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PubMed1998

Spontaneous play in children with autism: a reappraisal.

Much controversy remains regarding the ability of children with autism to engage in spontaneous play. In this study children with autism, Down syndrome and typical development with verbal mental ages of approximately 2 years were assessed for play abilities at three data points. Even in this group of children with autism, who had relatively low verbal mental ages, symbolic play skills were not totally absent. However, it was possible to distinguish their pattern of play behaviors from the other two groups. Consequentially, it is argued that there are unusual features in early spontaneous play in children with autism and these atypical patterns are not restricted to their difficulties in the production of symbolic play. Such differences in early spontaneous play raise interesting questions about the etiology of autism, the direction of future research, and the theoretical models that can account for the condition.

Autistic Disorder↗

PubMed1986

Social play soliciting by male and female juvenile rats: effects of neonatal androgenization and sex of cagemates.

Male and female juvenile rats were individually exposed to nonplayful juvenile social stimuli in a novel test of play-soliciting behavior to examine hormonal and experiential determinants of sex differences. In Experiment 1, neonatally androgenized females engaged in play soliciting at a level equal to that of male controls and greater than that of nonandrogenized female controls. In Experiment 2, males and females were reared in unisexual and bisexual groups in order to compare long-term sex-related social experience effects on juvenile play soliciting. Males exposed only to other young males engaged in greater play soliciting than males exposed to both sexes; females, in contrast, were unaffected by sex of cagemates. Within rearing conditions, however, males engaged in greater play soliciting than females. The combined results suggest that perinatal gonadal androgen exposure effects on social play are prepotent and contribute essentially to sex differences in the initiation of social play behavior.

Animals↗

PubMed2006

Mother-child play and emerging social behaviors among infants from maltreating families.

Mother-child play of 12-month-old infants (N=130) from maltreating (N=78) and non-maltreating (N=52) families was analyzed as a context that integrates infants' developing social and cognitive skills. Play was coded from semistructured and unstructured play paradigms. No group differences were found in infants' play maturity. Infants from abusing families demonstrated more imitative play than infants from non-maltreating families, and engaged in less independent play than infants from both neglecting and non-maltreating families, suggesting a delay in emerging social behaviors. Mothers from abusing and non-maltreating families differed in attention directing behaviors. Maternal behaviors predicted child play style variables, but did not mediate the effects of maltreatment. Findings discuss the influence of an early maltreating environment upon the development of the emergent self. Implications for early intervention are underscored.

Adult↗

PubMed2006

Play fighting between kindling-prone (FAST) and kindling-resistant (SLOW) rats.

Differences in the play behavior of 2 strains of rats suggest that different components of play fighting can be modified independently. The development of play fighting in cross-strain pairs of familiar and unfamiliar rats was examined to determine whether interacting with a non-congruent pair-mate would alter the pattern of play typical for each strain. In both strains, changes in play fighting were observed throughout development, but partner identity appeared to influence play fighting in different ways depending on age. These data suggest that some components of play may be more impervious to changes in social environment than other components.

Age Factors↗

PubMed2006

Amygdala size and hypothalamus size predict social play frequency in nonhuman primates: a comparative analysis using independent contrasts.

The amygdala and hypothalamus become sexually differentiated by gonadal hormones giving rise to sexually differentiated behaviors, which include play behavior. Phylogenetic comparative analyses test for relationships between social play and brain structure volumes. Relative volume of the amygdala and hypothalamus correlated with social play, but not nonsocial play, even after controlling for the size of other brain structures. The authors propose that behaviors such as social assessment, recognizing and responding to facial expression, and social response appropriateness, which are mediated by the amygdala, are developed through social play. Additionally, the hypothalamus may regulate the motivation to engage in play through positive reinforcement of pleasurable activity. Thus, the instinctive socio-emotive aspects of play in primates appear to be those regulated by the amygdala and hypothalamus.

Amygdala↗

PubMed2004

Measuring college students' motives for playing drinking games.

Students may choose to play drinking games not only for reasons related to alcohol consumption but also because of incentives related to other aspects of play (competition, fun, interpersonal dominance, etc.). College students (120 men and 167 women) completed measures of motives for playing (based on T. J. Johnson, S. Hamilton, & V. L. Sheets, 1999) and consequences of playing drinking games. Exploratory principal-components analysis identified 8 reasons for playing. Men and women differed in their endorsement of the factors. Motives for play directly predicted consequences of play independently of alcohol consumption. Specific motives predicted specific types of consequences. In multiple regression analyses, Conformity motives were negatively related to consequences and may represent a form of protective motive.

Adolescent↗

PubMed1997

Symbolic play of children with language impairment: a critical review.

There have been a number of studies that have reported on the symbolic play abilities of children assessed as demonstrating developmental language disorders or specific language impairment. In general, this research has reported significant differences in the symbolic play abilities of children with language impairment and those developing language normally. In most, though interestingly, not all cases, the differences reflected less developed symbolic play of the children with language impairments. It will be argued here that these reported differences should not be interpreted as demonstrative of marked deficits in the general representational or specific symbolic play competence of children with language impairments. It will be argued further that part of the research conducted to date on the symbolic play abilities of children with language impairment has been confounded by the encroachment of language into the research procedures, that the level of play often investigated has not been unquestionably symbolic in nature, and that the actual differences in symbolic play have not been substantial.

Child, Preschool↗

PubMed2002

Not by bread alone': impact of a structured 90-minute play session on development of children in an orphanage.

BACKGROUND AND OBJECTIVES: In developing countries, caring for the large number of babies in orphanages is very hard work. Whereas the physical needs of most of the children are met, play often gets neglected. Studies have repeatedly shown that babies in such institutionalized settings suffer from severe psychomotor retardation. The aim of this project was to develop an intervention programme of structured play. We hypothesized that such an intervention would result in acceleration of psychosocial development in otherwise healthy institutionalized children. DESIGN: Prospective longitudinal. SETTING: Mother Teresa's Orphanage, run by Missionaries of Charity. SUBJECT AND METHODS: All 30 children in the orphanage aged 6 months-2.5 years, were assessed for their Motor, Mental and Social Quotients, using the Indian adaptation of Bailey's Scale of Infant Development(DASII) and the Vineland's Social Maturity Scale. A structured 'Regime of Play' was then built into the routine of the orphanage. A repeat developmental assessment was performed at the end of 3 months to assess the impact. RESULTS: Out of the original cohort of 30, 19 children were available for post-intervention assessments. The remainder were adopted before their assessments. Their mean Motor Quotient rose from 63.7 to 81.7, mean Mental Quotient rose from 65.8 to 89.6 and the mean Social Quotient rose from 61.9 to 91.3, a gain of 18, 23 and 30 points respectively (p < 0.0001). There was also an overall change in the environment of the orphanage. Children became more active, playful, responsive and independent. Contrary to what caretakers assumed, their workload actually decreased. The responsiveness in the children awakened as a result of play, acted as a positive feedback for caretakers to continue the play sessions. CONCLUSIONS: This study shows that short daily sessions of play can significantly improve the development of children in such institutions. It is vital to remember that children grow 'Not by Bread Alone'.

Child Development↗

PubMed2006

Parents of preschool fire setters: perceptions of the child-play fire hazard.

The present study sought to learn about risk perceptions held by parents of preschool fire-setters. A 41-item survey was distributed to 60 parents whose children, aged 6 years and younger, had previously set fires and who were involved in intervention programmes throughout the US. Most parents did not think their children would play with matches/lighters, or knew how to use these items, although some had witnessed their children playing with matches/lighters previously. Most parents reported having taken precautions to keep matches/lighters out of reach and also educating their children about fire. Regardless, children not only set fires, but in 40% of cases climbed to access the match/lighter. Parents' perceptions of their children's proclivity for fire play were not consistent with their actual fire-play behaviour. Parents underestimated the likelihood that their children would play with matches/lighters. Although most reportedly undertook preventative measures aimed at thwarting fire play, these strategies were ineffective. Traditionally relied upon precautionary techniques, such as storing lighters out of reach and discussing the dangers of fire, were not sufficient to stem interest and resultant fire play.

Adolescent↗

PubMed1991

The child-psychoanalytic play interview: a technique for studying thematic content.

Child psychoanalysts have long viewed play as a reflection of children's inner lives and have used the themes children represent in play for diagnostic and therapeutic work. Given the central role children's play has for clinical work, few studies have addressed play empirically. This paper presents a technique for studying the thematic content of children's play as it emerges during a play session with a child analyst. We report the steps involved in developing this investigative technique and describe the interobserver agreement among four rates using the technique with videotaped play sessions. Implications for future research using such an approach are discussed.

