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At least 19 recordsLinked to original sources
PubMed1992

Intrinsic and extrinsic influences on play fighting in rats: effects of dominance, partner's playfulness, temperament and neonatal exposure to testosterone propionate.

Play fighting is a frequent activity of juvenile rats and appears to show marked variability amongst individuals in that some rats play a great deal and others very little. This study attempted to identify some of the factors involved in producing this individual variability. The major influence over an individual's frequency of play as a juvenile was found to be the frequency of play by the partner. That is, play appears to be contagious, in that a high playing animal stimulates its partner to play frequently as well. In male juveniles, but seemingly not in female juveniles, the subsequent adult status of one partner as dominant influences the subordinate-to-be to initiate more playful contacts. In addition to these extrinsic influences, however, there appear to be intrinsic factors that influence whether an individual is a high or low playing animal. One intrinsic factor appears to be 'boldness', so that bolder animals tend to initiate more playful contacts. Higher players tend to be more susceptible to the stereotypy-inducing effects of the dopamine agonist, apomorphine, and tend to be more dependent upon the playful activity of the partner to maintain their own high levels of play. Both of these characteristics are consistent with other studies comparing bold and timid rats. Boldness, however, only seems to influence how much play a rat will exhibit, not how much play it is capable of exhibiting. Neonatal testosterone augmentation increases juvenile play fighting but not apomorphine susceptibility, suggesting that a high player need not be a bold animal. The total frequency of play an individual is capable of initiating appears to depend upon perinatal exposure to androgens. Boldness and the playfulness of the partner appear to modulate the expression of this hormonally set value.

Agonistic Behavior↗
PubMed1979

Developmental progression in play behavior of children between nine and thirty months: II: Spontaneous play and language development.

The relationship between play behavior displayed in a structured play situation and language development was studied cross-sectionally in 85 children at eight age--evels between nine and 30 months. There were no correlations between types of play behavior, in particular functional play (appropriate use of objects on the child's own body), representational play (appropriate use of objects on a doll or another person), or symbolic play (substitution of present objects for absent ones) and speech measures such as total number of words and of vocalizations, number of different words and different vocalizations, and number of sentences. Identification of objects upon verbal request was not related to any type of play behavior, but comprehension of verbal requests for functional or representational play was postively correlated with the display of functional or representational play. The children did not respond to verbal requests for functional or representational play unless these types of play behavior were part of their spontaneous play repertoire. Understanding of prepositions seemed to be related to spatial concepts expressed in play behavior, such as container play or arranging chairs around a table and setting the table.

Child Development↗
PubMed1990

Playful relationships: a contextual analysis of mother-toddler interaction and symbolic play.

The relation between social interaction and complexity of toddler's symbolic play was investigated. 57 toddlers between 15 and 24 months of age were observed under 4 conditions: (1) child play alone, (2) child play with mother, (3) child modeling mother, and (4) child play with mother following the modeling condition. Each subject was rated on complexity of play, maternal attention directing, reciprocity, and maternal intrusiveness. Significant condition effects were found in which more complex forms of play were observed when the children were playing with their mothers than when playing by themselves. Maternal intrusions and questioning were negatively related to symbolic play. Turn-taking was negatively related to simple exploratory play. Results of a sequential analysis demonstrated that turn-taking was more likely to precede symbolic play, and maternal intrusiveness was more likely to precede simple exploratory play. The role of active partnership in symbolic play development is discussed.

Child, Preschool↗
PubMed1991

The Play Activity Questionnaire: a parent report measure of children's play preferences.

Three studies describe the development and validation of the Play Activity Questionnaire (PQ), a parent report measure of children's play preferences. In Study 1, the 15-item PQ was completed by parents of 239 6- to 8-year-old children, and exploratory factor analysis revealed four play factors: Active and Adventurous, Athletic, Rough-and-Tumble, and Quiet. In Study 2, the factor structure was replicated with PQ data on 203 children of a broader age range (4 to 12 years). The play factors accounted for 65.7% of the variance. Boys' scores exceeded girls' scores on the Athletic and Rough-and-Tumble play factors. Girls' scores exceeded boys' scores on the Quiet play factor. Sex differences were not observed on the Active and Adventurous play factor. Interparent agreement was moderately high, and PQ factor scores were unrelated to social class or nationality. Individual factor scores showed moderate to high stability over 5 months. Validity of the play factors was examined in Study 3 by relating factor scores to measures of activity level, aggression, and sex-typed play. Play factor scores were associated with several of these measures, suggesting that the PQ is a valid measure of children's play behavior with potential applications in the fields of developmental psychopathology and psychoneuroendocrinology, and in studies of normal play and sex-role development.

Child↗
PubMed1979

Developmental progression in play behavior of children between nine and thirty months. I: Spontaneous play and imitation.

The developmental progression of play behavior was studied cross-sectionally in 85 children at eight age-levels between nine and 30 months. In a structured play situation, three major play patterns were distinguished: (1) exploratory play (at the end of the first year); (2) functional play (beginning of second year); and (3) representational play (after 15 months). Sequential play first occurred at 21 months. Play behavior with spatial characteristics was also observed: relational and container play between nine and 15 months, and understanding of spatial relationships, stacking and grouping between 18 and 24 months. There was a significant relationship between spontaneous and imitative play behavior; the greatest affect was displayed when the demonstrated behaviors matched the child's developmental level of play.

Age Factors↗
PubMed1991

The contribution of motor skills and playfulness to the play performance of preschoolers.

Consideration of a child's motor proficiency, intrinsic motivation, internal locus of control, and freedom to suspend many of the constraints of objective reality were proposed to provide a more comprehensive assessment of play than would an assessment of play performance alone. For empirical validation of this conceptual model of play, 29 subjects (15 nondisabled children and 14 children with juvenile rheumatoid arthritis) between the ages of 4 years 6 months and 6 years 6 months were given four assessments: (a) the Preschool Play Scale (Bledsoe & Shepherd, 1982, Knox, 1974); (b) the Bruininks-Oseretsky Test of Motor Proficiency (Bruininks, 1978); (c) the Preschool and Primary Internal-External Locus of Control Scale (Nowicki & Duke, 1974); and (d) tests of associative fluency (Wallach & Koogan, 1965; Ward, 1968). Multiple regression procedures revealed that, when considered together, scores on the Bruininks-Oseretsky Test of Motor Proficiency, tests of associative fluency, and the Preschool and Primary Internal-External Locus of Control Scale predicted scores on the Preschool Play Scale, thereby supporting the usefulness of the proposed theoretical model. Further, there was no significant difference in the mean scores of the two groups on the Preschool Play Scale. Although this finding may be an artifact of the small sample size, it also may support the authors' belief that children with motor impairments are able to compensate for their limitations by developing areas of relative strength that allow them to play normally. When this belief was further tested with Pearson product-moment correlations and Fisher's Z transformations, it was found that correlations between the test scores of the nondisabled children were not significantly different from those of the children with juvenile rheumatoid arthritis. Clearly, further research is needed.

Arthritis, Juvenile↗
PubMed1986

Play diversity and structural relationships in the play and language of language-impaired and language-normal preschoolers: preliminary data.

The purpose of this study was to compare structural play-language relationships and diversity of symbolic play skills in age matched language-impaired and language-normal children. The language-impaired and language-normal children differed in their play-language correspondences when the structural metrics of mean length of utterance (MLU) and mean length of sequence (MLS) were used. Differences between the groups were also found on specific quantitative and qualitative aspects of symbolic play. Suggestions for play intervention are discussed.

Child, Preschool↗
PubMedDate not supplied

A comparison of the performance of role-play and non-role-play students at interview.

This article compares the performance of role-play and non-role-play students at an interview resembling a viva voce examination. Diagnostic and therapy radiography students were given a mock viva voce examination at which they were asked how they would respond to patients showing emotional difficulties during a radiographic procedure. Voce questions showed that students who had experienced role-play during training were more likely to cope with the patient's difficulties. The results of this survey are believed to indicate the value of role-play in radiography student training and to corroborate the use of the viva voce examination for assessing aspects of the affective domain.

Educational Measurement↗
PubMed1985

Increasing simple toy play in profoundly mentally handicapped children. I. Training to play.

The purpose of this study was to increase simple toy play in profoundly mentally handicapped children. Twenty children (mean chronological age, 14 years; mean mental age, less than 1 year) were trained to play with ordinary toys, half by a behavior modification technique and half by a control procedure. The operant training led to some increases in total toy contact but did not appear to be significantly more effective than the control technique in promoting independent constructive play. The possible reasons for the relative lack of success of the behavioral training are discussed.

Adolescent↗
PubMed1979

Play diagnosis and play therapy.

Play therapy used in a family psychiatric unit in England is described, together with an evaluation of its treatment value and its usefulness toward a diagnosis. Individual play techniques are explored, and two case histories are given as examples of how the occupational therapist works with the child, the family, and other practitioners.

Child↗
PubMedDate not supplied

Puppets for Prevention: "playing safe is playing smart".

Successful use of puppetry for education of children is well documented in literature. However, in this age of mechanically animated toys and sophisticated children, we have matched realism with an element of high technology for optimal learning experience. This 15-minute video is the basis for a burn prevention and education program entitled "Puppets for Prevention." The video is a creative and lively discussion between two puppets. The dialogue is delivered in a manner that is not threatening. It covers the child's hospitalization, types of burns and how they heal, feelings on scarring and returning to school as well as the conventional preventive measures. The realism in the video comes from the puppets, which have been specially constructed to teach children about burns, skin grafts, donor sites, and rehabilitative garments. High technology comes from the use of the puppets' pretaped accounts incorporated with the actual puppet show creating a completely integrated presentation. Initial response has been overwhelmingly positive. Our survey of one control group one week after viewing the puppet show demonstrated that all found it favorable. Forty percent remembered basic first aid and 65% mentioned significant points of the presentation. We plan to continue ongoing evaluations with the estimated 1,500 children who will view our program this school year.

Burns↗