ENHANCING SOCIAL PARTICIPATION IN CHILDREN UNDER THREE THROUGH CORRECTIVE PLAY METHODOLOGIES

Authors

  • Narbayeva Zamira Ravshanbekovna 4th year student, Faculty of Pedagogy, Defectology Alfraganus University

Keywords:

Corrective play, social participation, early childhood, developmental intervention, social skills, emotional regulation

Abstract

Early childhood is a critical period for social and emotional development. This article explores the effectiveness of corrective play methodologies in enhancing social participation among children under three years old. Drawing on recent research and clinical practices, it discusses how targeted play interventions can improve communication, social skills, and emotional regulation in young children, particularly those at risk of developmental delays or disorders. The article highlights practical approaches, contemporary findings, and implications for early childhood education and therapy.

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References

Lillard, A. S. (2017). Playful Learning and Social Development in Early Childhood. Developmental Psychology Journal.

Golan, O., & Baron-Cohen, S. (2018). The Science of Play in Autism Spectrum Disorder. Autism Research.

Landry, S. H., & Smith, K. E. (2020). Early Childhood Intervention and Social Development. Journal of Early Childhood Education.

Pellis, S. M., & Pellis, V. C. (2019). Play and the Development of Social Competence. Neuroscience & Biobehavioral Reviews.

Smith, T., & Iadarola, S. (2021). Parent-Mediated Play-Based Interventions for Young Children. Clinical Child Psychology.

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Published

2025-08-28

How to Cite

Narbayeva Zamira Ravshanbekovna. (2025). ENHANCING SOCIAL PARTICIPATION IN CHILDREN UNDER THREE THROUGH CORRECTIVE PLAY METHODOLOGIES. Journal of Applied Science and Social Science, 15(08), 518–520. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/1664

Issue

Vol. 15 No. 08 (2025): Volume 15 Issue 08

Section

Articles

License

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