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PubMed1995

Individual-group behavioral similarity and peer status in experimental play groups of boys: the social misfit revisited.

This study evaluated individual-group similarity and dissimilarity hypotheses generally stipulating that the behavioral correlates of status are moderated by the peer group context in which they are displayed. Thirty play groups of 5 or 6 unacquainted same-age boys participated in five 45-min sessions. Five behaviors described group and individual characteristics: reactive aggression, proactive aggression, solitary play, rough-and-tumble play, and positive interactive behavior. Individual social preference scores were computed following a variant of the J. D. Coie and K. A. Dodge (1983) procedure. The behavioral correlates of emerging peer status were examined as a function of the group's behavioral norms. Evidence of a dissimilarity effect was found for solitary play and reactive aggression whereas positive interactive behavior followed a rule of similarity.

Child↗
PubMed1985

Dorsomedial diencephalic involvement in the juvenile play of rats.

Lesions of either the dorsomedial thalamus (DMT) or the parafascicular region of the thalamus (PFA) reduced rough-and-tumble social play in juvenile rats, as measured by frequency of pinning. Pinning was reduced by 33% in pups with DMT lesions and by 73% in pups with PFA lesions. Although PFA lesions had minimal effects on average pin durations, DMT pups had pins that were, on average, 105% longer than those of controls. Lesions of the PFA, but not DMT, also reduced play solicitation behaviors. Pups with PFA lesions were also insensitive to the play modulating effects of both naloxone and morphine. DMT pups were sensitive to the facilitatory effects of morphine, but naloxone was without effect in these animals. Control studies designed to evaluate general behavioral competence showed that the observed lesion effects were relatively specific to play.

Animals↗
PubMed2003

Early school competence: the roles of sex-segregated play and effortful control.

The purpose of this research was to examine the role that young children's same-sex peer interactions play in influencing early school competence. The authors also examined the degree to which effortful control (EC) moderated these relations. The same-sex play preferences of 98 young children (50 boys and 48 girls; mean age = 54.77 months) were observed during the fall semester. At the end of the fall semester, one set of teachers reported on children's EC, and at the end of the following springsemester, another set reported on children's school competence (social, academic, and perceptual-motor). Results revealed that EC moderated the relations of children's same-sex play to their school competence. These patterns differed for boys and girls such that same-sex play was positively related to school outcomes for boys high in EC and for girls low in EC.

Age Factors↗
PubMed1993

Familiarity and the rarity of deception: two theories and their relevance to play between dogs (Canis familiaris) and humans (Homo sapiens).

One theory of the relation between familiarity and the frequency of deception predicts that familiarity leads to the rarity of deception and another, that familiarity increases deception. We examined which theory applied to play by comparing familiar and unfamiliar partners during play between dogs (Canis familiaris) and humans (Homo sapiens). Deceptions by humans were based on directionality of movement and petting the dog and on the projects show object and throw object, which are specialized for play. Likewise, deceptions by dogs were based on directionality of movement and the project retrieve object (an analogue to show object). Deceptions based on directionality and petting were rare among familiars (and unfamiliars), whereas those based on show object, throw object, and retrieve object were more frequent. The findings suggest that, in play at least, deception may occur frequently.

Adolescent↗
PubMed2004

The development of symbolic play and language in toddlers with cleft palate.

This study compared the longitudinal performance of two groups of toddlers with palatal clefts and an age-matched group of children without palatal clefts on measures of elicited symbolic play at 18, 24, and 30 months. The results indicated that the group with isolated cleft palate differed significantly from both the cleft lip and palate group and the noncleft group on all but 1 play measure. Correlational analyses for each group indicated significant positive correlations between a number of the play variables at 18 months and productive vocabulary and MLU at 24 and 30 months of age. The findings suggest that assessment of early play gestures may assist clinicians in identifying children with clefts who are at risk for later language impairment.

Case-Control Studies↗
PubMed1991

Play-language relationships in young children with developmental delays: implications for assessment.

The purpose of this longitudinal study was to determine whether the reported parallels between symbolic play and normal language development were evidenced in 6 children with developmental delays of varying etiologies. Subjects' play and language behavior over a 6-month period was videotaped and analyzed during free play and modeling tasks. Although results supported the correspondences previously reported between normal language development and symbolic play, the variability across observations in the present subjects was more marked than expected. Implications for clinical assessment are discussed.

Child, Preschool↗
PubMed2001

Preliminary evaluation of "interpreter" role plays in teaching communication skills to medical undergraduates.

RATIONALE AND OBJECTIVES: Multiculturalism presents linguistic obstacles to health care provision. We explored the early introduction of "interpreter" role-play exercises in teaching medical undergraduates communication skills. The interpreter role creates a natural barrier in communication providing an active prompt for recognizing learning needs in this area. METHODS: Bilingual Cantonese first-year medical students (n=160) were randomly allocated to either "Observer" or "Interpreter" role plays at a small-group introductory communication skills workshop using a quasi experimental design, counterbalanced across tutors. Students assessed their own skill competence before and, together with their perceptions of the different role plays' effectiveness, again after the workshop, using an anonymous 16 item Likert-type scale, analysed using ANOVA and MANOVA. RESULTS: Students' assessments of their skills improved significantly following the workshop (F=73.19 [1,156], P=0.0009). Students in the observer group reported greater changes in their scores following the workshop than did students in the interpreter group (F=4.84 [1,156], P=0.029), largely due to improvement in perceived skill (F=4.38 [1,156], P=0.038) rather than perceived programme effectiveness (F=3.13 [1,156], P > 0.05). Subsequent MANOVA indicated no main effect of observer/interpreter conditions, indicating these differences could be attributed to chance alone (F=1.41 [16 141], P > 0.05). CONCLUSION: The workshop positively influenced students' perceived communication skills, but the "Interpreter" role was less effective than the "Observer" role in achieving this. Future studies should examine whether interpreter role plays introduced later in the medical programme are beneficial.

Analysis of Variance↗
PubMed2002

Disabled children's perceptions of technical aids, assistance and peers in play situations.

The purpose of the study was to gain a deeper understanding of how children with disabilities perceive their technical aids in play situations. Transcribed interviews with eight children with disabilities were analysed according to the constant comparative method of grounded theory described by Glaser & Strauss. Three categories were found in the data, forming a model describing the child's relations in play situations (core category): to technical aids, to assistance and to the play environment. Two of the categories included relations to adults. The children's opportunities to play required that a parent or an assistant be present. Access to the playground also required the assistance of adults. The third category, relation to technical aids, is an individual one, as the technical aids were perceived differently by all the children. The technical aids were also seen as an extension of the child. The implications for parents and service providers are discussed.

Attitude↗
PubMed2003

Playful metaphors.

The inner world of the child is a community of archetypes potentially available for the child's healthy ego development. Many forces limit and prohibit their utility. Play therapy in the context of a hypnotic relationship can potentiate these archetypes into becoming "playful metaphors" for healing and strengthening ego development. In this article, the author describes her use of playful metaphors in her therapeutic work with two children and explores how metaphor in play therapy is able to connect the child with healing archetypal imagery.

Child, Preschool↗
PubMed1988

Perinatal factors in the development of gender-related play behavior: sex hormones versus pregnancy complications.

This report addresses the question of biological factors that may contribute to the development of gender-typical and gender-atypical play behavior. In lower mammals, sex differences in juvenile behavior are to a considerable extent determined by organizational effects of prenatal or perinatal androgenic hormones. Birke and Sadler (1983) showed that not only perinatal androgens but also progestogens such as medroxyprogesterone acetate (MPA) affect (in this case: demasculinize) the play behavior of both sexes in the rat. Here, we report on a study of sex-dimorphic play behavior of children born from pregnancies that were treated with various sex hormones. The Child Game Participation Questionnaire (Bates and Bentler 1973) was administered to 13 boys and 15 girls prenatally exposed to MPA, 22 boys and 15 girls exposed to a variety of synthetic progestogens or estrogens singly or in combination, and to pair-matched control subjects, all between 8 and 14 years old. Pregnancy complications were assessed by two scores, 1) "Pregnancy Complications Summary Score (excluding bleeding)," 2) "Vaginal Bleeding During Pregnancy." The results of paired t-tests showed a number of hypomasculinization effects for the hormone-exposed groups. Controlling for the effects of pregnancy complications and age at study by exploratory hierarchical multiple regression analysis indicated that these variables did not account for the hormone-exposure effects. Our results provide further evidence that prenatal hormones influence the sex-dimorphic play behavior of human children in the same direction as that of other mammals.

