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Pretend play and social play: the concurrent validity of the child-initiated pretend play assessment

journal contribution
posted on 2009-04-01, 00:00 authored by K McAloney, Karen StagnittiKaren Stagnitti
In play therapy, assessment is more often of children's behavioral or social issues than children's play ability. However, understanding children's play ability by using a reliable and valid play assessment can add to a therapist's understanding of the child. The aim of this study was to investigate how a child's performance on a play assessment was related to social peer play. Children's pretend play was assessed using the Child-Initiated Pretend Play Assessment. Social peer play was assessed by preschool teachers completing the Penn Interactive Peer Play Scale. Fifty-three typically developing preschool children were assessed. A significant positive correlation was found between the level of a child's elaborateness of play scores and peer play interaction. A significant negative relationship was found between a child's ability to substitute objects and play disruption. A significant negative relationship was also found between a child's ability to elaborate play and substitute objects with play disconnection. The results suggest that children's social competence can be inferred from their play scores on the Child-Initiated Pretend Play Assessment.

History

Journal

International journal of play therapy

Volume

18

Issue

2

Pagination

99 - 113

Publisher

American Psychological Association

Location

Washington, D.C.

ISSN

1555-6824

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2009, Association for Play Therapy

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