Assessing Preschool Children's Pretend Play: Preliminary Validation of the Affect in Play Scale-Preschool Version

Kaugars, Astrīda S.; Russ, Sandra W.

doi:10.1080/10409280802545388

Cited by 70 publications

(101 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Preliminary reliability and validity have been demonstrated for the APS-P scores Russ 2013, 2014;Kaugars and Russ 2009). Inter-rater reliability was excellent for the APS-P variables with intraclass correlation coefficients (ICCs) greater than .90 for each separate score (Fehr and Russ 2013;Kaugars and Russ 2009). Internal consistency for the APS-P scores was also established (split-half r = .88; Kaugars and Russ 2009).…”

Section: Introductionmentioning

confidence: 97%

“…Inter-rater reliability was excellent for the APS-P variables with intraclass correlation coefficients (ICCs) greater than .90 for each separate score (Fehr and Russ 2013;Kaugars and Russ 2009). Internal consistency for the APS-P scores was also established (split-half r = .88; Kaugars and Russ 2009). In the only available EFA study, Fehr and Russ' (2014) results did not replicate the original theoretical model comprising the cognitive (Organization, Elaboration, Imagination, Comfort) and affective (frequency and variety of affective themes) factors.…”

Section: Introductionmentioning

confidence: 97%

“…Furthermore, Fehr and Russ (2014) reported a one factor-model that explained 64.98 % of the variance. Few studies also examined the external validity of APS-P showing correlations between children's pretend play and their classroom behavior (e.g., prosocial or aggressive behavior), as well as their social competence and adjustment Russ 2013, 2014;Kaugars and Russ 2009;Marcelo and Yates 2014). More detailed, previous papers reported the presence of a relation between children's pretend play cognitive features, such as the quality of expressed fantasy, and a variety of outcomes, including creativity, divergent thinking, and coping skills (Christiano and Russ 1996;Christie and Johnsen 1983;Niec and Russ 2002;Russ and Schafer 2006).…”

Section: Introductionmentioning

confidence: 99%

“…To date, the Affect in Play Scale Preschool (APS-P; Kaugars and Russ 2009;Russ 2004) is the only standardized measure that assesses simultaneously cognitive and affective themes in pretend play, leading to a better understanding of how these aspects interact in the domain of child development (see Kaugars 2011, for a thorough review of assessment of pretend play). More specifically, the APS-P cognitive factor comprehends four cognitive scores (Organization, Elaboration, Imagination, Comfort), whereas the affective one includes the Variety and Frequency of affective themes (Kaugars and Russ 2009). Russ (2004) stressed the importance of engaging children in play during the assessment.…”

Section: Introductionmentioning

confidence: 99%

“…For instance, the Child-Initiated Pretend Play Assessment (ChIPPA; Stagnitti et al 2000), even if considered as a well validated measure of pretend play in preschool years, measures only cognitive processes such as child's capacity to spontaneously self-initiate pretend play (Fehr and Russ 2014). To date, the Affect in Play Scale Preschool (APS-P; Kaugars and Russ 2009;Russ 2004) is the only standardized measure that assesses simultaneously cognitive and affective themes in pretend play, leading to a better understanding of how these aspects interact in the domain of child development (see Kaugars 2011, for a thorough review of assessment of pretend play). More specifically, the APS-P cognitive factor comprehends four cognitive scores (Organization, Elaboration, Imagination, Comfort), whereas the affective one includes the Variety and Frequency of affective themes (Kaugars and Russ 2009).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Delvecchio

Mabilia

et al. 2015

J Child Fam Stud

View full text Add to dashboard Cite

Despite the emerging literature supporting the\ud central role of pretend play for children’s cognitive, affective\ud and social development, there is a paucity of standardized\ud and validated measures devoted to assess it,\ud especially for preschoolers. In addition, most of the existing\ud tools failed in their attempt to assess the interplay\ud among the different developmental domains which are involved\ud in playing activities. The Affect in Play Scale-\ud Preschool version is a semi-structured measure to assess\ud cognitive and affective pretend play processes in children\ud aged 4–5 using a 5-min standardized play task. This study\ud was aimed to evaluate the construct and external validity of\ud the scale in a sample of Italian preschoolers. A multi-group\ud factor analysis confirmed the adequacy of the two-factor\ud model with cognitive and affective factor for both 4- and\ud 5-year-old children. No differences were found between\ud boys and girls whereas older children reported higher play\ud abilities. Correlations between pretend play, divergent\ud thinking, teacher’s measures of temperament and prosocial\ud behavior were carried out. Results supported the use of\ud APS-P as a valid tool for assessing the interplay of cognitive\ud and affective abilities in Italian children

show abstract

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Delvecchio

Mabilia

et al. 2015

J Child Fam Stud

View full text Add to dashboard Cite

show abstract

Accelerated Psychological Development

Prendiville

2013

The Therapeutic Powers of Play

View full text Add to dashboard Cite

Pretend Play: Antecedent of Adult Creativity

Russ

2016

New Directions for Child and Adolescent Development

Self Cite

View full text Add to dashboard Cite

This article reviews the theoretical and empirical literature in the area of pretend play as a predictor of adult creativity. There is strong evidence that processes expressed in pretend play are associated with measures of creativity, especially with divergent thinking. There is some evidence from longitudinal studies that this association is stable over time. Converging evidence suggests that cognitive and affective processes in pretend play are involved in adult creative production. However, there is a lack of consensus in the field as to whether engaging in pretend play actually facilitates creative thinking. In addition, many other variables (opportunity, tolerance for failure, motivation, work ethic, etc.) determine whether children with creative potential are actually creative in adulthood. In spite of the many methodological challenges in conducting research in the play area, it is important to continue investigating specific processes expressed in play and their developmental trajectories. Large samples in multisite studies would be ideal in investigating the ability of specific play processes to predict these creative processes and creative productivity in adulthood.

show abstract

Assessing Preschool Children's Pretend Play: Preliminary Validation of the Affect in Play Scale-Preschool Version

Cited by 70 publications

References 39 publications

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Accelerated Psychological Development

Pretend Play: Antecedent of Adult Creativity

Contact Info

Product

Resources

About