Construct validity of the Child‐Initiated Pretend Play Assessment—For 3‐year‐old Brazilian children

The Test of Gross Motor Development is used to identify children’s level of motor proficiency, specifically to detect motor delays. This study aimed to translate the TGMD-3 items and assess reliability and content and construct validity for the TGMD-3 in Brazil. A cross-cultural translation was used to generate a Brazilian Portuguese version of the TGMD-3. The validation process involved 33 professionals and 597 Brazilian children (ages 3–10) from the five main geographic regions of Brazil. The results confirmed language clarity and pertinence, as well as face validity of the TGMD-3. High intrarater (.60 to .90) and interrater (.85 to .99) reliability was evident, and test-retest temporal stability was confirmed (locomotor .93; ball skills .81). Adequate internal consistency was present for the skills-to-test and subtests correlations (TGMD-3-BR: α .74; locomotor skills: α .63; ball skills: α .76) and performance-criteria-to-test and -subtest correlations (TGMD-3: α .93; locomotor skills: .90; ball skills: .88). Confirmatory factor analysis supported the construct validity of a two-factor model (RMSEA = .04, 90% confidence interval: .03 to .05; CFI = .94; NFI = .91; TLI = .92; GFI = .94; AGFI = .92). The TGMD-3 is a valid and reliable instrument for Brazilian children.

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Number Processing and Calculation in Brazilian Children Aged 7-12 Years

The Spanish Journal of Psychology ◽

10.5209/rev_sjop.2012.v15.n2.38862 ◽

2012 ◽

Vol 15 (2) ◽

pp. 513-525 ◽

Cited By ~ 9

Author(s):

Flávia Heloísa Dos Santos ◽

Paulo Adilson Da Silva ◽

Fabiana Silva Ribeiro ◽

Ana Luiza Ribeiro Pereira Dias ◽

Michele Cândida Frigério ◽

...

Keyword(s):

Public Schools ◽

Construct Validity ◽

Numerical Cognition ◽

Number Processing ◽

Superior Performance ◽

Rural Children ◽

Age And Gender ◽

Mathematical Skills ◽

And Gender ◽

Brazilian Children

Numerical cognition is based on two components - number processing and calculation. Its development is influenced by biological, cognitive, educational, and cultural factors. The objectives of the present study were to: i) assess number processing and calculation in Brazilian children aged 7-12 years from public schools using the Zareki-R (Battery of neuropsychological tests for number processing and calculation in children, Revised; von Aster & Dellatolas, 2006) in order to obtain normative data for Portuguese speakers; ii) identify how environment, age, and gender influences the development of these mathematical skills; iii) investigate the construct validity of the Zareki-R by the contrast with the Arithmetic subtest of WISC-III. The sample included 172 children, both genders, divided in two groups: urban (N= 119) and rural (N= 53) assessed by the Zareki-R. Rural children presented lower scores in one aspect of number processing; children aged 7-8 years demonstrated an inferior global score than older; boys presented a superior performance in both number processing and calculation. Construct validity of Zareki-R was demonstrated by high to moderate correlations with Arithmetic subtest of WISC-III. The Zareki-R therefore is a suitable instrument to assess the development of mathematical skills, which is influenced by factors such as environment, age, and gender.

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The Test-Retest Reliability of the Child-Initiated Pretend Play Assessment

American Journal of Occupational Therapy ◽

10.5014/ajot.58.1.93 ◽

2004 ◽

Vol 58 (1) ◽

pp. 93-99 ◽

Cited By ~ 24

Author(s):

K. Stagnitti ◽

C. Unsworth

Keyword(s):

Pretend Play ◽

Retest Reliability ◽

Play Assessment ◽

Test Retest Reliability

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Avaliação do Brincar de Faz de Conta de Pré-Escolares: Revisão Integrativa da Literatura

Revista Brasileira de Educação Especial ◽

10.1590/s1413-65382317000200011 ◽

2017 ◽

Vol 23 (2) ◽

pp. 309-322 ◽

Cited By ~ 1

Author(s):

Renata Valdívia LUCISANO ◽

Letícia De Carli NOVAES ◽

Amanda Mota Pacciulio SPOSITO ◽

Luzia Iara PFEIFER

Keyword(s):

