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PubMed1983

A comparison of play behavior in nonhospitalized and hospitalized children.

Because play is extremely sensitive to environmental conditions, extended hospitalization may have adverse effects on normal play development in young children. This study compared the playfulness, as well as the level of play development, of three 2-year-old children who had been hospitalized most of their lives for tracheostomies, and three 2-year-olds living at home. Data on the children's play were gathered by videotaping in two standardized play settings and one free play setting. Statistically significant differences in the developmental level of play and in playfulness (i.e., the degree of liveliness and joy exhibited) were found between the two groups in all three settings, and the play age of all six children varied by setting. Quantitative data analysis was supported by qualitative findings. Although the differences between the groups cannot be conclusively attributed to hospitalization alone, certain features of the hospital environment appear to have hampered the development of play.

Child Behavior↗
PubMedDate not supplied

[The dependence of the emotional state of 8- to 9-year-old children on the conditions of play].

Dependence was studied of emotional state of children, aged 8-9, on the terms of computer play: without additional instruction (with a strategy typical of the child), at time deficiency and at demonstration of techniques of play without limitation in time. Prior to and during the play the following parameters were recorded: heart rate (HR); frequency of basis tone (Fb.t.) and evaluation of frequency of the first formant (n(0] of the vowel "a" in the word "da" pronounced by the child during the play in response to acoustic signal; reaction time (RT) to acoustic signal; parameters of playing activity and also spontaneous verbal expressions of children. Increase of emotional stress during the play at time deficiency was accompanied by the most expressed changes of HR, RT, Fb.t., worsening of playing activity and the increase of the number of negative emotional reactions. When playing without additional instruction, the children showed the best results of playing activity, accompanied by the least expressed changes of HR and Fb.t. in comparison with the background at the greatest expressiveness of the n(0) change, and predominantly positive emotional reactions. The analysis of the correlation of the motivational and informational characteristics of the studied playing activity allowed to make a conclusion about preferential connection of HR and Fb.t. with the motivational and n(0) with informational components of the playing activity.

Child↗
PubMed1989

The sexual differentiation of social play.

Sex differences in social play are quantitative and not qualitative, referring to frequency and not the form of the behaviors. Whereas increased perinatal exposure to exogenous testosterone masculinizes social play, experimental manipulations of androgen levels after this period (i.e. following critical periods for neuronal differentiation) apparently have no effect on the expression of social play. This effect appears to involve, at least in part, androgen receptor occupancy in the amygdala. In the rat, there is a prominent sex difference in nuclear-bound androgen receptors in the amygdala during the sensitive period for the masculinization of play-fighting. Moreover, testosterone implants directly into the amygdala during this period masculinize social play in females. Progesterone exposure reduces play-fighting in male rats, as does corticosterone. This latter effect may be mediated by corticosteroid receptors in the limibic brain. Perinatal androgen exposure may also be important in humans, since girls born with congenital adrenal hyperplasia diagnosed and treated at birth still show male-like patterns of play. Theories concerning the function of sex differences in social play emphasize either the social or motor learning functions. Juvenile male primate social rank correlates with number of peer social interactions, which predominantly take the form of play-fighting. Females on the other hand appear to spend less time play-fighting and spend more time waiting and competing for interactions with infants, i.e. play-mothering, whereby they acquire the motor skills necessary for handling infants. Such differences may reflect socio-biological and developmental cascades that are, in some way, initiated by perinatal hormonal events.

Animals↗
PubMed1997

Social pretend play in Korean- and Anglo-American preschoolers.

Ninety-two preschoolers (46 Anglo- and 46 Korean-American) were observed during free play activities and videotaped in an experimental toy play setting. Cultural differences were examined in the frequency of social pretend play, communicative strategies, and pretend play themes. Anglo-American children engaged in more pretend play during free play activities than Korean-American children. In the experimental setting, there were no cultural differences in the frequency of pretend play; however, there were significant differences in children's communicative strategies and in their play themes. Korean-American children's play included everyday activity and family role themes, whereas Anglo-American children enacted danger in the environment and fantastic themes. Anglo-American children described their own actions, rejected their partners' suggestions, and used directives, whereas Korean-American children described their partners' actions and used tag questions, semantic ties, statements of agreement, and polite requests. The findings suggest that play is a common activity for most children. However, the thematic content and the communicative strategies used to structure and maintain pretend play are influenced by culture.

