Page 45 - JCBP-2-4

Journal of Clinical and
Basic Psychosomatics A hackathon of cooperative play over 1000 km

1. Introduction In cases where children lack the social experience
to interact and learn from each other, a “playpark” or
A developing child learns to be motivated to spontaneously “playground” has been proposed as a psychological
connect with the outside world by interacting with education system to supplement this experience. Playpark
diverse social and physical environments. The variety encourages children to learn through play, which is based
1,2
of nature and people within the home, family, school, on spontaneity, motivation, creativity, collaboration, and
and society introduces complexities that often create perseverance in overcoming difficulties. 2,8,36
interaction challenges. Children become interested in,
3,4
recognize, understand, and relate to a world filled with Information and communication technologies (ICTs),
diverse challenges. They learn to identify, create, and such as smartphones and Internet PC terminals, have the
collaboratively solve problems with others. Through potential to expand and connect children in the home with
5,6
repeated experiences and reflection, children are expected the outside world, nature, people, and living things. In
37
to develop the ability to help each other and overcome addition, ICT is known to have a high affinity for children
challenges. However, this opportunity to interact with developmental disabilities. 38,39 On the other hand, it
2,7
with the learning environment is not always sufficiently has the potential to be a new educational tool that requires
guaranteed for all children. For example, as birthrates monitoring and reflection on its use, including the risk
6,8
decline, children may spend more time in adult-dominated of captivating children and keeping them away from the
nurturing environments, which limits their spontaneous outside world and nature. 40-42
interactions with other children, thus eliminating To apply “a digital and analog network playpark,” we
9,10
the chance to encounter difficult social and natural explored the form of a new system in which children
environments essential for their development, potentially spontaneously connect with the outside world using
leading to learning disabilities. The number of cases of
11
developmental disorders with social maladjustment as a video and voice ICT. The event was held for the purpose
major symptom has recently increased. Attention deficit of forming communication online, where participants
hyperactivity disorder (ADHD) and autism spectrum play together while exchanging play information. At the
disorder (ASD), for example, are known to include cases time, they remained closed from April, the beginning
12
of coexistence of some genetic background, and may at of the school year, and about a month later, Children’s
13
the same time raise the possibility of dysfunctional social Day, a national holiday, was celebrated in a state of
development, 14,15 which we previously suggested in our closed communication only within their homes. To do
model animal studies. 16-23 This may be caused by a lack of something for the psychological development of the
experience interacting with such learning environments. 24-26 children, we proposed and called upon five communities
The importance of encouraging children to learn more that were unknown to each other, different organizers
in school is greater than in other age groups because the in Yamaguchi and Chiba/Saitama Prefectures in the
mechanism of learning during the developmental period southwestern tip of Honshu, a long distance away,
is well-known in the formation of communication. 18,20,27,28 where communication is extended and made possible by
including the acquisition of a native language. In addition, online ICT, rather than remaining within the same local
the “stay-at-home” orders implemented to protect children community. The “1000 km Online Play Park Project” was
from COVID-19 began on April 16, 2020, when a state a challenge in which children proposed their own games,
of emergency was declared nationwide in Japan. Most and all participants played together online over long
kindergartens and schools remained closed until May 25, distances. The performance of 15 children proposing their
as the infection continued to spread. These measures own play to other children and participating in the play
29
led to children staying at home, which discouraged of other proposers during the 2-h event was recorded and
their willingness to connect with the outside world. analyzed. Each individual’s behavior species in the video
Consequently, barriers to communicative experiential data were observationally identified and defined every
learning may have developed. 30-32 Several reports have 5 s. The purpose summary of this study is to examine
revealed the psychosocial and mental health impact on the trial of the intervention aimed at communication
children, including mood swings, loss of motivation, formation, developed to counteract the panic-stricken
depression, and anxiety symptoms to post-traumatic pandemic society that had suppressed children’s
stress disorder due to school closures, confinement, and a communication learning. To design a communication
lack of peer interaction during COVID-19 lockdown and intervention method with higher efficacy for any child
containment measures. 33,34 Children with ADHD/ASD generation and to find any requirements for the future,
were particularly vulnerable, exhibiting negative emotional we explored two main analytical aspects. One was the
and behavioral effects during the lockdown. 35 type of play proposed by the children, which attracted a

Volume 2 Issue 4 (2024) 2 doi: 10.36922/jcbp.4221