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Hoffmann, J. et al. (2012) Pretend play, creativity, and emotion regulation in children. (Journal Article)

Abstract:

The aim of this study was to examine relationships among pretend play, creativity, emotion regulation, and executive functioning in children. Pretend play processes were assessed using the Affect in Play Scale (APS), which measures children's cognitive and affective processes, such as organization of a plot or use of emotions. Sixty-one female participants, in kindergarten through fourth grade, were assessed using the APS to measure pretend play ability, a divergent thinking task (the Alternate Uses Test), a storytelling task to assess creativity, a measure of executive functioning (the Wisconsin Card Sorting Task, Short Form; WCST-64), and parent report on the Emotion Regulation Checklist (ERC). Using correlational analyses, pretend play significantly related to creativity as measured by divergent thinking and storytelling, and related to emotion regulation. Affect expression in play was significantly related to affect expression in storytelling suggesting cross-situational stability. Divergent thinking ability was significantly related to creativity in storytelling. In general the magnitudes of the correlations were of medium effect size. No significant relationships were found with executive functioning. The results of this study support theories that suggest play, creativity, and emotion regulation are linked.

Author/s:
Date:
January 2012
Volume:
6
Page/s:
175-184
Synonyms:
  • Affective behaviour
  • Correlational
  • Creativity
  • Developmental outcomes
  • Pretend play
  • Self-regulation
  • Social-emotional
  • Executive function
Relevant age group/s:
Research discipline:

Zyga, O. et al. (2015) Assessment of Pretend Play in Prader-Willi Syndrome: A Direct Comparison to Autism Spectrum Disorder (Journal Article)

Abstract:

Children with Prader-Willi syndrome (PWS) are at risk for autism spectrum disorder (ASD), including pervasive social deficits. While play impairments in ASD are well documented, play abilities in PWS have not been evaluated. Fourteen children with PWS and ten children with ASD were administered the Autism Diagnostic Observation Schedule (ADOS) (Lord et al. in Autism Diagnostic Observation Schedule manual. Western Psychological Services, Los Angeles, 2006) as part of a larger project. A modified Affect in Play Scale (APS; Russ in Play in child development and psychotherapy: toward empirically supported practice. Lawrence Erlbaum Associates Publishers, Mahwah, 2004; Pretend play in childhood: foundation of adult creativity. APA Books, Washington, 2014) was used to score ADOS play activities. Results indicate both groups scored below normative data on measures of imagination, organization, and affective expression during individual play. In addition, the inclusion of a play partner in both groups increased all scaled scores on the APS. These findings suggest children with PWS show impaired pretend play abilities similar to ASD. Further research is warranted and should focus on constructing and validating programs aimed at improving symbolic and functional play abilities within these populations.

Date:
January 2015
Volume:
45
Page/s:
975-987
Synonyms:
  • Atypical development
  • Developmental outcomes
  • Play assessment
  • Pretend play
  • Social cognition
  • Social play
  • Social-emotional
  • Solitary play
  • Symbolic play
Relevant age group/s:
Research discipline: