Quality of pre-school children’s pretend play and subsequent development of semantic organization and narrative re-telling skills

Stagnitti, Karen; Lewis, Fiona M.

doi:10.3109/17549507.2014.941934

Cited by 38 publications

(27 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Indeed, the important factor related to a child's ability to bring more non-literal, fantasy elements into play and to display more interactions with others during play has been reported to be the child's level of verbal ability. 39,40 In addition, our findings highlight that the CARS score should be used as intended, that is, to measure the severity of ASD symptoms and not functional impairment. Our study underlines the importance of the inclusion of not only severity of autism behaviors but also verbal comprehension when targeting interventions in children with ASD.…”

Section: Discussionmentioning

confidence: 84%

<p>Prediction Of Playfulness By Pretend Play, Severity Of Autism Behaviors, And Verbal Comprehension In Children With Autism Spectrum Disorder</p>

Chen¹,

Chen²,

Lin³

et al. 2019

NDT

View full text Add to dashboard Cite

Background: Children with autism spectrum disorder (ASD) often exhibit deficits in pretend play and have less playfulness. The purpose of this study was to evaluate the relationship between pretend play and playfulness in children with autism spectrum disorder, while controlling for severity of autism behaviors, verbal comprehension, and age. Methods: A sample of 72 children with ASD aged between 3 and 12 years were assessed with the Child-Initiated Pretend Play Assessment, Test of Playfulness, and Childhood Autism Rating Scale, respectively, for their pretend play, playfulness, and severity of autism behaviors. Correlation and multiple regression analyses were conducted. Results: The results of Pearson correlation coefficients revealed that the pretend play variables had mild to moderate associations with the playfulness variables (r = −0.25 to 0.68). The multiple regression analyses showed that, overall, the internal locus of control was the significant predictor of the pretend play variables (accounting for 5-47% of the variance, p < 0.001). The six pretend play variables were all important predictors of all playfulness variables (explaining 41-76% of the variance, p < 0.001-0.047). Particularly, the elaborate pretend play action was a significant predictor of all four playfulness variables. Our findings indicated that the more children with ASD engaged in pretend play, the more they experienced playfulness. Conclusion: Clinicians could help children with ASD improve their feeling of being in charge of their play in order to develop better performance in pretend play. Assisting children with ASD to engage in pretend play is important to promote their internal experience of playfulness.

show abstract

Section: Discussionmentioning

confidence: 84%

<p>Prediction Of Playfulness By Pretend Play, Severity Of Autism Behaviors, And Verbal Comprehension In Children With Autism Spectrum Disorder</p>

Chen¹,

Chen²,

Lin³

et al. 2019

NDT

View full text Add to dashboard Cite

show abstract

“…For example, specific skills in pretense may have influenced the amount of negotiation and enactment observed. Future studies should investigate how children's individual performance in pretending, for example, using an index of the quality of play such as the CHIPPA (Stagnitti & Lewis, ), is associated with children's pretend play in peer interactions. Children's levels of emotional development, for example, individual differences in emotion understanding or expression, may also have individual or dyadic influences on pretend play behaviors (e.g., amity, Dunn & Hughes, ); however, these were not considered in the present study.…”

Section: Limitationsmentioning

confidence: 99%

“…Karniol () has argued that pretense is essentially both a social and linguistic phenomenon, relying on referential intersubjectivity and pragmatic inferencing regarding the “truth value” of utterances involving pretense. Considering peer social pretense, in particular the “negotiation” and “enactment” behaviors discussed above, require children to use linguistic competence to understand, direct, and act upon their peers’ implicit or explicit mental states (Trawick‐Smith, ), a handful of studies have looked at links between pretend play and the higher level aspects of linguistic development that such interactions require as pretend play increases in complexity, with a focus, in particular, on narrative abilities (e.g., Dunn & Cutting, ; Stagnitti & Lewis, ). In the current study, we built on existing research by considering both sentence‐level receptive and expressive language ability.…”

Section: Introductionmentioning

confidence: 99%

Making sense of social pretense: The effect of the dyad, sex, and language ability in a large observational study of children’s behaviors in a social pretend play context

et al. 2019

View full text Add to dashboard Cite

Pretend play with peers is purportedly an important driver of social development in the preschool period; however, fundamental questions regarding the features of children's pretend play with a peer, and the effect of the dyad for pretend play, have been overlooked. The current study undertook detailed behavioral coding of social pretend play in 134 pairs of 5‐year‐old children (54% boys) in order to address three main aims: (a) describe the duration and proportion of children engaging in key social pretend play behaviors, namely calls for attention, negotiation (comprising role assignment and joint proposals) and enactment of pretend play, (b) examine the effect of the dyad in influencing the occurrence of different social pretend play behaviors, and (c) assess the independent and combined effect of individual child characteristics (i.e., language ability and sex) that may influence social pretend play behaviors beyond the influence of the dyad. Results demonstrated the overwhelming effect of the dyad in shaping children's social pretend play behaviors, with language ability and sex explaining relatively little of the total variability in play behaviors. Results are discussed considering the contribution that this type of study can make to theories of associations between children's social development and social pretend play.

show abstract

“…It takes 30 minutes for children aged four to seven and 18 minutes for 3‐year‐olds (Stagnitti, 2007, 2019). Relations to other variables have confirmed that ChIPPA results relate a child's social competence (Uren & Stagnitti, 2009), language and narrative (Stagnitti & Lewis, 2015), and theory of mind (Lin et al, 2017).…”

Section: Methodsmentioning

confidence: 83%

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

Lucisano

Pfeifer

Santos

et al. 2020

Aus Occup Therapy J

Self Cite

View full text Add to dashboard Cite

Introduction Play is an indication of children's development and how they function. In occupational therapy it is regarded as an important occupation of childhood. Assessment of a child's play should be included in the test batteries of occupational therapists, who understand the construct validity of the assessment they have chosen. Our aim was to provide evidence of reliability, internal consistency and hypotheses testing of the construct validity of the cross‐culturally adapted version of the Child‐Initiated Pretend Play Assessment. Methods Two hundred typically developing Brazilian children aged 3 years were evaluated individually using the Child‐Initiated Pretend Play Assessment. Results The internal consistency showed a Cronbach's alpha coefficient to Percentage of Pretend Play Actions (PEPA) of 0.86 and NOS of 0.81. There were significant differences between the younger children (aged 36–41 months) and the older children (aged 42–47 months) for elaborate play across both conventional‐imaginative play (p = .002), symbolic play (p = .012), and the combined score (p = .005). There were significant differences between younger and older girls for elaborate play with symbolic play materials (p = .009) and elaborate play overall (p = .039). There were significant differences between young and older boys for elaborate play with conventional toys (p = .006) and elaborate play overall (p = .025). There were no significant differences for object substitution or imitated actions. Conclusion The measurement properties of the cross‐culturally adapted version of the Child‐Initiated Pretend Play Assessment for 3‐year‐old Brazilian children identified evidence for response processes, internal structure, with discussion of consequences of testing for 3‐year‐old Brazilian children.

show abstract

Quality of pre-school children’s pretend play and subsequent development of semantic organization and narrative re-telling skills

Abstract: The study provides evidence that the quality of pretend play in 4-5 year olds is important for semantic organization and narrative re-telling abilities in the school-aged child.

Cited by 38 publications

References 39 publications

<p>Prediction Of Playfulness By Pretend Play, Severity Of Autism Behaviors, And Verbal Comprehension In Children With Autism Spectrum Disorder</p>

<p>Prediction Of Playfulness By Pretend Play, Severity Of Autism Behaviors, And Verbal Comprehension In Children With Autism Spectrum Disorder</p>

Making sense of social pretense: The effect of the dyad, sex, and language ability in a large observational study of children’s behaviors in a social pretend play context

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

Contact Info

Product

Resources

About