Fantasy↗

PubMed1996

The power of humor and play as nursing interventions for a child with cancer: a case report.

Many benefits of humor and play have been documented in the literature. The purpose of this Case Report was to assess the benefits of humor and play with a 5-year-old retinoblastoma patient in an ambulatory care setting. The use of humor in the forms of tickling, joke-telling, play on words, funny movies, silly stickers, and medical play was found to be helpful in decreasing the anxiety of a pediatric oncology patient during insertion of his Infusaport needle. This article reviews the benefits of humor and play and provides a brief discussion of the developmental aspects of humor and play theory. Implications for further nursing research in the area of humor interventions are also discussed. The promotion of appropriate humor and play use by all health care professionals is encouraged.

Child Development↗

PubMed1993

A comparison of play behaviors in two child life program variations.

The purpose of this naturalistic study was to describe the play of children in hospital playrooms and to determine whether the type of child life program focus (i.e., playroom/group vs. nonplayroom/individual) impacts on the frequency and types of play behaviors exhibited. Despite differences in hours of availability, length of experience of staff, complexity of play spaces, and number of activities, the type of program focus was not found to affect significantly play frequency or type. There were, however, trends for more educative and therapeutic play to occur in the playroom-focused setting. Instead, child variables of gender and length of hospitalization were related to types of play exhibited, and the type of illness and whether the child was previously hospitalized were related to certain nonplay behaviors. Implications are drawn for additional study of play in child life contexts.

Child Behavior↗

PubMed1999

Children's fantasy play and emotional understanding.

Examined the relation between affective and cognitive processes in fantasy play and emotional understanding. Sixty-six children in the 1st and 2nd grades played with puppets (Affect in Play Scale; Russ, 1993), answered questions about their understanding of emotions (Kusche Affective Interview-Revised; Kusche, Greenberg, & Beilke, 1988), and completed a measure of verbal intelligence (Wechsler Intelligence Scale for Children-III; Wechsler, 1991). The major finding of this study was that consistent, yet modest, relations were found between dimensions of fantasy play and emotional understanding. Cognitive dimensions of fantasy play, but not affect expression, were related to facets of emotional understanding. These relations were independent of verbal ability. A composite fantasy play score accounted for a significant amount of variance in a composite emotional understanding score when verbal ability was accounted for. Variations in the pattern of correlations for girls and boys suggest sex differences in the relation between fantasy play and emotional understanding. Implications for clinical research and interventions are discussed.

Affect↗

PubMed2002

Androgens and environmental antiandrogens affect reproductive development and play behavior in the Sprague-Dawley rat.

In mammals, exposure to androgens early in development is essential for masculinization of the male reproductive phenotype. Male fetuses exposed to antiandrogens during perinatal life are permanently demasculinized in their morphology and physiology, whereas exposure to exogenous androgens permanently masculinizes females. In some litter-bearing species, proximity(italic) in utero(/italic) of females to males can partially masculinize female siblings and alter their responsiveness to endocrine-disrupting compounds. However, in our strain of rat (CD-SD Charles River), intrauterine position does not significantly influence testosterone concentrations and anogenital distance of fetuses. In comparison, administration of testosterone propionate to pregnant females, at doses that doubled fetal female testosterone levels, did masculinize the reproductive system. Discovery of androgen-active chemicals in the environment has placed increased emphasis on describing the reproductive and behavioral effects of both natural and environmental androgens and antiandrogens. Recently, the effects of an antiandrogen, vinclozolin, on the brain and behavior were cited as a special concern by the U.S. Environmental Protection Agency in its risk assessment of this pesticide. In rats, one such behavior that is perinatally organized by androgens is social play. Males play more than females, and administration of exogenous androgens during the neonatal period alters the juvenile expression of this sexually dimorphic behavior. Vinclozolin is an androgen receptor antagonist that inhibits androgen-dependent tissue growth in vivo. We were interested in whether developmental exposure to vinclozolin could also alter androgen-dependent behaviors such as play. Neonatal male rats were injected on postnatal days (PNDs) 2 and 3 with corn oil, the pharmacologic antiandrogen flutamide (50 mg/kg), or vinclozolin (200 mg/kg). On PNDs 36-37 animals were observed for social play. Behaviors associated with general social activity such as sniffing and dorsal contact were unaffected by treatment. However, play behavior in males treated with flutamide or vinclozolin was significantly reduced, resembling levels of play characteristic of females rather than untreated males. Therefore, this study demonstrates that perinatal exposure to vinclozolin, an environmental antiandrogen, can alter androgen-dependent play behavior in the male rat.