Child↗
PubMed2004

Playful and rebellious states vs. negative affect in explaining the occurrence of temptations and lapses during smoking cessation.

Reversal theory constructs of playful and rebellious states are compared with negative affect as predictors of temptations and lapses and as predictors of three important correlates of resisting temptations to smoke: Cigarette availability, urge level, and coping during temptations. A total of 61 participants entered data in palmtop computers and tape recorders for the first 14 days of a cessation attempt. Multilevel, random-effects logistic regression analyses showed that fluctuations in playfulness, rebelliousness, negative affect, and cigarette availability all significantly discriminated temptations from nontemptations. Fluctuations in playfulness and rebelliousness, but not negative affect, significantly predicted being in situations where cigarettes were easily available. Fluctuations in playfulness, rebelliousness, and cigarette availability, but not urge levels or negative affect, significantly predicted coping during temptations, whereas coping, rebelliousness, cigarette availability, and urge levels predicted lapsing. Treatment and policy implications of these findings are discussed.

Adult↗
PubMed1987

The effects of videogame playing on the response selection processing of elderly adults.

Within an information processing framework, age-related declines in speeded responding are attributed to one or more stages of processing. It was the purpose of this experiment to demonstrate the potential reversibility of this decline in at least one processing stage, response selection. Two groups of elderly participants (57 to 83 years) were pretested on a two-choice reaction time (RT) task under two levels of spatial stimulus-response (S-R) compatibility, a task demand shown to affect response selection. Following the pretest, one group participated in 7 weeks of videogame play, whereas a second group did not. All participants were posttested on the same two-choice RT task. The results of the analysis of covariance revealed that those elderly individuals who played videogames were faster than the control participants under both levels of S-R compatibility. The effect of videogame play, however, was greater for low compatibility. These results are taken as support for a potential to improve response selection through videogame play.

Aged↗
PubMed1992

The effects of videogame playing on neuropsychological performance of elderly individuals.

To determine the effects of sensory-perceptual stimulation (videogame playing) on neuropsychological performance, measures of reaction time (RT), visual sensitivity, cognition, and affect were obtained from 60 healthy 60- to 79-year-old individuals before and after their 11-week participation in videogame (VG) playing, movie viewing, or as controls. Only RT demonstrated an activity specific change, being significantly faster at posttesting for the VG subjects. The RT results indicate that the central nervous system of elderly people can be modified by activation procedures. We speculate that VG playing may improve efficiency of cell assemblies stimulated by visuomotor activities common to both VG playing and RT.

Affect↗
PubMed1984

A comparison of the effect of music therapy and medical play therapy on the verbalization behavior of pediatric patients.

Therapeutic play activities are designed to help children verbalize their hospital experiences so they can cope with the trauma of hospitalization. The purpose of the study was to determine whether a music therapy session was more effective than a medical play therapy session in facilitating this verbalization. Forty school-aged subjects were randomly selected to receive an individual music therapy or play therapy session. The two groups were equated on the following variables: sex, age, socioeconomic status, length of present hospitalization, session interruptions, type of illness and related number of prior hospitalizations, and prior Child Life involvement. The last two variables were thought to influence verbalization. The dependent variable was comprised of each patient's response to four critical incidence questions about hospitalization. Content analysis was employed to code each response as a three-digit number with numbers increasing as the verbalization became more involved. The chi square statistic revealed that music therapy elicited significantly more involved verbalization about hospitalization than did the play therapy session for each of the seven variables. Verbalization was unrelated to the patient's diagnosis and prior hospitalizations. Patients without prior Child Life involvement had more involved verbalization than patients with prior involvement.

