scholarly journals Pretend play and parents' view of social competence: The construct validity of the Child-Initiated Pretend Play Assessment

2006 ◽  
Vol 53 (4) ◽  
pp. 314-324 ◽  
Author(s):  
Dianne Swindells ◽  
Karen Stagnitti
Keyword(s):  
Social Competence ◽  
Construct Validity ◽  
Pretend Play ◽  
Play Assessment

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

2020 ◽  
Author(s):  
Renata Valdívia Lucisano ◽  
Luzia Iara Pfeifer ◽  
Jair Lício Ferreira Santos ◽  
Karen Stagnitti
Keyword(s):  
Construct Validity ◽  
Pretend Play ◽  
Play Assessment ◽  
Brazilian Children

Pretend Play and Social Competence in Peer Play Groups of Five-Year-Old Boys and Girls

2018 ◽  
Vol 46 (8) ◽  
pp. 1255-1270 ◽  
Author(s):  
Jieun Choi ◽  
Jung Ae Ohm
Keyword(s):  
Social Competence ◽  
Pretend Play ◽  
Peer Play ◽  
Negatively Associated ◽  
Preschool Students ◽  
Same Gender ◽  
Play Groups ◽  
Play Group ◽  
Mixed Gender ◽  
Opposite Gender

We examined the associations among different types of pretend play in peer play groups, as well as the associations between pretend play with peer play groups and children's social competence. Participants were 87 Korean preschool students (42 boys, 45 girls). We observed the participants' pretend play with same-gender, opposite-gender, and mixed-gender peers, and both teachers and peers provided assessments of the children's social competence. Analyses revealed that pretend play with the same-gender peer play group was negatively associated with those of the opposite- and mixed-gender peer play group for boys, whereas it was positively associated for girls. For both boys and girls, social competence as measured by opposite-gender peers was negatively associated with pretend play in the same-gender peer play group. Social competence as measured by teachers was significantly negatively associated with pretend play with mixed-gender peers for girls.

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

2017 ◽  
Vol 23 (2) ◽  
pp. 309-322 ◽  
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.

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

2011 ◽  
Vol 109 (3) ◽  
pp. 759-774 ◽  
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.

scholarly journals 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

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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