Androgen Antagonists↗

PubMed2004

Arsenic on the hands of children after playing in playgrounds.

Increasing concerns over the use of wood treated with chromated copper arsenate (CCA) in playground structures arise from potential exposure to arsenic of children playing in these playgrounds. Limited data from previous studies analyzing arsenic levels in sand samples collected from CCA playgrounds are inconsistent and cannot be directly translated to the amount of children's exposure to arsenic. The objective of this study was to determine the quantitative amounts of arsenic on the hands of children in contact with CCA-treated wood structures or sand in playgrounds. We compared arsenic levels on the hands of 66 children playing in eight CCA playgrounds with levels of arsenic found on the hands of 64 children playing in another eight playgrounds not constructed with CCA-treated wood. The children's age and duration of playtime were recorded at each playground. After play, children's hands were washed in a bag containing 150 mL of deionized water. Arsenic levels in the hand-washing water were quantified by inductively coupled plasma mass spectrometry. Our results show that the ages of the children sampled and the duration of play in the playgrounds were similar between the groups of CCA and non-CCA playgrounds. The mean amount of water-soluble arsenic on children's hands from CCA playgrounds was 0.50 microg (range, 0.0078-3.5 microg). This was significantly higher (p < 0.001) than the mean amount of water-soluble arsenic on children's hands from non-CCA playgrounds, which was 0.095 microg (range, 0.011-0.41 microg). There was no significant difference in the amount of sand on the children's hands and the concentration of arsenic in the sand between the CCA and non-CCA groups. The higher values of arsenic on the hands of children playing in the CCA playgrounds are probably due to direct contact with CCA-treated wood. Washing hands after play would reduce the levels of potential exposure because most of the arsenic on children's hands was washed off with water. The maximum amount of arsenic on children's hands from the entire group of study participants was < 4 microg, which is lower than the average daily intake of arsenic from water and food.

Arsenates↗

PubMed2006

The Red Hat Society: Exploring the role of play, liminality, and communitas in older women's lives.

There is an extensive literature on play. Yet, the role of play in older adults' lives has received limited attention. Strikingly absent is research on play and older women. Missing from the literature is how older women use play as a liminal context for social interaction and communitas. This is odd because by 2030 one in four American women will be over the age of sixty-five. The primary purpose of this study is to explore the roles of play, liminality, and communitas in older women's lives. The focus is the Red Hat Society, a social group for women over age 50 that fosters play and fun. Using qualitative interviews with focus groups and participant observation of a regional Red Hat Society event, the study highlights some of the strengths and weaknesses of current conceptualizations of play, liminality, and communitas.

Adult↗

PubMed2007

The importance of play in promoting healthy child development and maintaining strong parent-child bonds.

Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play also offers an ideal opportunity for parents to engage fully with their children. Despite the benefits derived from play for both children and parents, time for free play has been markedly reduced for some children. This report addresses a variety of factors that have reduced play, including a hurried lifestyle, changes in family structure, and increased attention to academics and enrichment activities at the expense of recess or free child-centered play. This report offers guidelines on how pediatricians can advocate for children by helping families, school systems, and communities consider how best to ensure that play is protected as they seek the balance in children's lives to create the optimal developmental milieu.

Child↗

PubMed1986

Developmental play ages of physically abused and nonabused children.

Although the specific effects of physical abuse are largely unknown, studies have shown deficiencies in the social behaviors of physically abused children. Because play is an important developmental process influencing socialization, physical abuse may adversely affect the developmental play age of children. This study compared the developmental play age of two groups of children aged 1 to 5 years, 12 of whom were physically abused and 12 of whom were not physically abused. Children's play behaviors were recorded using the Preschool Play Scale. Deficits in developmental play age and play imitation were found in the abused group. These results have implications for occupational therapy practice in the identification, assessment, and treatment of physically abused children.

Child Abuse↗