California↗
PubMed2004

Television viewing, computer game playing, and Internet use and self-reported time to bed and time out of bed in secondary-school children.

OBJECTIVE: To investigate the relationship between the presence of a television set, a gaming computer, and/or an Internet connection in the room of adolescents and television viewing, computer game playing, and Internet use on the one hand, and time to bed, time up, time spent in bed, and overall tiredness in first- and fourth-year secondary-school children on the other hand. METHODS: A random sample of students from 15 schools in Flanders, Belgium, yielded 2546 children who completed a questionnaire with questions about media presence in bedrooms; volume of television viewing, computer game playing, and Internet use; time to bed and time up on average weekdays and average weekend days; and questions regarding the level of tiredness in the morning, at school, after a day at school, and after the weekend. RESULTS: Children with a television set in their rooms went to bed significantly later on weekdays and weekend days and got up significantly later on weekend days. Overall, they spent less time in bed on weekdays. Children with a gaming computer in their rooms went to bed significantly later on weekdays. On weekdays, they spent significantly less time in bed. Children who watched more television went to bed later on weekdays and weekend days and got up later on weekend days. They spent less time in bed on weekdays. They reported higher overall levels of being tired. Children who spent more time playing computer games went to bed later on weekdays and weekend days and got up later on weekend days. On weekdays, they actually got up significantly earlier. They spent less time in bed on weekdays and reported higher levels of tiredness. Children who spent more time using the Internet went to bed significantly later during the week and during the weekend. They got up later on weekend days. They spent less time in bed during the week and reported higher levels of tiredness. Going out was also significantly related to sleeping later and less. CONCLUSION: Concerns about media use should not be limited to television. Computer game playing and Internet use are related to sleep behavior as well. Leisure activities that are unstructured seem to be negatively related to good sleep patterns. Imposing more structure (eg, end times) might reduce impact.

Child↗
PubMedDate not supplied

Perceptions of health status and play activities in parents of overweight Hispanic toddlers and preschoolers.

Childhood overweight among lower socioeconomic, Hispanic children has increased. Interviews regarding health status and play patterns were conducted with 76 predominantly Hispanic mothers of overweight toddlers and preschoolers served by Women, Infants, and Children (WIC). Most participants believed their child was healthy and half were unconcerned about their child's weight. Most parents reported having a safe place to play and access to a playground, although gender differences were found. Access to an outside play area was related to amount of active play activities. Children watched an average of 1.7 hours per day of television. Health professionals must partner with parents to address childhood obesity.

Child, Preschool↗
PubMedDate not supplied

Use of dyadic role-playing to increase student participation.

Dyadic role-playing is a way to combine role-playing and dyad work in class to increase student participation. The instructor can use warm-up exercises to help students reduce their stress, and to recognize the value of role-playing in their journeys toward becoming professional nurses. The advantages, limitations, and practical considerations regarding dyadic role-playing are also highlighted.

Education, Nursing↗
PubMedDate not supplied

"No! The lambs can stay out because they got cozies": constructive and destructive sibling conflict, pretend play, and social understanding.

Associations among constructive and destructive sibling conflict, pretend play, internal state language, and sibling relationship quality were investigated in 40 middle-class dyads with a kindergarten-age child (M age = 5.7 years). In 20 dyads the sibling was older (M age = 7.1 years) and in 20 dyads the sibling was younger (M age = 3.6 years). Dyads were videotaped playing with a farm set for 15 min; transcribed sessions were coded for (1) five types of conflict issues; (2) constructive, destructive, and passive resolution strategies; and (3) verbal and physical aggression. Measures of pretend play enactment, low- and high-level pretense negotiation strategies, and internal state language were also based on the transcripts. The Sibling Behavior and Feelings Questionnaire was used to assess both siblings' perceptions of sibling relationship quality. Findings revealed that conflict issues, aggression, and internal state language were associated with specific resolution strategies. Associations were evident between conflict issues and resolutions. Moreover, conflict issues and resolutions were associated with (1) relationship quality, (2) high-level pretense negotiation, and (3) internal state language employed in both play and conflict. Findings are discussed in light of recent theory on developmental processes operating within children's relationships.

Child↗