Top

Gepubliceerd in:

18-08-2016 | Original Paper

Affect in Play Scale-Preschool Version: Validation on a Sample of School Age Italian Children

Auteurs: Elisa Delvecchio, Daniela di Riso, Jian-Bin Li, Adriana Lis, Claudia Mazzeschi

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 12/2016

Abstract

The Affect in Play Scale-Preschool version is a semi-structured measure of cognitive and affective pretend play processes using a 5 min standardized play task devised for preschool children. This study investigated an extension of the scale in a sample of 333 children, aged 6–10 years. Participants were assessed using another measure of play processes, the Affect in Play Scale, a divergent thinking task, the Alternate Uses Test, a measure of school coping, the School Coping measure, and a measure of empathy, the Index of Empathy for Children. External validity with these measures was investigated, using correlational analyses. Construct validity of the scale was assessed using a confirmatory factor analysis approach. A correlated two-factor structure with a cognitive and an affective factor demonstrated the best fit. Implications for the use of this extension to assess cognitive and affective processes in pretend play and developmental outcomes were discussed.

vorige artikel Factors Associated with Psychological Maladjustment of Mexican Adolescents Living in Poverty

volgende artikel Parent Involvement in Secondary Special Education and Transition: An Exploratory Psychometric Study

Achenbach, T. M. (2006). As others see us: Clinical and research implications of cross-informant correlations for psychopathology. Current Directions in Psychological Science, 15, 94–98.CrossRef

Bergen, D. (2002). The role of pretend play in children’s cognitive development. Washington DC: Eric Clearinghouse.

Bryant, B. K. (1982). An index of empathy for children and adolescents. Child Development, 53, 413–425.CrossRef

Bryant, B. K. (1987). Mental health, temperament, family and friends: perspectives on children’s empathy and social perspective taking. In N. Eisenberg & J. Strayer (Eds.), Empathy and its development. New York: Cambridge University Press.

Chessa, D., Di Riso, D., Delvecchio, E., Salcuni, S., & Lis, A. (2011). The Affect in Play Scale: Confirmatory factor analysis in elementary school children. Psychological Reports, 109, 759–774.CrossRefPubMed

Chessa, D., Lis, A., Di Riso, D., Delvecchio, E., Mazzeschi, C., Russ, S. W., & Dillon, J. (2012). A cross-cultural comparison of pretend play in U.S. and Italian children. Journal of Cross-Cultural Psychology, 44(4), 640–656.CrossRef

Chorpita, B. F., & Daleiden, E. L. (2002). Tripartite dimensions of emotion in a child clinical sample: Measurement strategies and implications for clinical utility. Journal of Consulting and Clinical Psychology, 70, 1150–1160.CrossRefPubMed

Christiano, B. A., & Russ, W. S. (1996). Play as a predictor of coping and distress in children during an invasive dental procedure. Journal of Child Clinical Psychology, 25, 130–138.CrossRef

Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 284–290.CrossRef

Cohen, D., & Strayer, J. (1996). Empathy in conduct-disordered and comparison youth. Developmental Psychology, 32, 988–998.CrossRef

Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences. 2nd edn. Hillsdale, NJ: Erlbaum.

Cordiano, T. J., Russ, S. W., & Short, E. J. (2008). Development and validation of the affect in play scale – brief rating version. Journal of Personality Assessment, 90(1), 52–60.CrossRefPubMed

D’Angelo, L. (1995). Child’s play: The relationship between the use of play and adjustment styles (Doctoral dissertation). Retrieved from Pro Quest Dissertations and Theses database. (UMI No. 9604636).

Dansky, J. (1980). Make-believe: A mediator of the relationship between play and associative fluency. Child Development, 51, 576–579.CrossRef

Delvecchio, E., Mabilia, D., Li, J-B., & Di Riso, D. (2015). Pretend play in Italian children: Validation of the affect in play scale-preschool version. Journal of Child and Family Studies. doi: 10.1007/s10826.

deWied, M., Branje, S. J., & Meeus, W. H. (2007). Empathy and conflict resolution in friendship relations among adolescents. Aggressive Behavior, 33, 48–55.CrossRef

Eisenberg, N., McCreath, H., & Ahn, R. (1988). Vicarious emotional responsiveness and prosocial behavior: Their interrelations in young children. Personality and Social Psychology Bulletin, 14, 298–311.CrossRef

Fehr, K., & Russ, S. (2013). Aggression in pretend play and aggressive behavior in the classroom. Early Education and Development, 24, 332–345.CrossRef

Fehr, K., & Russ, S. (2014). Assessment of pretend play in preschool-aged children: Validation and factor analysis of the Affect in Play Scale-Preschool versions. Journal of Personality Assessment, 96, 350–357). doi:10.1080/00223891.2013.838171.CrossRefPubMed

Fein, G. (1987). Pretend play: Creativity and consciousness. In P. Gorlitz & J. Wohlwill (Eds.), Curiosity, imagination, and play (pp. 281–304). Hillsdale, NJ: Erlbaum.

