Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “PLAY”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 343 records · Page 19Linked to original sources
PubMed1999

Play interactions of family members towards children with autism.

The play interactions of family members towards children with autism were examined in the current study. Siblings, mothers, and fathers of nine families of a child with autism were observed in dyadic play interactions with the child. Results revealed that mothers and fathers exhibited more play behaviors towards children with autism than siblings, while the children with autism initiated more interactions towards siblings than towards parents. Vineland scale scores were correlated with parental behaviors and the initiations of children with autism towards parents. Results suggest that parents may compensate for their child's disability level by initiating more play interactions. Implications include teaching parents how to pace play interactions to allow children with autism to initiate play interactions.

Autistic Disorder↗
PubMed2003

Cognitive underpinnings of pretend play in autism.

This article examines the cognitive underpinnings of spontaneous and prompted pretend play in 28 young children with autism, 24 children with other developmental disorders, and 26 typical children. The article compares theories that consider either theory of mind (ToM) or executive function (EF) to be causally important deficits in the development of pretend play in autism and important factors in pretend play. Each of these two theories posits a cognitive precursor to pretense, which would need to be present in typical development, and the absence of which could explain pretend play deficits in children with developmental disabilities such as autism. We tested which of these theories better predicts a child's production of pretend play. Children with autism were significantly delayed on pretend play scores. They also had significant deficits in our ToM measure, but not our EF measures. Regression analyses suggested a role for our measure of generativity, one of the EF measures.

Analysis of Variance↗
PubMed2006

Fear, risk assessment, and playfulness in the juvenile rat.

The effects of predatory odors on play were assessed in juvenile rats. When rats were exposed directly to a collar previously worn by a cat, play was abolished and remained suppressed for up to 6 days. Providing rats with an opportunity to hide did not alter cat odor's ability to reduce their play. Rat play was also suppressed shortly after they were exposed to cat odor in their home cage, and a substantial amount of risk assessment behavior was present up to 24 hr later. Trimethylthiazoline, a component found in fox feces, only reduced play during exposure. These data suggest that predatory odor-induced reductions in play may provide a useful model for gaining insight into the consequences of fear and anxiety in young animals.

Age Factors↗
PubMed1987

Symbolic play and social participation abilities of language-impaired and normally developing children.

The symbolic play and social participation behaviors of 6 language-impaired and 8 normal language-learning children were compared on three measures of play: (a) the Symbolic Play Test (Lowe & Costello, 1976), (b) the Brown-Lunzer Scale (Brown, Redmond, Bass, Liebergott, & Swope, 1975), and (c) the Scale of Social Participation in Play (Tizard, Philps, & Plewis, 1976). Subject groups were equated for MLU (Brown, 1973), Developmental Sentence Scoring (Lee, 1974), and performance on the Test of Auditory Comprehension of Language (Carrow, 1973). Results indicated that the language-impaired subjects demonstrated significant deficits in symbolic, adaptive, and integrative play behaviors in comparison with the linguistically equivalent normal subjects. The language-impaired group also evidenced significantly more nonplay and significantly less solitary and parallel play than their normal peers. Findings are discussed with respect to the developmental relationship between language and cognition.

Child↗
PubMed1988

Object transformations in the play of language-impaired children.

The play behavior of 10 language-impaired children was observed. Their performances in play were compared to those of 10 normal-language children matched for chronological age as well as to those of 10 normal-language children matched for mean length of utterance. The children were observed as they played spontaneously with a standard group of toys and as they played with objects that required object transformations for successful play. The chronological age-matched normal subjects showed a trend toward performance of more object transformations in play than either the language-impaired or younger normal-language children. Additionally, although object transformations were observed in both segments, all children performed more object transformations with objects than with toys.

Child↗
PubMed1997

The influence of peer models on the play scripts of children with specific language impairment.

This investigation included two phases of inquiry that examined the effects of peer modeling upon the play scripts of children with specific language impairment (SLI). The first study employed a pretest-posttest control group design involving two groups of children with SLI (10 who participated in the experimental treatment and 10 controls) and a group of peer models (10 children with normal language development). The treatment involved dyadic play sessions in which children with SLI were paired with a normal language peer model. Significant differences were found between the play script reports of the experimental (SLI-E) and control groups (SLI-C) of children with specific language impairment. The second study, utilizing single-case methodology, involved 6 children with SLI who participated in the control group of Study 1, plus 2 peer models. Play dyads consisted of either two children with SLI or one child with SLI and a normal language peer. Results of this study provided support for the contention that play interactions with normal language peers facilitates increases in the play-script reports of children with SLI.

Child, Preschool↗
PubMed1999

Children at play: the death and injury pattern in New South Wales, Australia, July 1990-June 1994.

OBJECTIVES: To describe and to understand the pattern of play-related deaths and injury (excluding organized sports) among children in New South Wales (NSW), Australia. METHODOLOGY: This study utilized a state-wide prospective surveillance data collection of paediatric traumatic deaths and injuries at the Royal Alexandra Hospital for Children. Deaths and injury cases were selected from the NSW Trauma Death Registry and Childsafe NSW database. Information including basic demographics, the surrounding circumstances of death and injury incidents, and the required treatment was collected. RESULTS: There were 30 play-related deaths and 92 drownings over the 4-year period. The male to female ratio was about 2:1. Excluding drowning, which has been reported elsewhere, and sports, the leading causes of play-related deaths were burns (eight) and asphyxiation (eight). An average of 6444 presentations to the emergency departments per year were recorded with sex ratio and age distribution pattern similar to the deaths. The home was the most common place (55.5%) of play-related injury, specifically the living and sleeping area. Falls, both under and above 1 metre, were the most common causes of injury (50.9%). The leading mechanism was cuts and lacerations (21.2%). Nearly one-third (32.7%) of all injuries were to the head, with face, cheek, forehead and scalp as the most common injured body part. Significant associations between place of injury, injured body parts and age were observed. CONCLUSIONS: Play-related injury is common among children, and in some cases causes severe injury and death. To tackle the problem of play-related deaths and injuries, a holistic approach is suggested. This includes the provision of a safe environment, supervision by parents, education of children and detailed data collection.

Accident Prevention↗
PubMed1998

Play, dreams, and creativity.

Viewed ontogenetically, creating, dreaming, and playing are a variant of object relatedness. It is suggested that in recapitulating the ontogenetic sequence, creating, dreaming, and playing each as a process initiates by de-differentiation to primal union, evolves into transitional functioning, and consummates in tertiary cognitive discourse. The products of the triad--the created object, the dream, and play--are viewed as synergistic psychodynamic composites of topical, personal, and arche-typical imperatives. Creating, dreaming, and playing are easily overburdened by events, becoming stereotypical and repetitious. Nowhere is this more clearly seen than in the play of chronically ill, hospitalized children. It is suggested that with development generally, playing is replaced by formalized games; only dreaming continues as the vestige of early creative abilities.

Child↗
PubMed1998

Play and therapeutic action. Multiple perspectives.

Children's play that goes unanalyzed within a psychoanalysis, yet leads to therapeutic change, is contrasted with interpreted play that leads to conscious insight. The therapeutic and development facilitating effects of unanalyzed play suggest that substantial analytic work goes on unconsciously. Technical issues arise, therefore, if play is conceptualized as a therapeutic force in its own right. Developmental considerations and inhibitions in play become greater considerations in analytic technique. Two clinical vignettes from the analyses of latency-age girl and boy are presented to illustrate unanalyzed play as an agent in development and mastery of anxieties.

Awareness↗
PubMed2005

Role-playing for more realistic technical skills training.

Clinical skills are an important and necessary part of clinical competence. Simulation plays an important role in many fields of medical education. Although role-playing is common in communication training, there are no reports about the use of student role-plays in the training of technical clinical skills. This article describes an educational intervention with analysis of pre- and post-intervention self-selected student survey evaluations. After one term of skills training, a thorough evaluation showed that the skills-lab training did not seem very realistic nor was it very demanding for trainees. To create a more realistic training situation and to enhance students' involvement, case studies and role-plays with defined roles for students (i.e. intern, senior consultant) were introduced into half of the sessions. Results of the evaluation in the second term showed that sessions with role-playing were rated significantly higher than sessions without role-playing.

Adult↗
PubMed2000

Computer play centres for children with disabilities.

For all children play is the leading and dominating activity in childhood and essential in child development. Many children with severe disabilities have limited opportunities to play and need support. Computer play can be a good support in habilitation/rehabilitation of children who have not earlier been able to play independently. Eight pilot computer play centres were started in Sweden in 1992 and since then the number of centres has increased. The target group was children with disabilities on the level before reading and writing. This brief report is a description of the computer play centres and the first three activity years.

Adolescent↗
PubMed1996

Can emotions and themes in children's play predict behavior problems?

OBJECTIVE: To empirically test whether systematic examination of emotions and themes in children's play can provide useful information about childhood problems. METHOD: Using the MacArthur Story-Stem Battery and coding system, distress and destructive themes (aggression, personal injury, and atypical negative responses) were coded from the play of 51 children at ages 3, 4, and 5 years, in a low-risk, nonclinical volunteer sample. To measure behavior problems, both parents completed the Child Behavior Checklist at all ages, and teachers completed the Teacher's Report Form when the children reached 5 years of age. RESULTS: Both distress and destructive themes in the play of 4- and 5-year-olds were found to correlate with externalizing behavior problems as rated by parents and teachers. CONCLUSIONS: Children who display more distress during play at 4 and 5 years of age and who demonstrate destructive themes at 4 and 5 years of age appear to have more externalizing behavior problems, as rated by their parents and teachers. These results provide empirical support for the use of play as an assessment tool in young children. The findings suggest approaches to and limitations of play interpretation.

Child Behavior Disorders↗
PubMed1999

The development and predictive relations of play and language across the second year.

