Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Convergent, Criterion and Social Validity of th...

volgende artikel The Multidimensionality of Racial/Ethnic Social...

Tip

Swipe om te navigeren naar een ander artikel

08-05-2015 | Original Paper | Uitgave 1/2016

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Tijdschrift:: Journal of Child and Family Studies > Uitgave 1/2016

Auteurs:: Elisa Delvecchio, Diana Mabilia, Jan-Bin Li, Daniela Di Riso

» Toegang tot de volledige tekst krijgen

Abstract

Despite the emerging literature supporting the central role of pretend play for children’s cognitive, affective and social development, there is a paucity of standardized and validated measures devoted to assess it, especially for preschoolers. In addition, most of the existing tools failed in their attempt to assess the interplay among the different developmental domains which are involved in playing activities. The Affect in Play Scale-Preschool version is a semi-structured measure to assess cognitive and affective pretend play processes in children aged 4–5 using a 5-min standardized play task. This study was aimed to evaluate the construct and external validity of the scale in a sample of Italian preschoolers. A multi-group factor analysis confirmed the adequacy of the two-factor model with cognitive and affective factor for both 4- and 5-year-old children. No differences were found between boys and girls whereas older children reported higher play abilities. Correlations between pretend play, divergent thinking, teacher’s measures of temperament and prosocial behavior were carried out. Results supported the use of APS-P as a valid tool for assessing the interplay of cognitive and affective abilities in Italian children.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

Berdan, L. E., Keane, S. P., & Calkins, S. D. (2008). Temperament and externalizing behavior: Social preference and perceived acceptance as protective factors. Developmental Psychology, 44, 957–968. CrossRefPubMedPubMedCentral

Bergen, D. (2002). The role of pretend play in children’s cognitive development: An internet journal on the development, care, and education of young children. Early Childhood Research & Practice, 4. Retrieved from http://files.eric.ed.gov/fulltext/ED464763.pdf

Berk, L. E., Mann, T. D., & Ogan, A. T. (2006). Make-Believe play: Wellspring for development of self-regulation. In D. Singer, R. M. Golinkoff, & K. A. Hirsh-Pasek (Eds.), Play = Learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 74–100). New York, NY: Oxford University Press. CrossRef

Butcher, J., & Niec, L. N. (2005). Disruptive behaviors and creativity: The importance of affect regulation. Creativity Research Journal, 17, 181–194. CrossRef

Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14, 464–504. doi: 10.1080/10705510701301834. CrossRef

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, 640–656. CrossRef

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255. doi: 10.1207/S15328007SEM0902_5. CrossRef

Christian, K., Russ, S., & Short, E. (2011). Pretend play processes and anxiety: Considerations for the play therapist. International Journal of Play Therapy, 20, 179–192. CrossRef

Christiano, B. A., & Russ, S. W. (1996). Play as a predictor of coping and distress in children during invasive dental procedure. Journal of Clinical Child Psychology, 25, 130–138. doi: 10.1207/s15374424jccp2502_1. CrossRef

Christie, J. F., & Johnsen, E. P. (1983). The role of play in social-intellectual development. Review of Educational Research, 53, 93–115. CrossRef

Cohen, J. (1988). Set correlation and contingency tables. Applied Psychological Measurement, 12, 425–434. CrossRef

Crick, N. R., Casas, J. F., & Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 33, 579–588. CrossRefPubMed

Crick, N. R., Ostrov, J. M., Burr, J. E., Cullerton-Sen, C., Jansen-Yeh, E., & Ralston, P. (2006). A longitudinal study of relational and physical aggression in preschool. Journal of Applied Developmental Psychology, 27, 254–268. CrossRef

Denham, S. A., Zoller, D., & Couchoud, E. A. (1994). Preschoolers’ causal understanding of emotion and its socialization. Developmental Psychology, 30, 928–936. CrossRef

Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43, 121–149. CrossRef

Edwards, A., Eisenberg, N., Spinrad, T. L., Reiser, M., Eggum-Wilkens, N. D., & Liew, J. (2015). Predicting sympathy and prosocial behavior from young children’s dispositional sadness. Social Development, 24, 76–94. doi: 10.1111/sode.12084. CrossRefPubMed

Fehr, K., & Russ, S. W. (2013). Aggressive pretend play in preschoolers: A comparison of aggressive pretend play and aggressive behavior in the classroom. Early Education and Development, 24, 332–345. CrossRef

Fehr, K., & Russ, S. W. (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. G. (1987). Pretend play: Creativity and consciousness. In D. Görlitz & J. F. Wohlwill (Eds.), Curiosity, imagination, and play: On the development of spontaneous cognitive and motivational processes (pp. 281–304). Hillsdale, NJ: Erlbaum.

Finch, J. E., Johnson, A. D., & Phillips, D. A. (2015). Is sensitive caregiving in child care associated with children’s effortful control skills?. An exploration of linear threshold effects: Early Childhood Research Quartely. doi: 10.1016/j.ecresq.2014.12.007.

Fisher, E. P. (1992). The impact of play on development: A meta-analysis. Play and Culture, 5, 159–181.

Goldstein, A. B., & Russ, S. W. (2000–2001). Understanding children’s literature and its relationship to fantasy ability and coping. Imagination, Cognition and Personality, 20, 105–126.

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

Juliano, M., Werner, R. S., & Cassidy, K. W. (2006). The early correlates of preschool aggressive behavior according to type of aggression and measurement. Journal of Applied Developmental Psychology, 27, 395–410. CrossRef

Kaugars, A. S. (2011). Assessment of pretend play. In S. W. Russ & L. N. Niec (Eds.), An evidence-based approach to play in intervention and prevention: Integrating developmental and clinical science (pp. 51–82). New York, NY: Guilford Press.

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, 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.

Kelly-Vance, L., Ryalls, B. O., & Glover, K. G. (2002). The use of play assessment to evaluate the cognitive skills of two- and three-year old children. School Psychology International, 23, 169–185. CrossRef

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.

Lengua, L. J. (2009, January). Effortful control in the context of socioeconomic and psychosocial risk. Psychological Science Agenda. Retrieved from http://www.apa.org/science/about/psa/2009/01/lengua.aspx

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

Matricardi, G., Albiero, P., & Cigognetti, E. (2010). Self-regulation e condotte sociali nell’età prescolare: Tecniche di misurazione e implicazioni per l’adattamento dei bambini. In E. Baumgartner (Ed.), Gli esordi della competenza emotiva: Strumenti di studio e di valutazione. Milano: Edizioni LED.

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

Oldehinkel, A. J., Hartman, C. A., De Winter, A. F., Veenstra, R., & Ormel, J. (2004). Temperament profiles associated with internalizing and externalizing problems in preadolescence. Development and Psychopathology, 16, 421–440. CrossRefPubMed

Ostrov, J. M. (2008). Forms of aggression and peer victimization during early childhood: A short-term longitudinal study. Journal of Abnormal Child Psychology, 36, 311–322. CrossRefPubMed

Ostrov, J. M., Gentile, D. A., & Crick, N. R. (2006). Media exposure, aggression and prosocial behavior during early childhood: A longitudinal study. Social Development, 15, 612–627. CrossRef

Ostrov, J. M., & Keating, C. F. (2004). Gender differences in preschool aggression. Social Development, 13, 255–277. CrossRef

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

Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children’s Behavior Questionnaire. Journal of Personality Assessment, 87, 103–113. CrossRef

R Development Core Team. (2012). Writing R extensions. R Foundation for Statistical Computing, Vienna, Austria. http://CRAN.R-Project.org/doc/manuals/R-exts.html

Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48, 1–36. http://www.jstatsoft.org/v48/i02/

Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P. (2001). Investigation of temperament at three to seven years: The Children’s Behavior Questionnaire. Child Development, 72, 1394–1408. CrossRefPubMed

Rothbart, M. K., & Hwang, J. (2005). Temperament and the development of competence and motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 167–184). New York: Guilford.

Rothbart, M. K., & Rueda, M. R. (2005). The development of effortful control. In U. Mayr, E. Awh, & S. W. Keele (Eds.), Developing individuality in the human brain: A tribute to Michael I. Posner (pp. 167–188). Washington, DC: American Psychological Association. CrossRef

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

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

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

Russ, S. W. (2006). Pretend play, affect, and creativity. In P. Locher, C. Martindale, & L. Dorfman (Eds.), New directions in aesthetics, creativity, and the arts (pp. 239–250). Amytiville, NY: Baywood Publishing.

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., & Dillon, J. A. (2010). Changes in children’s pretend play over the two decades. Cleveland, OH: Case Reserve Western University.