Fiorelli, J., & Russ, S. (2012). Pretend play, coping, and subjective well-being in children: A follow-up study. American Journal of Play, 5(1), 81–103.

Gitlin-Weiner, K., Sandgrund, A., & Schaefer, C. (2000). Family play assessments. In K. Gitlin-Weiner, A. Sandrund, & C. Schaefer (Eds). Play diagnosis and assessment. New York: John Wiley & Sons, Inc.

Hastings, P. D., Zahn-Waxler, C., Robinson, J., Usher, B., & Bridges, D. (2000). The development of concern for others in children with behavior problems. Developmental Psychology 36, 531–546.CrossRefPubMed

Hoffmann, J., & Russ, S. (2012). Pretend play, creativity, and emotion regulation. Psychology of Aesthetics, Creativity, and the Arts, 6, 175–184.CrossRef

Hoffmann, J., & Russ, S. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114–125). doi:10.1037/aca0000039.CrossRef

Hollingshead, A. A. (1975). Four-factor index of social status. New Haven, CT: Yale University. Unpublished manuscript.

Hughes, A. A., & Kendall, P. C. (2009). Psychometric properties of the positive and negative affect scale for children (PANAS-C) in children with anxiety disorders. Child Psychiatry and Human Development, 40(3), 343–352). doi:10.1007/s10578-009-0130-4.CrossRefPubMed

Jacques, H. A., & Mash, E. J. (2004). A test of the tripartite model of anxiety and depression in elementary and high school boys and girls. Journal of Abnormal Child Psychology, 32(1), 13–25.CrossRefPubMed

Kaugars, A. (2011). Assessment of pretend play. In S. Russ & L. Niec (Eds.), Play in clinical practice: Evidence-based approaches (pp. 51–82). New York: Guilford.

Kaugars, A., & Russ, S. (2009). Assessing preschool children’s play: Preliminary validation of the Affect in Play Scale-preschool version. Early Education and Development, 20(5), 733–755.CrossRef

Kazdin, A.E. (2005). Parent management training: Treatment for oppositional, aggressive, and antisocial behavior in children and adolescents. New York: Oxford University Press.

Kogan, N. (1983). Stylistic variation in childhood and adolescence: Creativity, metaphor, and cognitive styles. In P. Mussen (Ed.), Handbook of child psychology, Vol. 3 (pp. 631–706). New York: Wiley.

Laurent, J., Catanzaro, S., Joiner, T., Rudolph, K., Potter, K., Lambert, S., Osborne, L., & Gathright, T. (1999). A measure of positive and negative affect for children: Scale development and preliminary validation. Psychological Assessment 11, 326–338.CrossRef

Marcelo, A. K., & Yates, T.M. (2014). Prospective relations among preschoolers’ play, coping and adjustment as moderated by stressful events. Journal of Applied Developmental Psychology, 35, 223–233.CrossRef

Mash, E. J., & Hunsley, J. (2005). Evidence-based assessment of child and adolescent disorders: Issues and challenges. Journal of Clinical Child and Adolescent Psychology, 34, 362–379.CrossRefPubMed

Mazzeschi, C., Salcuni, S., Di Riso, D., Lis, A., & Bonucci, S. (2008). The APS and APS-P: A methodological comparison between Italian preschool and school-aged children. Imagination, Cognition and Personality, 28, 49–67.CrossRef

Niec, L. (1998). Relationships among affect and interpersonal themes in children’s fantasy and interpersonal functioning (Master’s thesis). Retrieved from Pro Quest Dissertations and Theses database. (UMI No. 9833902).

Niec, L., & Russ, S.W. (2002). Children’s internal representations, empathy, and fantasy play: A validity study of the SCORS-Q. Psychological Assessment, 14, 331–338.CrossRefPubMed

Pearson, B., Russ, S., & Spannagel, S. (2008). Pretend play and positive psychology: Natural companions. Journal of Positive Psychology, 3, 110–119.CrossRef

Pellegrini, A. D. (2010). The Oxford handbook of the development of play. New York: Oxford University Press.