Acculturation↗
PubMed2026

Perspectives on play for young children with disabilities in South Africa: a qualitative study.

PURPOSE: All children have the right to play. Children with disabilities are often excluded from play activities. We aimed to explore caregivers', older community members', and key stakeholders' perceptions and experiences of play as influenced by socio-cultural, institutional, and public policy factors. These insights informed the early stages of intervention development. MATERIALS AND METHODS: In-depth semi-structured interviews (n = 23) were conducted with caregivers of children with disabilities aged 2-5 years, older community members, and key stakeholders who had experience working with children with disabilities. Data were thematically analysed, following a socio-ecological approach. RESULTS: Four themes emerged: (i) making play doable and affordable, (ii) play away the challenges, (iii) playing together or not, and (iv) play opportunities. The results highlighted how intrapersonal and interpersonal factors and experiences shaped perspectives of play and play-based interventions for children with disabilities. CONCLUSIONS: Our findings emphasise the importance of a community-informed approach in grounding the early stages of intervention development, which may help to ensure that a future play-based intervention is contextually appropriate.

Humans↗
PubMed1992

The energetic costs of rough-and-tumble play in the juvenile rat.

The metabolic costs of rough-and-tumble play behavior were studied in juvenile rats. Using indirect calorimetry, it was determined that energy expenditure during play is increased by 66-104% over the resting metabolic rate, indicating that play accounts for between 2% and 3% of the total daily energy budget of the rat. In a subsequent experiment, food intake and body weight were monitored for 3 weeks in rats allowed to play for 1 hr/day and in rats not allowed to play. While the body weights of the two groups did not differ significantly from each other, those rats allowed to play ate 7% more over the 3-week period than did those rats not given an opportunity to play. These data are consistent with previous reports describing the energetic costs of mammalian play, with play accounting for less than 10% of the daily energy budget in three species tested so far. These data are also consistent with viewing play as a type of exercise and may lead to a better understanding of putative benefits of this behavior.

Aging↗
PubMed1990

Sex differences in the play behavior of immature spotted hyenas, Crocuta crocuta.

Social, locomotor, and object play were studied in a colony of five male and five female peer-reared spotted hyenas during 12 1-hr tests while the animals were 13-19 months of age. Animals were tested in both same-sex and mixed-sex groups and were stimulated to play by the introduction of fresh straw and sawdust bedding. Each test was videotaped and the frequency of each type of play was determined by a time sampling procedure. Females played more frequently than males, however, the category of play which was elevated depended upon the social context during testing. In same-sex tests the frequency of vigorous social play displayed by females markedly exceeded that by males, but no comparable sex difference appeared in mixed-sex tests. Females engaged in locomotor play more frequently than males in mixed-sex tests, but no comparable sex difference appeared in same-sex tests. No sex difference in object play was observed. Two male and two female hyenas were gonadectomized prior to the initiation of the present sequence of tests. The results suggest that gonadectomy during the prepubertal period does not affect the frequency of play behavior. However, the small sample sizes preclude any conclusive determination of the effects of these gonadectomies on play.

Animals↗
PubMed2005

Regional brain cholecystokinin changes as a function of rough-and-tumble play behavior in adolescent rats.

Brain cholecystokinin (CCK) levels have been shown to be elevated in animals defeated during adult social aggression. The present experiment evaluated whether similar effects are evident in prolonged bouts of juvenile social-play fighting, which tend to switch from largely positive to some negative affect after approximately 15 min into a half-hour play session, as indexed by a gradual shift from positively valenced 50 kHz ultrasonic vocalizations (USVs) to negatively valenced 20 kHz USVs. Given the role of CCK in both positive and negative emotional events, we examined levels of CCK-8 in tissue homogenates from 14 brain areas in animals 6h after a 30 min play bout compared to no-play control animals tested similarly in isolation for 30 min. As with patterns observed following adult defeat, significantly higher CCK levels were evident after play in the posterior neo-cortex compared to no-play control animals (+26%). Levels of CCK were also elevated in the midbrain (+35%). However, unlike in adult aggression, CCK levels were reduced in the hypothalamus (-40%) and basal forebrain (-24%) as compared to no-play animals. Posterior cortex CCK levels were positively correlated to the duration that each animal was pinned (r = +.50) which suggests that elevated CCK in the posterior cortex may be related to the negative aspects of play. Hypothalamic CCK levels were negatively related to dorsal contacts and pins (r's = -.57), and suggest that the lower CCK levels may reflect the more positive valenced aspects of play. The data indicate that CCK utilization in the brain is dynamically responsive to rough-and-tumble play.