The play and language development of 171 toddlers was examined at 14 and 18 months by observing their activities on the Symbolic Play Test and by assessing their language skills using the MacArthur Communicative Development Inventories (MCDI) and the Reynell Developmental Language Scales. Additionally, data from the Bayley Scales of Infant Development and the MCDI were obtained at 24 months, in order to investigate how play and language measures taken at 14 and 18 months predict children's development at the age of 2 years. The results showed that the vocabulary production and symbolic play of the 14-month-old toddlers made a unique contribution to their language and cognitive skills at the age of 2 years, while at 18 months only language variables made a similar contribution. Other-directed pretense discriminated between the children's subsequent language and cognitive skills best, whereas nonsymbolic play had no independent predictive contribution. Significant gender differences were found in the use of nonsymbolic and symbolic play acts already at 14 months. Gender did not, however, contribute to the prediction of the children's subsequent skills, whereas maternal education significantly added to the prediction of the 2-year-olds' maximum sentence length and that of their cognitive development.

Analysis of Variance↗
PubMed1995

Play position is influenced by knowledge of SIDS sleep position recommendations.

OBJECTIVE: This study determined whether knowledge of sleeping in the prone position as a risk factor for sudden infant death syndrome (SIDS) influences caregivers' positioning of their infants for play and sleep. METHODOLOGY: One hundred caregivers attending Adelaide metropolitan Child Adolescent and Family Health Services (CAFHS) were surveyed by self-administered questionnaire. RESULTS: Ninety-three per cent of parents reported that their knowledge of SIDS influenced infant positioning for sleep and 84% reported they never put their infant in the prone position for sleep. Thirty-seven per cent reported that SIDS knowledge did influence play positioning and 26% reported never placing their infant prone for play. There was a significant association (P = 0.002) between the influence of SIDS knowledge on play positioning and avoidance of the prone position for play. CONCLUSIONS: Community educators may need to clarify that prone positioning for play is not a risk factor for SIDS and that it is desirable for infants to spend supervised wakeful time in the prone position.

Adult↗
PubMed2005

When things don't add up: the role of perceived fungibility in repeated-play decisions.

Previous research on repeated-play decisions has focused on choices with fungible outcomes. We investigated the perceived fungibility of outcomes over repeated plays of risky prospects in several situations, as well as the relationship between perceived fungibility and preferences for taking risks in those situations. Perceived fungibility varied substantially across participants and situations, with outcomes experienced by different people (e.g., medical outcomes for different patients) receiving lower scores than outcomes experienced by a single person. Higher perceived fungibility was associated with more favorable evaluations of repeated plays of risky prospects with positive expectations. Additionally, perceived fungibility moderated the effect of repetition, such that the increased attractiveness of repeated plays relative to a single play was diminished when perceived fungibility was low. Although evaluating the overall distribution of outcomes is arguably rational when monetary outcomes accrue to one person, treating each play as a separate event may be more appropriate when outcomes are not viewed as fungible.

Choice Behavior↗
PubMed2005

How to play with patients who would rather remain remote.

Playful technique with negativistic, schizoid patients is described and further explained. They are seen as closing their mind, imagination, needs, and feelings to protect themselves against the terrifying dangers of human relatedness (vulnerability, need, hurt, loss, fusion, destruction). The analyst, while respecting the schizoid patient's need for protection, affirmation, and validation, seeks creative ways of engaging the patient more closely. Playful technique with schizoid patients combines the analyst's sensitive, playful attitude with an invitation to playful action as an experiment with new feelings, longings, hopes, and expectations. Playful engagement is one technique for attempting to engage patients not now open to verbal interpretation. To succeed with such patients, the analyst needs to connect with the core of their protectiveness and thereby come to enjoy their defensive powers, tolerate their need of the analyst, and not feel insulted. The analyst's light, playful approach to these patients' life-and-death terrors of hating and loving aims to show them that they have grossly exaggerated the powers of their hatred and their love.

Adult↗
PubMed2003

A review of research into pretend play in autism.

Autism is currently diagnosed, in part at least, on the basis of problems in imagination. The article reviews the empirical evidence of difficulties in pretend play in autism, and focuses in particular on individuals' ability to engage in pretence in free play conditions, to produce pretence in more structured situations, and to make sense of pretend actions carried out by another person. These data suggest that individuals with autism have a marked difficulty in producing pretend play, but one that is reduced by providing substantial structure to the play situation or by testing comprehension of pretence. The implications of these findings for theories of pretend play in autism, in terms of an inability to conceive of non-literal situations, a difficulty in imposing a pretend usage on an object, or a failure to gain a benefit from engaging in pretend play, are discussed.

Autistic Disorder↗
PubMed2003

Play and language in children with autism.

It is well established that the play and language skills of children with autism are impaired. The article considers the relationship between these developments in typically developing children and children with autism. First, the evidence for a relationship between these two areas in typically developing children is reviewed. Despite many methodological differences between studies, this evidence supports a relationship, with specific developments emerging first in play and subsequently in language. Second, evidence for a relationship between play and language in children with autism is reviewed. From published and some previously unpublished data it is concluded that if there is a relationship between play and language in children with autism it is weak, if it exists at all. Finally, the implications of these findings are discussed and it is suggested that any relationship between play and language may be mediated by how children and their parents interact when they are playing.

Autistic Disorder↗