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At least 559 records · Page 31Linked to original sources
PubMed1999

Sex differences in 1-, 3-, and 5-year-olds' toy-choice in a structured play-session.

This cross-sectional study investigated toy-choice in 38 one-year-old, 33 three-year-old, and 35 five-year-old children, who could choose between 10 different toys (four feminine, four masculine, and two neutral) in a structured play-session. The children played alone for 7 minutes and together with their accompanying parent for another 7 minutes (play-status). The results showed that girls and boys chose different toys from as early as the age of one year (Mdn = 12 months). These sex differences were found at all three ages. In contradiction to earlier studies, our results showed that feminine toys became less interesting for both girls and boys with increasing age. The present study showed no consistent effects of play-status. This study contributes to the knowledge of how early behavioral sex differences can be observed, how these differences develop, and it also raises questions concerning what sex differences stem from.

Age Factors↗
PubMedDate not supplied

Playfulness and the development of divergent thinking abilities.

The purpose of this paper is to extract from current literature about play those concepts which seem to have most significance in the psychomotor development of the young child. For the purposes of this paper physical education is limited to that physical activity which occurs within the confines of a school. Very brief reference is made to play in relation to sport and the wider context of present-day culture. The concept of mastery play and stimulus seeking are examined as part of the child's growing maturity and the question is posed whether playfulness shown at an early age may be associated with a particular style of thinking in later years.

Age Factors↗
PubMedDate not supplied

Assessing and facilitating play in handicapped children.

The importance of using the play period in an educational curriculum to promote social and cognitive growth is discussed, especially as it pertains to handicapped children. Facilitation and stimulation of play at the child's current level of functioning is advocated. A sample play programme is discussed as an illustration of how problems in planning can be handled. A list of decision points and important factors to consider in planning for play is then provided.

Affective Symptoms↗
PubMedDate not supplied

Some conditions affecting manipulative play with objects in severely mentally handicapped children.

Four experiments investigated contact and manipulative activity with play materials in severely handicapped children functioning at the 1--2-year-old stage of normal development. Experiment 1 found that many mentally handicapped children were as quick to contact and manipulate a novel object as were comparable normal children and that auditory (or visual) feedback seemed to be effective in sustaining attentive activity with an object. A small minority of the handicapped children, however, were very slow to contact either familiar conventional toy or a novel object. Experiments 2 and 3 found that adding stimulus features such as lights, sounds or bright colours to an object had no consistent effect on the latencies of these 'slow responders' to contact the object. Experiment 4 found that the amount and kinds of manipulative play of mentally handicapped children differed from the normal children only in that they interacted less with an attendant adult and displayed less frequent representational use of toys in pretend play. The play of both normal and handicapped children was relatively unaffected by whether only a few (four) or many (15) toys were provided.

Acoustic Stimulation↗
PubMedDate not supplied

Play materials for mentally handicapped children.

A range of experimental play materials are described which were designed to aid the development of manipulative skills such as posting, threading, fitting and matching in mentally handicapped children functioning at the 1-2-year-old stage of normal development. The play materials are designed to withstand rough treatment and they can be securely mounted on adjustable frames so that they can be presented to children with physical handicaps. There are few detachable parts to be thrown or dropped out of reach, and appropriate manipulations produce "rewarding' auditory feedback. A preliminary assessment of the experimental play materials suggested that they prompted more developmentally productive kinds of manipulative play than did a selection of comparable conventional toys.

Acoustic Stimulation↗
PubMedDate not supplied

Developmental trends in children's pretend play.

The developmental trends in pretend play were investigated in children 2-6 years of age (18 in each of five age groups) by examining changes in pretend action and speech separately. Play behaviour was assessed by using a selected set of Duplo Lego toys. Interest focused on occurrence of decentration, decontextualization and integration at different age levels. The proportions of decentred and decontextualized acts, action integrations and play themes, increased linearly with age. Changes in substitutive and inventive actions were, however, more minor than expected. Single-scheme combinations did not reveal any essential aspect of the development of children's symbolic competence. In this sense, multischeme combinations were more important in revealing the children's way of organizing toy material. Linear age trends were not found for language measures. The use of decentred utterances, language integrations and linguistically expressed themes were individual-specific rather than age-related. Issues for studying pretend play in language-impaired groups are also suggested.

Age Factors↗
PubMed2005

The effects of maternal depression and parental conflict on children's peer play.

BACKGROUND: Little is known about the relative effects of exposure to postnatal depression and parental conflict on the social functioning of school-aged children. This is, in part, because of a lack of specificity in the measurement of child and parental behaviour and a reliance on children's reports of their hypothetical responses to conflict in play. METHODS: In the course of a prospective longitudinal study of children of postnatally depressed and well women, 5-year-old children were videotaped at home with a friend in a naturalistic dressing-up play setting. As well as examining possible associations between the occurrence of postnatal depression and the quality of the children's interactions, we investigated the influence of parental conflict and co-operation, and the continuity of maternal depression. The quality of the current mother-child relationship was considered as a possible mediating factor. RESULTS: Exposure to postnatal depression was associated with increased likelihood, among boys, of displaying physical aggression in play with their friend. However, parental conflict mediated the effects of postnatal depression on active aggression during play, and was also associated with displays of autonomy and intense conflict. While there were no gender effects in terms of the degree or intensity of aggressive behaviours, girls were more likely to express aggression verbally using denigration and gloating whereas boys were more likely to display physical aggression via interpersonal and object struggles. CONCLUSIONS: The study provided evidence for the specificity of effects, with strong links between parental and child peer conflict. These effects appear to arise from direct exposure to parental conflict, rather than indirectly, through mother-child interactions.

Adult↗
PubMed1995

Effect of the medication management module evaluated using the role play test.

Training in social skills has been shown to have a strong, positive impact, according to behavioral measures, on social skills, self-rated assertiveness, and the hospital discharge rate. It is important to establish a system of assessing social skills because it is necessary for the effects of social skills training to be assessed in Japan. In Project 1, we devised a Japanese version of the role play test to quantify social skills using a standard method. We tested 30 patients attending the day hospital who were considered to need intensive rehabilitation. We found the role play test had high inter-rater and test-retest reliability, and had construct validity and criterion related validity. Thus, the role play test was thought to be a useful tool for assessing social skills. For Project 2, eight inpatients who were ready for discharge but who needed to improve their skills in self-managed medication participated in this study. The social skills of self-managed medication assessed using the role play test were significantly improved after the subjects participated in the Medication Management Module of the UCLA social and independent living skills program. Knowledge of self-managed medication also tended to improve after training. This study is preliminary and it should be confirmed that improved skills influenced by the medication management module decreases the relapse rates.

Adolescent↗
PubMed1989

Habituation and maternal encouragement of attention in infancy as predictors of toddler language, play, and representational competence.

In a longitudinal study, infants' habituation and mothers' encouragement of attention were assessed at 5 months, and toddlers' language comprehension, language production, and pretense play and mothers' encouragement of attention were assessed at 13 months. Structural equation modeling was used to examine the unique contributions of infant habituation and maternal stimulation to toddlers' cognitive abilities. Habituation predicted language comprehension, pretense play, and a latent variable of language and play after the influences of both 5- and 13-month maternal encouragement of attention were partialed. Likewise, early maternal encouragement of attention explained unique variance in toddlers' language comprehension and the language-and-play latent variable after infant habituation was controlled. These findings indicate that links between early habituation and later cognitive development are direct and not solely mediated by maternal stimulation, and that maternal stimulation of young infants influences the development of children's representational competence over and above infants' own information-processing abilities.

Attention↗
PubMed1993

The emergence of chronic peer victimization in boys' play groups.

This investigation utilized a contrived play group procedure to examine the behavioral patterns leading to chronic victimization by peers in middle childhood. 30 play groups, each of which consisted of 6 unacquainted African-American 6-year-old or 8-year-old boys, met for 45-min sessions on 5 consecutive days. Play group interactions were videotaped and then examined. 13 boys who came to be chronically victimized by their play group peers were identified, along with matched nonvictim contrasts. Victims demonstrated lower rates of assertive behaviors, such as persuasion attempts and social conversation initiatives, and higher rates of nonassertive behaviors, such as submissions to peers' social initiatives, than contrasts. This nonassertive behavior pattern appears to have preceded the development of chronic victimization. Children who eventually emerged as victims were pervasively submissive, beginning in the initial 2 sessions. However, marked individual differences in victimization by peers did not become apparent until the final 3 sessions. These data provide evidence of strong linkages between submissive social behavior and the emergence of chronic victimization by peers.

Child↗
PubMed1989

Effects of modelling on children's pretend play.

The effects of modelling on pretend play were studied in children between 2.6 and 3.6 years of age by examining changes both in the action and language-based expressions of pretending. Three modelled scenes were demonstrated with the same realistic toys used by the child in the pre-modelling phase. The results gave support to the idea of the effectiveness of modelling. The effects of the modelled scenes were clearest among children whose pre-modelling play consisted of object-centred actions including few of pretending. The post-modelling play of this subgroup showed better quality of action and language categories and integration measures. Among the decentred players no significant action benefit could be achieved. This might have been an outcome of the contextual limits of the toy material and of the drop of play motivation caused by the model interruption. However, these children expressed verbal pretending revealing significant pre-post effects for inventive utterances.

Child, Preschool↗
PubMed1984

Research note: young children's resolution of distress through play.

It has been suggested that play is important to the young child as a means of resolving a distressing experience. Pre-school children were observed as they exhibited distress on the first day of school. High- and low-anxiety children were allowed either the opportunity for free play or participation in a story-reading session, each of which was performed in either the presence or absence of peers. The anxious children in the play condition were found to decrease in distress and their play was more solitary and imaginative in nature compared to other conditions.

Anxiety, Separation↗
PubMed1994

Patterns of fantasy play engagement across the transition to becoming a sibling.

Patterns of spontaneous dyadic fantasy play among 30 3- to 5-year-old first-born children who were becoming siblings were evaluated at two pre- and three post-birth intervals for its length, thematic content and social quality. Children who interacted more positively with their sibling played longer, engaged in fantasy play that was thematically relevant to becoming a sibling and had more positive interactions with best friends than low-sibling acceptance children. High-sibling acceptance children also experienced a suppression in fantasy immediately following their sibling's birth; thus, a temporary disruption in fantasy play may indicate adaptive coping.

Adaptation, Psychological↗
PubMed2001

A randomised controlled trial of the effectiveness of combining video role play with traditional methods of delivering undergraduate medical education.

OBJECTIVE: To determine the effectiveness of video role play with structured feedback in improving undergraduate communication skills and application of knowledge in genitourinary medicine. DESIGN: A blind, randomised, controlled trial. SUBJECTS AND SETTING: Fourth year undergraduates attending a 5 week attachment in genitourinary medicine during 1997 at a London medical school. INTERVENTION: A randomly selected sample group of undergraduates were filmed in the role of a doctor interviewing a patient (played by an actor) presenting with a genitourinary (GU) problem. Structured feedback by a GU physician and an educational psychologist was given a week later. The control group of undergraduates did not receive this training intervention. OUTCOME MEASURES: Student performance in two stations of an objective structured clinical examination (OSCE), administered at the end of their attachment. This tested communication skills and knowledge in GU settings. RESULTS: 132 undergraduates were assessed in the OSCE. 40 of these were in the sample group who received training using video role play with feedback and 92 were in the control group. The sample group scored significantly higher marks than the control group (p<0.001). CONCLUSIONS: Video role play with structured feedback is effective in improving undergraduate communication skills and application of knowledge in GU medicine settings.

Education, Medical, Undergraduate↗
PubMed2001

The clinical utility of the test of playfulness.

Occupational therapists' increased focus on play as an occupation has created a need for play assessments that reflect this perspective. This study examined the clinical utility of the recently developed Test of Playfulness (ToP) (Bundy, 1997a) when used with children with disabilities. Changes in the participant's views of the child, the therapy goals, and the intervention plans after using the ToP were explored. Fourteen paediatric occupational therapists assessed children using the ToP, completed a clinical utility questionnaire and attended a focus group. Participants found the ToP easy to administer and score, however some found interpreting the results difficult. The ToP highlights the interactions between the Child, activity and environment, and illustrates the child's strengths in his/her role as a player. The results suggest the ToP is a useful tool for assessing playfulness. Additional education and research is needed to provide further direction for intervention and incorporation into practice.

Child↗
PubMed2004

Comparison of behavioural and natural play interventions for young children with autism.

The article reports the results of a pilot study comparing traditional behavioural approaches and natural play interventions for young children with autism over a 10 week period. Two matched groups of eight young children with autism participated. Using a crossover design, children in both groups showed positive gains in compliance, attending, play and communication with their therapists and parents. Improvements in attending and compliance were higher following the behavioural condition compared with the natural play condition. Seven participants had reduced autism scores after the intervention. The findings suggest that behavioural and play approaches affect behaviour in different ways and that autistic symptomatology of young children may be amenable to treatment. The discussion focuses on the active ingredients of treatments and the need to base efficacy research on well-planned treatment comparisons.

Autistic Disorder↗
PubMed1988

Future of play in health care settings.

This article examines aspects of play within a variety of health care settings in order to see the impact and changes in play anticipated in the future. The future of play in inpatient units, ambulatory units, and home settings will be described. The role of the adult who plans the play activities in each of these settings, as well as the role of toys, will be discussed.

Ambulatory Care↗
PubMed1990

Play in health care settings: a challenge for the 1990s.

Play, particularly unstructured and nondirective, has been believed to lessen the negative impact of hospitalization through expression of feelings, reversal of roles, and control of materials, concepts, and actions. Over time, however, changes in perspectives on play, hospital policies and practices, and the nature of illnesses of children have combined to influence the context for this form of play. Challenges to child-focused play and possible implications are derived from past events.

Child↗