Russ, S. W., & Dillon, J. A. (2011). Changes in children’s pretend play over two decades. Creativity Research Journal, 23, 330–338. CrossRef

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., & Kaugars, A. S. (2001). Emotion in children’s play and creative problem solving. Creativity Research Journal, 13, 211–219. CrossRef

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

Russ, S. W., & Schafer, E. D. (2006). Affect in fantasy play, emotion in memories, and divergent thinking. Creativity Research Journal, 18, 347–354. doi: 10.1207/s15326934crj1803_9. CrossRef

Schussler, L. E. (2012). The development of the children’s behavior questionnaire, teacher version (CBQ- T) (Master thesis, Graduate School of the University of Maryland, College Park). Retrieved from http://hdl.handle.net/1903/13164

Seja, A. L., & Russ, S. W. (1999). Children’s fantasy play and emotional understanding. Journal of Clinical Child Psychology, 28, 269–277. CrossRefPubMed

Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86, 420–3428. CrossRefPubMed

Singer, D. G., & Singer, J. L. (1990). The house of make believe: Children’s play and the developing imagination. Cambridge, MA: Harvard University Press.

SPSS Inc. (2009). PASW statistics for windows, Version 18.0. Chicago: SPSS Inc.

Stagnitti, K., Unsworth, C. A., & Rodger, S. (2000). Development of an assessment to identify play behaviours that discriminate between the play of typical preschoolers and preschoolers with pre-academic problems. Canadian Journal of Occupational Therapy, 67, 291–303.

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

Sutton-Smith, B., & Kelly-Byrne, D. (1984). The idealization of play. In P. K. Smith (Ed.), Play in animals and human (pp. 305–322). Oxford: Basil Blackwell.

Thienot, E., Jackson, B., Dimmock, J., Grove, J. R., Bernier, M., & Fournier, J. F. (2014). Development and preliminary validation of the mindfulness inventory for sport. Psychology of Sport and Exercise, 15, 72–80. CrossRef

Uren, N., & Stagnitti, K. (2009). Pretend play, social competence and involvement in children aged 5–7 years: The concurrent validity of the Child-Initiated Pretend Play Assessment. Australian Occupational Therapy Journal, 56, 33–40. CrossRefPubMed

Van de Schoot, R., Lugtig, P., & Hox, J. (2012). A checklist for testing measurement invariance. European Journal of Developmental Psychology, 9, 486–492. doi: 10.1080/17405629.2012.686740. CrossRef

Van de Vijver, F. J. R., & Hambleton, R. K. (1996). Translating tests: Some practical guidelines. European Psychologist, 1, 89–99. CrossRef

Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3, 4–70. doi: 10.1177/109442810031002. CrossRef

Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children. New York: Holt, Rinehart and Winston.

Wechsler, D. (2008). Wechsler Preschool and Primary Scale of Intelligence— Third Edition (WPPSI- III) (G. Sanno Fancello & C. Cianchetti, Trans.). Firenze: Giunti O. S.

Westby, C. (2000). A scale for assessing children’s play. In K. Gitlin-Weiner, A. Sandgrund, & C. Schaefer (Eds.), Play diagnosis and assessment (2nd ed., pp. 15–57). Hoboken, NJ: Wiley.

Yates, T. M., & Marcelo, A. K. (2014). Through race-colored glasses: Preschoolers’ pretend play and teachers’ ratings of preschooler adjustment. Early Childhood Research Quarterly, 29, 1–11. CrossRef

Titel: Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version
Auteurs:: Elisa Delvecchio
Diana Mabilia
Jan-Bin Li
Daniela Di Riso
Publicatiedatum: 08-05-2015
DOI: https://doi.org/10.1007/s10826-015-0208-5
Uitgeverij: Springer US
Tijdschrift: Journal of Child and Family Studies
Uitgave 1/2016
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 1/2016

Learning Perfectionism and Learning Burnout in a Primary School Student Sample: A Test of a Learning-Stress Mediation Model

Social Communication Disorders and Social Cognitive Strategies and Attitudes in Victims of Child Abuse

Cognitive Bias Modification of Interpretations in Children: Processing Information About Ambiguous Social Events in a Duo

Adolescent Parents’ Values: The Role Played by Retrospective Perceptions of The Family-of-Origin

Longitudinal Analysis of the Role of Family Functioning in Substance Use

An ARC-Informed Family Centered Care Intervention for Children’s Community Based Mental Health Programs