Rubin, K., Fein, G., & Vandenberg, B. (1983). Play. In P. Mussen (Ed.), Handbook of child psychology (Vol. 4, pp. 693–774). New York: Wiley.

Runco, M. A. (1991). Divergent thinking. Norwood, NJ: Ablex.

Russ, S. (1987). Assessment of cognitive affective interaction in children: Creativity, fantasy, and play research. In J. Butcher & C. Spielberger (Eds.), Advances in personality assessment (Vol. 6, pp. 141–155). Hillsdale, NJ: Lawrence Erlbaum Associates.

Russ, S. (1993). Affect and creativity: The role of affect and play in the creative process. Hillsdale, NJ: Erlbaum.

Russ, S. (2004). Play in child development and psychotherapy: Toward empirically supported practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Russ, S. W. (2012). Creativity and play. In M. Runco (Ed.), The Creativity research handbook (pp. 103-132). New York: Hampton Press.

Russ, S. W., & Grossman-McKee, A. (1990). Affective expression in children’s fantasy play, primary process thinking on the Rorschach and divergent thinking. Journal of Personality Assessment, 54, 756–771.CrossRefPubMed

Russ, S. W., & Niec, L. N. (2012). Play in clinical practice: Evidence-based approaches. New York, NY: Guilford press.

Russ, S. W., Min, M. O., Singer, L. T., Minnes, S. L., & Sacha, T. J. (2005). Confirmatory Factor Analysis of the Affect in Play Scale: Cognitive and Affective Processes. Poster session presented at the annual meeting of the Society for Research in Child Development, Atlanta, GA.

Russ, S. W., Robins, A. L., & Christiano, B. A. (1999). Pretend play: Longitudinal prediction of creativity and affect in fantasy in children. Creativity Research Journal, 12, 129–139.CrossRef

Russ, S., & Schafer, E. (2006). Affect in fantasy play, emotion in memories, and divergent thinking. Creativity Research Journal, 18, 347–354.CrossRef

Seja, A. L., & Russ, S. W. (1999). Development of the Preschool Affect in Play Scale. Paper presented at the meeting of the Society for Research in Child Development, Albuquerque, NM.

Singer, D. G., & Singer, J.L. (1990). The House Of Make-Believe: Children’s Play and the Developing Imagination. Cambridge, MA: Harvard University Press.

Singer, D. G., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Play=Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. New York: Oxford. University Press.CrossRef

Stagnitti, K. (2004). Understanding play: The implications for play assessment. Australian Occupational Therapy Journal, 51, 3–12.CrossRef

Stagnitti, K., van Herwerden, L., Sanigorski, A., Wolfe, A., & Kenna, R. (2007). Structured Play Program: A Program for Early Childhood Settings in the City of Greater Geelong. Retrieved from http://www.karenstagnitti.com/wp-content/uploads/2011/06/Structured-Active-Play-Book.pdf

Strayer, J., & Roberts, W. (1997). Facial and verbal measures of children’s emotions and empathy. International Journal of Behavioral Development, 20, 627–649.CrossRef

Strayer, J. (1987). Affective and cognitive perspectives on empathy. In N. Eisenberg & J. Strayer (Eds.), Empathy and its development (pp. 218-244). New York: Cambridge University Press.

Udwin, O. (1983). Imaginative play training as an intervention method with institutionalized preschool children. British Journal of Educational Psychology, 53, 32–39.CrossRefPubMed

van de Schoot, R., Lugtig, P., & Hox., J. (2012). A checklist for testing measurement invariance. European Journal of Developmental Psychology, 9, 486–492.CrossRef

Wallach, M., & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. New York: Holt, Reinhart & Winston.

Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070.CrossRefPubMed

Titel: Affect in Play Scale-Preschool Version: Validation on a Sample of School Age Italian Children
Auteurs: Elisa Delvecchio
Daniela di Riso
Jian-Bin Li
Adriana Lis
Claudia Mazzeschi
Publicatiedatum: 18-08-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 12/2016
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-016-0504-8

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2016

Collaboration, Empowerment, and Advocacy: Consumer Perspectives about Treatment Engagement

Parent Prediction of Autism Spectrum Disorder in Infants at Risk: A Follow-up Study

Parents’ Intelligence Mindsets Relate to Child Internalizing Problems: Moderation Through Child Gender

Parent Involvement in Secondary Special Education and Transition: An Exploratory Psychometric Study

Expressed Emotion in Mothers of School-Age Children: Relations to Maternal Maltreatment and Parenting Behavior

Family Conflict Moderates the Relation Between Negative Mood and Youth Internalizing and Externalizing Symptoms