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Dender, A. et al. (2011) Development of the Indigenous Child-Initiated Pretend Play Assessment: Selection of play materials and administration (Journal Article)

Abstract:

BACKGROUND/AIM: There is a need for culturally appropriate assessments for Australian Indigenous children. This article reports the selection of culturally appropriate and gender-neutral play materials, and changes in administration identified to develop further the Indigenous Child-Initiated Pretend Play Assessment (I-ChIPPA).
METHOD: Twenty-three typically developing children aged four to six years from the Pilbara region in Western Australia participated in the study. Children were presented with four sets of play materials and frequency counts were recorded for each time the child used one of the play materials in a pretend play action. Twelve of the 23 children came to play in pairs.
RESULTS: Both boys and girls used the Pilbara toy set including the dark coloured dolls and Pilbara region animals, more frequently than the standardised play materials from the Child-Initiated Pretend Play Assessment (ChIPPA).
CONCLUSION: This study reports the first steps in the development of the I-ChIPPA. Future development will include the refinement of the administration and scoring with pairs of children, and then validity testing the assessment.

Date:
January 2011
Volume:
58
Page/s:
34-42
Synonyms:
  • Cultural context
  • Object play
  • Play assessment
  • Pretend play
  • Symbolic play
Relevant age group/s:

Fallon, J. et al. (2013) Free play time of children with learning disabilities in a noninclusive preschool setting: An analysis of play and nonplay behaviours. (Journal Article)

Abstract:

Some children with disabilities go to special preschools where adults help them play. The adults who work in preschools sometimes ask occupational therapists for advice to help children play more. Occupational therapists need to know how children play when not helped by adults. This study videoed children playing both with lots of toys and without toys to see how they chose to play. Within the Republic of Ireland, young children with learning disabilities may attend special preschools where they do not share any part of their day with typically developing children. Within these settings, preschool staff support children's play. Clinicians such as occupational therapists may be called upon to assist in progressing their play. To provide appropriate recommendations, occupational therapists must have a clear understanding of what play a child with learning disabilities engages in when not supported by adults. Occupational therapy literature described play as the most common occupation of children with a focus on process‐driven activity. This may be at odds with a model of early intervention, where play is often product‐driven, with the end goal in mind. The aim of this research was to establish what free play, if any, children with learning disabilities engage in when not supported by adults in an Irish preschool setting. Secondly, this study sought to describe what behaviours these children engage in when they were not playing. Finally, this study sought to establish inter‐rater reliability of the Revised Know Preschool Play Scale with this small sample. Systematic observation was used to explore the play and nonplay behaviours of the children involved. A convenience sample was used to identify five children to participate in the study. Results indicated that children engaged in free play within the sensory motor stage of development, as assessed using the Revised Knox Preschool Play Scale. They also spent significant time in nonplay behaviours. The behaviour patterns of the children and time spent in different activities were explored. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (journal abstract)

Author/s:
Date:
January 2013
Volume:
41
Page/s:
212-219
Synonyms:
  • Atypical development
  • Developmental outcomes
  • Engagement
  • Exploratory play
  • Free play
  • Object play
  • Playfulness
  • Pretend play
  • Social-emotional
Relevant age group/s:
Research discipline:

Hyndman, B. (2015) Where to Next for School Playground Interventions to Encourage Active Play? An Exploration of Structured and Unstructured School Playground Strategies (Journal Article)

Abstract:

An emerging public health priority is to enhance children’s opportunities for active play. Children spend a large proportion of weekdays in schools, making schools an influential and suitable setting to promote children’s active play. Rather than continually increasing the burdens placed upon busy teaching staff, the use of school playground interventions have emerged as a critical strategy within schools to facilitate and develop children’s active play via an informal curriculum. This scholarly article provides a research-based commentary on a range of school playground interventions to encourage both structured and unstructured active play opportunities. Additionally, future research directions for school playground research to encourage children’s active play will be discussed. Teachers, educational leaders, designers, researchers and play professionals can consider the findings from this article for future school playground intervention and planning to facilitate children’s active play within school playgrounds.

Author/s:
Date:
January 2015
Volume:
8
Page/s:
56-67
Synonyms:
  • Free play
  • Games with rules
  • Literature review
  • Outdoor play
  • Physical health
  • Physical play
  • Playful learning
  • Playground
  • Well-being outcomes
Relevant age group/s:
Research discipline:

Skard, G. et al. (2008) Test of Playfulness (Book Section)

Abstract:
Date:
January 2008
Publisher or Journal:
Volume:
Page/s:
71-93
Synonyms:
  • Parent/Guardian play
  • Play assessment
  • Playfulness
  • Scale validation
Research discipline: