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Pretend play and parents' view of social competence: the construct validity of the Child-Initiated Pretend Play Assessment.

Swindells, Dianne and Stagnitti, Karen 2006, Pretend play and parents' view of social competence: the construct validity of the Child-Initiated Pretend Play Assessment., Australian occupational therapy journal, vol. 53, no. 4, pp. 314-324, doi: 10.1111/j.1440-1630.2006.00592.x.

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Title Pretend play and parents' view of social competence: the construct validity of the Child-Initiated Pretend Play Assessment.
Author(s) Swindells, Dianne
Stagnitti, KarenORCID iD for Stagnitti, Karen orcid.org/0000-0002-6215-3390
Journal name Australian occupational therapy journal
Volume number 53
Issue number 4
Start page 314
End page 324
Publisher Australian Association of Occupational Therapists
Place of publication Subiaco, W.A.
Publication date 2006-12
ISSN 0045-0766
1440-1630
Keyword(s) construct validity
interpersonal relationships
parent
symbolic play
Summary Background and Aims: Play is the primary means through which children develop skills and socially interact with other children. The aim of this study was to investigate the relationship between pretend play and social competence in 4–5-year-old typically developing children, thereby adding further knowledge to the construct validity of the Child-Initiated Pretend Play Assessment (ChIPPA). Procedure: The pretend play ability of 35 preschool children aged 4–5 years was assessed using the ChIPPA. Parent/guardians of the children were interviewed regarding their child's social competence using the Vineland Social–Emotional Early Childhood Scales (Vineland SEEC Scales). Main Findings: No significant correlations were found between the children's play scores and their Vineland SEEC Scales scores. A significant and negative relationship was found between cooperation and sharing and elaborate play scores, suggesting that children who scored poorly on the play assessment were rated as cooperative by parents. Principal Conclusions: Parent report of social competence cannot be inferred from play scores. Reasons for the negative and significant finding are put forward and clinical implications of the findings are discussed. Additional investigations are necessary to further explore the construct validity of inferring social competence using the ChIPPA.
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Language eng
DOI 10.1111/j.1440-1630.2006.00592.x
Field of Research 110399 Clinical Sciences not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30009060

Document type: Journal Article
Collections: School of Health and Social Development
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.