Play Therapy ◽

Allied Health ◽

Web Of Science ◽

Pretend Play ◽

Symbolic Play ◽

Medical Subject Headings ◽

Play Assessment ◽

Cumulative Index ◽

Health Literature ◽

Child Preschool

RESUMO: esta revisão integrativa da literatura objetivou identificar estudos sobre como o brincar simbólico/faz de conta de pré-escolares tem sido avaliado, quais os objetivos destes estudos e quais instrumentos têm sido utilizados para avaliar esse comportamento. Os dados foram coletados nas bases de dados CINAHL (Cumulative Index to Nursing and Allied Health Literature), PubMed, Web of Science, PsycINFO (Psychology Information), Scopus, e BVS (Biblioteca Virtual em Saúde), entre os anos 2009 e 2015, utilizando-se palavras-chave e descritores do DeCS (Descritores em Ciência da Saúde) e do MeSH (Medical Subject Headings), em diferentes combinações: criança pré-escolar/child preschool; brinquedo terapêutico/play therapy; faz de conta/make believe/pretend play; jogo simbólico/symbolic play. A amostra final constituiu em 16 artigos. As publicações sobre o brincar simbólico/faz de conta de pré-escolares têm sido tênues, demonstrando que ainda há muito a avançar no assunto. Dentre os instrumentos citados verifica-se que o Child Initiated Pretend Play Assessment (ChIPPA) foi o mais utilizado, estando presente em cinco artigos, envolvendo população diversa (deficiência cognitiva, lesão cerebral adquirida, paralisia cerebral e autismo). Os estudos focalizam, em sua maioria, crianças de desenvolvimento típico, objetivando obter um parâmetro para identificação do desempenho do brincar simbólico/faz de conta esperado, além de demonstrar que ao se avaliar este brincar é possível verificar outros aspectos importantes para o desenvolvimento infantil, como os emocionais e cognitivos, as habilidades sociais e de comunicação, possibilitando identificar possíveis déficits destas crianças e auxiliar os profissionais em suas práticas clínicas.

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The Affect in Play Scale: Confirmatory Factor Analysis in Elementary School Children

Psychological Reports ◽

10.2466/09.10.21.pr0.109.6.759-774 ◽

2011 ◽

Vol 109 (3) ◽

pp. 759-774 ◽

Cited By ~ 7

Author(s):

Daphne Chessa ◽

Daniela Di Riso ◽

Elisa Delvecchio ◽

Silvia Salcuni ◽

Adriana Lis

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Construct Validity ◽

Factor Structure ◽

School Children ◽

Elementary School Children ◽

Pretend Play ◽

Factor Scores ◽

Confirmatory Factor ◽

Italian Children

The aim of this paper was to study the construct validity of the Affect in Play Scale, an empirically based measure of pretend play, in a group of 519 Italian children ages 6 to 10 years. In confirmatory factor analysis, a correlated two-factor structure with a cognitive and an affective factor was identified. Possible differences in factor scores by sex and age were investigated but no significant differences were found.

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The Comparative Study of Pretend Plays Between 5 - 7 Years Old High-functioning Autistic Children and Their Normal Peers with Child-initiated Pretend Play Assessment

Iranian Journal of Psychiatry and Behavioral Sciences ◽

10.5812/ijpbs.108789 ◽

2021 ◽

Vol In Press (In Press) ◽

Author(s):

Navid Mirzakhany ◽

Mansure Farzinfar ◽

Minoo Dabiri Golchin

Keyword(s):

High Functioning Autism ◽

Pretend Play ◽

Children With Autism ◽

Autistic Children ◽

Cross Sectional ◽

High Functioning ◽

Play Assessment ◽

Average Percentage ◽

Significant Difference ◽

Typical Peers

Background: Autism is one of the prevalent disorders in childhood. Children with autism have difficulties in different life skills and their daily activities. Pretend plays are essential in improving these skills, but the patterns of playing are impaired in this group. Objectives: The present study was designed to compare pretend plays between high-functioning autistic children and typical peers. Methods: The research is the result of a cross-sectional study. Two groups of children with high-functioning autism and typical peers in the age range of 5 - 7 years were studied. Each group consisted of 87 participants who were selected by convenience sampling. Each participant was assessed by the Child-Initiated Pretend Play assessment (ChIPPA) test. The results were analyzed using descriptive statistics and an independent t-test. Results: Data analysis and comparison of scores between the two groups of children showed a significant difference in the mean scores. The average percentage score of the number of object substitutions (NOS) and the elaborate pretend play actions (PEPA) in children with autism were lower than typical peers (P < 0.001). In other words, children with autism were less able to organize play and pretend. But the number of imitated actions (NIA) scores in children with autism was higher than their counterparts (P < 0.001). That is, children with autism relied more on examiner-playing patterns. Conclusions: The significant difference in scores between children with autism and typical peers showed significantly lower pretend skills in children with autism. According to pretend play basics on academic skills, language, and having a flexible mind, and with the attention to the same problems in children with autism, pretend play can be in greater attention to be improved among these groups.

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