Sandplay in the Classroom
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Authors
Chichester, Cherie
Issue Date
1984
Type
Thesis
Language
en
Keywords
Alternative Title
Abstract
This study examines the content and organization of sequential themes of sandplay produced by fifth-grade students in a public school. Two types of analyses are used, structural and symbolic. The structural analyses, which apply Piaget's stages of development, reveal the cognitive level of each student. The structural categories devised by Jones are applied. The symbolic analysis examines the emotional factor and ego strength of a child. The sandplay theories of Kalff and Weinrib are combined with Clegg's notion of the reparation. The early sandplay themes showing conflict, impoverishment, or confusion are followed by a reparative motif and subsequently by benign themes. The early sandplay themes, revealing little conflict, impoverishment, or confusion, later show improved organization and continued benign themes. The sandplay of one student is examined in detail. A comparative study of the first and last sandworlds of five additional students is conducted. A systematic progression towards more benign, coherent, and unified themes was discovered. Tentative conclusions concerning the impact of sandplay on public school students are drawn.