An investigation of the quality of pretend play ability in children with cerebral palsy

Abstract

Background Cerebral palsy (CP) describes a group of permanent disorders in the development of movement and posture due to non‐progressive disturbances during foetal or infant brain development that can result in activity limitations, including engagement in pretend play. Methods Twenty children aged four to seven years with spastic CP participated in this descriptive qualitative study. The Child‐Initiated Pretend Play Assessment (ChIPPA) clinical observations were analysed from five categories: Time, Interaction with the examiner, Imitation, Theme and Story. Results Seventy per cent (70%) of the children completed the assessment (Time), and 90% of children interacted socially with the examiner during the play (Interaction with the examiner). All children initiated their pretend play without requiring examiner demonstration (Imitation). Sixty per cent (60%) of the children were appropriate to their stage of development for Theme. Finally, 60% of the children set up a scenario, but did not develop a narrative (Story). Conclusion Qualitative aspects of the children's pretend play performance were satisfactory, showing typical play indicators in all the categories, except for ‘Story’. ‘Story’ represents more complexity in a child's pretend play ability. Therefore, a play intervention is suggested to stimulate and expand the pretend play ability of preschool children with CP.

O uso da Avaliação do Brincar de Faz de Conta Iniciado pela Criança – ChIPPA: uma revisão de escopo

“…O brincar é uma atividade cotidiana que envolve ações lúdicas intrinsecamente motivadoras, prazerosas, espontâneas, livremente escolhidas pela criança (ela decide se quer ou não participar), sem esperar nenhum resultado específico (Pfeifer & Stagnitti, 2020). É um comportamento infantil universal, mas que reflete características ambientais e culturais (Santos et al, 2018). À medida que as crianças se desenvolvem, as brincadeiras se alteram (Gaskill & Perry, 2014), indo desde explorações dos ambientes sociais e físicos até brincadeiras complexas (Stagnitti & Pfeifer, 2017).…”

Construct validity of the Child‐Initiated Pretend Play Assessment—For 3‐year‐old Brazilian children

“…Play is considered a fundamental occupation in childhood, and there is a consensus among occupational therapy practitioners that play is valued and has an essential place in children's occupational therapy (Lynch et al, 2018). Play is a universal activity among children, and within this universality, children's play reflects their specific environmental and cultural characteristics (Nijhof et al, 2018; Santos et al, 2019). In cross‐cultural surveys of the use of play and play assessment in occupational therapy, the majority of occupational therapists reported minimal use of play assessments with the children on their caseloads (Lynch et al, 2018; Miller Kuhaneck et al, 2013; Rodger et al, 2005).…”

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Play is considered a fundamental occupation in childhood, and there is a consensus among occupational therapy practitioners that play is valued and has an essential place in children's occupational therapy (Lynch et al, 2018). Play is a universal activity among children, and within this universality, children's play reflects their specific environmental and cultural characteristics (Nijhof et al, 2018;Santos et al, 2019). In cross-cultural surveys of the use of play

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Validade da versão brasileira da Avaliação do brincar de faz de conta iniciado pela criança (ChIPPA) - para crianças de 4 a 7 anos de idade

“…A folha de observações clínicas também faz parte da avaliação e registra a qualidade do brincar de faz de conta da criança durante as sessões do brincar (imaginativo-convencional e simbólico) e fornece indicadores detalhados das habilidades típicas do brincar e de deficiências nas habilidades do brincar (UREN; STAGNITTI, 2009). As observações clínicas informam acerca do tempo, interação com o examinador, imitação, uso dos bonecos na história, uso de objetos substitutos e abstratos na brincadeira, e narrativa da história (SANTOS et al, 2018).…”

“…Capítulo 5 -O uso da Avaliação do Brincar de Faz de Conta Iniciado pela Criança -ChIPPA na literatura: da estruturação à atualidade O brincar é considerado uma ocupação fundamental na infância e existe um consenso sobre seu valor e de seu lugar essencial entre os profissionais de terapia ocupacional infantil (LYNCH et al, 2018). É uma atividade universal entre as crianças e, dentro dessa universalidade, o brincar reflete suas características ambientais e culturais específicas (NIJHOF et al, 2018;LUCISANO;PFEIFER, 2018).…”