiciones de trabajo (qCT), Inventario de Personalidad [NEO-FFI], cuestionario de dilemas para evaluar concepciones hacia el aprendizaje, inventario de percepción de estresores en docentes universitarios (IPED-U) y el inventario LOMIDA+ID de innovación docente, construido en el presente estudio. Para el análisis de datos se utilizó la técnica de análisis multivariante denominada análisis de ruta. Como resultado se obtuvo que la apertura, la responsabilidad, la amabilidad y el neuroticismo son los factores de personalidad que anteceden al comportamiento innovador docente y tienen un efecto directo y positivo, por el contrario la extraversión tiene un efecto directo y negativo. También, se identificaron relaciones significativas sobre el comportamiento innovador docente de la siguiente manera: relación negativa y significativa con las condiciones de trabajo, negativa y significativa con dependencia laboral y positiva y significativa con el sexo.MaestríaMagister en Psicologí

Leaders\u27 Endorsement of Idiosyncratic Workplace Fun, Organizational Playfulness Climate, And Organizational Creativity

Emotionally disconnected employees, about 70% in the U.S., do not experience positive affect at work, are disengaged, and not creative. The purpose of this quantitative quasi-experimental study was to investigate the effects of leaders\u27 endorsement of idiosyncratic workplace fun (independent variable) and organizational playfulness climate (independent variable) on organizational creativity (dependent variable). Complexity-based theoretical perspectives on organizational creativity framed this quantitative study. Data were collected via three survey instruments at two data points from 7 project teams, divided into two experimental groups, at 6 companies in northwestern United States. One group received an intervention for 1 month. Pearson\u27s correlation analysis showed no significant relationships between leaders\u27 endorsement of idiosyncratic workplace fun and organizational playfulness climate with organizational creativity. Repeated measures analysis of variance revealed that the 2 experimental groups did not differ significantly in terms of their creativity when team leaders endorsed idiosyncratic workplace fun and when project teams worked in an organizational playfulness climate. Bivariate regression analysis and multiple regression analysis showed that leaders\u27 endorsement of idiosyncratic workplace fun and organizational playfulness climate did not predict organizational creativity, neither individually nor collectively. Although the study\u27s findings cannot be used to affect social change, the examination of the relationships between leaders\u27 endorsement of idiosyncratic workplace fun, organizational playfulness climate, and organizational creativity in the future might yield important insights about the mechanisms facilitating the emergence of organizational creativity at companies

The Palgrave Handbook of Positive Education

This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work and public policy