This work was supported by a grant from Shalem Fund for Development of Services for People with Intellectual Disabilities in the Local Councils in Israel
The study examined and evaluated the contribution of the work of two therapeutic clowns in a cluster of kindergartens for children with developmental disabilities in the framework of free interactive and humorous play (clownish play). The evaluation focused on the playing skills of the children, on their social skills and their emotional involvement. Based on positive results of a pilot study from 2015-16, the clowns’ intervention was intensified (doubled to twice a week instead of once), but not in the control group. The importance of supportive and skillful environment was also examined, following lectures and workshops in free, enjoyable play techniques that were offered to the kindergartens’ staff and the parents. Results of the study demonstrate significant improvement in the children’s playing abilities and positive impact on the parents’ ability to conduct interactive play with their children and the teachers’ approach to humorous play
Key words: medical clowning, therapeutic clowning, intellectual disability, free play, special education,kindergarten teacher parents
For the Research Summery press here
For Limitations and Recommendations for Further Studies press here