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Journal Articles
The American Journal of Occupational Therapy, 1991, Vol. 45(2), 113–118.
Published: 01 February 1991
Abstract
Although play is an important activity of childhood, it is often a neglected modality in occupational therapy. Poverty has been identified as a factor that adversely affects the play of children when a limited number of factors are studied. The purpose of this pilot study was to explore multiple play behaviors that may be related to socioeconomic status. The developmental play ages of 41 middle socioeconomic status preschool children (22 boys, 19 girls) and 43 low socioeconomic status preschool children (24 boys, 19 girls) were assessed with a modified version of the Preschool Play Scale (Bledsoe & Shepherd, 1982; Knox, 1974). Teachers rated the children’s play behavior after a minimum of 2 months of interaction in their preschool classrooms. No significant differences between these two groups of children were found for developmental play age, play dimensions, or play categories. It was concluded that the exposure to positive experiences, such as peer interaction and preschool setting, may minimize the effects of poverty conditions on the play behavior of children.
Journal Articles
The American Journal of Occupational Therapy, 1990, Vol. 44(1), 68–75.
Published: 01 January 1990
Journal Articles
The American Journal of Occupational Therapy, 1984, Vol. 38(2), 94–100.
Published: 01 February 1984
Abstract
Few occupational therapy tools exist that evaluate play totally and systematically. The purpose of this study was to examine the Play History Interview and establish its value as a scientific clinical tool. The parents of 15 disabled and 15 nondisabled children between the ages of 1 and 7½ years were interviewed about their children’s play behaviors using the Play History Interview. Children were rated on an ordinal scale according to the criteria outlined on the Play History Chart and Taxonomy for Diagnosis. Interrater and test-retest reliabilities were determined by two independent raters. The scores from the Play History and Minnesota Child Development Inventory were correlated to examine concurrent validity of the Play History. Content validity was studied via a literature review. Significant results suggest that the Play History is a reliable and valid interview in occupational therapy for assessing children’s play behavior.
Journal Articles
The American Journal of Occupational Therapy, 1983, Vol. 37(5), 305–312.
Published: 01 May 1983
Abstract
Because play is extremely sensitive to environmental conditions, extended hospitalization may have adverse effects on normal play development in young children. This study compared the playfulness, as well as the level of play development, of three 2-year-old children who had been hospitalized most of their lives for tracheostomies, and three 2-year-olds living at home. Data on the children’s play were gathered by videotaping in two standardized play settings and one free play setting. Statistically significant differences in the developmental level of play and in playfulness (i.e., the degree of liveliness and joy exhibited) were found between the two groups in all three settings, and the play age of all six children varied by setting. Quantitative data analysis was supported by qualitative findings. Although the differences between the groups cannot be conclusively attributed to hospitalization alone, certain features of the hospital environment appear to have hampered the development of play.
Journal Articles
The American Journal of Occupational Therapy, 1980, Vol. 34(2), 95–102.
Published: 01 February 1980
Abstract
Imitation, as a critical mechanism of play behavior, is a primary learning process in child development that has received scant attention in therapists’ work with children. The purpose of this study is to conceptualize a system of imitation for occupational therapy within the framework of play behavior, and to analyze this process by using system categories. A case is presented to show how the imitation process can be specifically analyzed and influenced. The imitation process, when applied in clinical practice, could broaden the perspective of existing clinical interventions with children.