Animals↗
PubMed2005

Relations between parents' interactive style in dyadic and triadic play and toddlers' symbolic capacity.

Play has a major role in the evaluation and treatment of young children referred to mental health clinicians. The present study examined parental correlates of preschoolers' symbolic play during dyadic and triadic play interactions. Boys' play contained more aggressive themes, and girls' contained more nurturing themes. Mothers displayed more caring themes during play with both sons and daughters, and fathers displayed more repair and construction themes. Mothers' and fathers' facilitative- creative interaction style in dyadic play predicted the level of the child's symbolic play. Co-parenting style marked by cooperation and autonomy predicted symbolic play during a triadic family session. Child intelligence predicted symbolic play beyond the parent's style during triadic but not dyadic interactions. The findings have implications for early intervention directed at increasing symbolic play in young children.

Adult↗
PubMed1998

Anticipation of play elicits high-frequency ultrasonic vocalizations in young rats.

The authors provide initial documentation that juvenile rats emit short, high-frequency ultrasonic vocalizations (high USVs, approximately 55 kHz) during rough-and-tumble play. In an observational study, they further observe that these vocalizations both correlate with and predict appetitive components of the play behavioral repertoire. Additional experiments characterized eliciting conditions for high USVs. Without prior play exposure, rats separated by a screen vocalized less than playing rats, but after only 1 play session, separated rats vocalized more than playing rats. This findings suggested that high USVs were linked to a motivational state rather than specific play behaviors or general activity. Furthermore, individual rats vocalized more in a chamber associated with play than in a habituated control chamber. Finally, congruent and incongruent motivational manipulations modulated vocalization expression. Although play deprivation enhanced high USVs, an arousing but aversive stimulus (bright light) reduced them. Taken together, these findings suggest that high USVs may index an appetitive motivation to play in juvenile rats.

Animals↗
PubMedDate not supplied

Young children's play qualities in same-, other-, and mixed-sex peer groups.

This research examined how children's play varied as a function of the sex of the child, the sex of the play partner, and whether they played in dyads or groups. Children (mean age = 52 months) were observed during their free play. Data revealed that boys' same-sex play was more active-forceful, further from adults, and more stereotyped than girls' play, and that this pattern was generally exaggerated in groups versus dyads. Children rarely played only with children of the other sex (other-sex peers), but about one fourth of their interactions involved children of both sexes (mixed-sex peers). Compared with same- or dyadic other-sex play, mixed-sex play was more likely to occur near adults, and was intermediate in active-forceful and stereotyped activity choices. Findings confirmed that children's experiences in peer groups vary depending on the sex of the child and sex of play partners.

Age Factors↗
PubMed2003

Promoting early play.

Early forms of play involving the exploration of objects is repetitive and limited in scope in children with autism, consistent with a weak drive towards central coherence. The importance is stressed of early manipulative and relational play for the development of meaningful perceptual representations and the subsequent development of functional and symbolic play. It is argued that intervention designed to promote these early forms of play is therefore of critical importance. A 'toy-play' intervention programme is described that was initially used in a research setting with 24 children with autism, using outcome measures and a 1 year follow-up assessment. The original intervention was successful. However, improvements in play were not maintained unless children continued to receive play support. A 'play stimulation' programme building on the toy-play programme is therefore now carried out with children in small groups after completion of the one-to-one toy-play programme.

Autistic Disorder↗
PubMed2005

Note on psychometric properties of playfulness scales with adolescents.

