Swipe om te navigeren naar een ander artikel
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
Met onderstaand(e) abonnement(en) heeft u direct toegang:
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
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
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
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., 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
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
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
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.
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., & 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., & 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.
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
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
Van de Vijver, F. J. R., & Hambleton, R. K. (1996). Translating tests: Some practical guidelines. European Psychologist,1, 89–99. 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
- Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version
Daniela Di Riso
- Springer US