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Zercher, C. et al. (2001) Increasing Joint Attention, Play and Language through Peer Supported Play (Journal Article)

Abstract:
Date:
December 2001
Publisher or Journal:
Volume:
5
Page/s:
374-398
Keyword/s:
Synonyms:
  • Language
  • Peers play
Relevant age group/s:
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Zosh, J. et al. (2018) Accessing the Inaccessible: Redefining Play as a Spectrum (Journal Article)

Abstract:

Defining play has plagued researchers and philosophers for years. From describing play as an inaccessible concept due to its complexity, to providing checklists of features, the field has struggled with how to conceptualize and operationalize “play.” This theoretical piece reviews the literature about both play and learning and suggests that by viewing play as a spectrum – that ranges from free play (no guidance or support) to guided play and games (including purposeful adult support while maintaining playful elements), we better capture the true essence of play and explain its relationship to learning. Insights from the Science of Learning allow us to better understand why play supports learning across social and academic domains. By changing the lens through which we conceptualize play, we account for previous findings in a cohesive way while also proposing new avenues of exploration for the field to study the role of learning through play across age and context.

Date:
January 2018
Publisher or Journal:
Volume:
9
Page/s:
Synonyms:
  • Free play
  • Learning
  • Playful learning
  • Guided-play
  • Literature review
  • Play with other adult
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Zosh, J. et al. (8-02) Accessing the Inaccessible: Redefining Play as a Spectrum (Journal Article)

Abstract:
Date:
August 2018
Publisher or Journal:
Volume:
9
Page/s:
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Zuilkowski, S. et al. (2016) Dimensionality and the Development of Cognitive Assessments for Children in Sub-Saharan Africa (Journal Article)

Abstract:
Date:
April 2016
Publisher or Journal:
Volume:
47
Page/s:
341-354
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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: