Mitspielen, (An)Leiten, Unbeteiligt sein?

Seiler, Corina Wustmann; Lannen, Patricia; Duss, Isabelle; Sticca, Fabio

doi:10.1026/2191-9186/a000526

Cited by 5 publications

(2 citation statements)

References 20 publications

(17 reference statements)

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“…The teachers from the childcare centers and kindergartens assessed children’s playfulness for each child with the German version ( Wustmann Seiler et al, 2021 ) of the Children’s Playfulness Scale (CPS; Barnett, 1991 ). The CPS contains 23 items assessed by the adults using a 5-point Likert scale (1 = does not sound at all like the child; 5 = sounds exactly like the child).…”

Section: Methodsmentioning

confidence: 99%

“…To assess children’s playfulness in self-report, we adapted the German version of the CPS ( Wustmann Seiler et al, 2021 ) to use directly with children. We selected the three items in each subscale that showed the best psychometric properties in the study by Wustmann Seiler et al (2021) . We shortened the items to fit the attention and concentration span of children.…”

Section: Methodsmentioning

confidence: 99%

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Playfulness from children’s perspectives: development and validation of the Children’s Playfulness Scale as a self-report instrument for children from 3 years of age

Duss,

Rüdisüli,

Wustmann Seiler

et al. 2023

Front. Psychol.

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Children’s playfulness refers to children’s enjoyment, motivation, and engagement in play and has been predominantly assessed from an adult perspective. To assess children’s perspectives on their own playfulness, we adapted and modified the Children’s Playfulness Scale (CPS) for children from 3 years and used a two-level response format with a total of four answer options. We tested the self-report scale with 564 children between 3 and 8 years of age who attended childcare center or kindergarten. Results indicated that the adapted version of the CPS identified the five distinct domains of playfulness: social spontaneity, cognitive spontaneity, physical spontaneity, sense of humor, and manifest joy; furthermore, results showed invariance across multiple groups for gender, age, and language skills. A highly significant positive correlation was found between children’s self-reported playfulness and children’s self-reported social self-concept (r = 0.54, p < 0.001), which demonstrates convergent validity. No association was found with teacher proxy report of children’s playfulness (r = 0.03, p = 0.92). Overall, our study confirmed first indications of the validity of the modified CPS as a reliable instrument for assessing children’s self-reported playfulness. This enables children as young as 3 years old to be assessed on their own playfulness, which is a valuable supplement to the adult perspective.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Playfulness from children’s perspectives: development and validation of the Children’s Playfulness Scale as a self-report instrument for children from 3 years of age

Duss,

Rüdisüli,

Wustmann Seiler

et al. 2023

Front. Psychol.

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Parental playfulness as a mediator of the association between parents’ emotional difficulties and children’s psychosocial adjustment

Shorer,

Zilker,

Salomon

et al. 2023

Early Child Development and Care

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Relations between teacher–child interaction quality and children’s playfulness

Rüdisüli,

Duss,

Lannen

et al. 2024

Early Child Development and Care

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Adults’ behaviour in interactions with children is assumed to influence children’s playfulness. However, little is known about how the quality of teacher–child interaction in early childhood education and care affects the development of children’s playfulness, although the interaction quality has been identified as a strong predictor of children's development in various domains. The present study examined cross-sectional and longitudinal associations between children’s multidimensional playfulness and the quality of teacher–child interactions. At first measurement, 62 teachers in early childhood education and care (ECEC) were observed to assess the quality of their interactions with children using the standardized CLASS Toddler scale. The playfulness of 393 children was assessed using the children’s playfulness scale at the same time and one year later. No significant effects were found cross-sectionally. Longitudinally, high interaction quality in learning support was marginally negatively related to children’s total score of playfulness and significantly negatively to the playfulness dimensions of cognitive and physical spontaneity. We discuss which teaching styles might hamper or promote children’s playfulness.

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Mitspielen, (An)Leiten, Unbeteiligt sein?

Cited by 5 publications

References 20 publications

Playfulness from children’s perspectives: development and validation of the Children’s Playfulness Scale as a self-report instrument for children from 3 years of age

Playfulness from children’s perspectives: development and validation of the Children’s Playfulness Scale as a self-report instrument for children from 3 years of age

Parental playfulness as a mediator of the association between parents’ emotional difficulties and children’s psychosocial adjustment

Relations between teacher–child interaction quality and children’s playfulness

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