105 female and 85 male high school students completed two scales designed to measure playfulness, the Playfulness Scale for Adults and the Adult Playfulness Scale, and two scales designed to measure creativity, the Similes Test and The Franck Drawing Completion Test. The playfulness scales exhibited high internal consistency and good construct validity. Cronbach alpha was .84 for the Playfulness Scale for Adults and .88 for the Adult Playfulness Scale, and split-half reliability was .79 (Spearman-Brown) and .79 (Guttman) for the Adult Playfulness Scale and .87 (Spearman-Brown) and .86 (Guttman) for the Playfulness Scale for Adults. 2-wk. test-retest reliability for the Playfulness Scale for Adults was .89, which compared favorably to the test-retest reliability of .84 previously reported for the Adult Playfulness Scale.

Adolescent↗
PubMed1991

A pilot study of differences in play behavior between children of low and middle socioeconomic status.

Although play is an important activity of childhood, it is often a neglected modality in occupational therapy. Poverty has been identified as a factor that adversely affects the play of children when a limited number of factors are studied. The purpose of this pilot study was to explore multiple play behaviors that may be related to socioeconomic status. The developmental play ages of 41 middle socioeconomic status preschool children (22 boys, 19 girls) and 43 low socioeconomic status preschool children (24 boys, 19 girls) were assessed with a modified version of the Preschool Play Scale (Bledsoe & Shepherd, 1982; Knox, 1974). Teachers rated the children's play behavior after a minimum of 2 months of interaction in their preschool classrooms. No significant differences between these two groups of children were found for developmental play age, play dimensions, or play categories. It was concluded that the exposure to positive experiences, such as peer interaction and preschool setting, may minimize the effects of poverty conditions on the play behavior of children.

Child Behavior↗
PubMed2000

[On the improvement of everyday life behavior of chronic schizophrenic patients; from the viewpoint of "play-like behavior"].

In this study, the author examined the behavioral patterns of chronic schizophrenic inpatients to follow the process of the amelioration of abulic symptoms such as loss of interest, poverty of thought, lack of sociality, and poor communication. In everyday life in the ward, abulic patients had difficulties in accomplishing not only the basic habitual acts such as getting up or going to bed regularly, exchanging greetings, cleaning teeth, bathing, and washing clothes, but also their assigned duties on the ward. Furthermore, they were unable to behave according to the rules for inpatients, express their emotions appropriately, or build normal interpersonal relationship. The author found that five inpatients achieved some spontaneous behaviors of their own choices in the process of improvement in the above-mentioned habitual acts. As these spontaneous behaviors proceeded through several phases, obvious improvements in their behavioral patterns in everyday life were also observed. The initial phase of transient spontaneous behavior was followed by the second phase of continual spontaneous behavior. Finally, in the interview sessions, the patients became to express pleasurable emotions and physical feelings when they performed their own acts of continual spontaneous behavior. This phenomenon seemed valuable in the therapeutic context because schizophrenic patients are considered seldom capable of having positive feelings toward their own experiences. Therefore, these pleasurable continual spontaneous behaviors may be called "play-like behavior", as confirmed by comparison with the properties of "play" as defined by Caillois. In considering schizophrenic autism, Minkowski described "activité autiste" as an intrinsic quality of the way of life in schizophrenic patients. The manifestation of such quality in spontaneous behaviors can be regarded as having two meanings; an aspect of pathological acting out and a sign of recovery to realistic behaviors. Therapists should consider both aspects when conducting therapies. Although the patients regained the habits and norms of everyday life during hospitalization, the rules involved in "play-like" behavior seemed to contradict some rules in the habitual acts or assigned duties in their daily lives because within "play-like" behavior, freedom predominates over rules. The rules in "play-like" behavior are acquired mostly by mimicking other people. These rules are not fixed laws with penalties but are changeable rules depending on the circumstances of the behavioral process. From this viewpoint, "play-like" behavior allows the patients to acquire practical rules and to understand the relative nature of the rules. Most of the "play-like" behaviors originate from the preferences of the individual patients, which may be something that they have already experienced, something that they have longed for, or something that gives them self-fulfillment. These qualities contribute to the acquisition of experiences that they find pleasurable. For the patients, recalling each "play-like" behavior in the interview sessions enables them to grasp the whole picture of their behaviors, to reinforce their attachment to these behaviors as their own experiences, and to promote the dynamic process between behavior and thought. In this sense, psychotherapy incorporating the aspect of "play-like" behavior seems to prepare the schizophrenic patients to improve their way of thinking. To nurture "play-like" behavior helps the chronic schizophrenic patients to recover will power, independence and sociality, and contributes to the improvement of clinical symptoms and of daily life activities.

Adult↗
PubMed2003

Play preferences and behavior of preschool children with autistic spectrum disorder in the clinical environment.

The play of children with autistic spectrum disorder (ASD) is a valuable medium for assessment and intervention, and its analysis has the potential to aid diagnosis. This study investigated spontaneous play behavior and play object preferences for 24 preschool children with ASD in a typical occupational therapy clinical environment. Play behavior was rated and choice of play object noted at 10-second intervals from a 15-minute video recording of unstructured play. Statistical analyses indicated that play behavior was consistent with descriptions in the literature. In addition, the children demonstrated clear preferences for play objects in the form of popular characters (e.g., Thomas the Tank Engine) and those with sensorimotor properties. We propose that the inclusion of preferred play objects in a clinical environment may increase intrinsic motivation to play, and thereby enhance assessment and intervention.

Autistic Disorder↗
PubMed1994

Gender labels and play styles: their relative contribution to children's selection of playmates.

The relative contribution of gender labels and play styles (masculine or feminine) in playmate selection was evaluated in 60 children between the ages of 4 and 8 years using a novel interview measure. In the interview, when targets' gender labels and targets' play styles were presented as independent dimensions, children showed predicted sex differences in preferences for gender labels and for play styles (including toys, rough-and-tumble play, and activity level). However, when targets' gender labels and targets' play styles were presented as competing dimensions, boys of all ages chose female targets with masculine play styles over male targets with feminine play styles. In contrast, younger girls (4-5-year-olds) chose female targets with masculine play styles, whereas older girls (6-8-year-olds) chose male targets with feminine play styles. This suggests possible sex differences in the contribution of gender labels and of play styles in the development of children's preferences for same-sexed playmates.

Age Factors↗
PubMed2000

Play behaviour in group-housed dairy calves, the effect of space allowance.

In dairy calves kept in pens, lack of sufficient space may inhibit the performance of play behaviour. The present study investigated, firstly, if an increase in space allowance increases the occurrence of play behaviour, and secondly, if calves kept at a low space allowance perform more locomotor play when released individually in a large novel area. A total of 96 dairy calves in six repetitions were housed in groups of four, in pens of either 4, 3, 2.2 or 1.5 m(2) per calf from 2 weeks of age. The occurrence of play behaviour in the home environment was recorded continuously for each individual calf during 24 h at 5, 7 and 9 weeks of age. Locomotor play decreased over the weeks (54, 29 and 19 s for weeks 5, 7 and 9, respectively; F(2,40)=17.98; P<0.001), and the interaction between space allowance and week tended to be significant (F(6,40)=1.96; P<0.10). At 5 weeks of age, calves kept at 4 or 3 m(2) per calf performed more locomotor play in the home environment than calves at 2.2 or 1.5 m(2) per calf (68, 74, 38 and 39 s for 4, 3, 2.2 and 1.5 m(2) per calf, respectively; F(3,15)=3.40; P<0.05), but in weeks 7 and 9, no effects of space allowance were found. In addition, the duration of locomotor play was recorded for all calves during an individual 10-min open-field test in a 9.6x4.8 m arena at 4 and 10 weeks of age. During the open-field test at 10 weeks of age, calves from pens with 1.5 m(2) per calf performed more locomotor play than calves on the remaining treatments (10, 9, 12 and 25 s for 4, 3, 2.2 and 1.5 m(2) per calf, respectively; F(3,15)=4.05; P<0.05). The present study shows that an increase in the available space increases the occurrence of locomotor play in the home environment at 5 weeks of age. It also shows that calves kept in pens with the smallest space allowance performed more locomotor play behaviour when released in a large arena at 10 weeks of age.

Journal Article↗