Pretend play and parents’ view of social competence: The construct validity of the Child‐Initiated Pretend Play Assessment

Abstract

Background and Aims: Play is the primary means through which children develop skills and socially interact with other children. The aim of this study was to investigate the relationship between pretend play and social competence in 4-5-year-old typically developing children, thereby adding further knowledge to the construct validity of the ChildInitiated Pretend Play Assessment (ChIPPA). Procedure: The pretend play ability of 35 preschool children aged 4-5 years was assessed using the ChIPPA. Parent/ guardians of the children were interviewed regarding their child's social competence using the Vineland SocialEmotional Early Childhood Scales (Vineland SEEC Scales). Main Findings: No significant correlations were found between the children's play scores and their Vineland SEEC Scales scores. A significant and negative relationship was found between cooperation and sharing and elaborate play scores, suggesting that children who scored poorly on the play assessment were rated as cooperative by parents. Principal Conclusions: Parent report of social competence cannot be inferred from play scores. Reasons for the negative and significant finding are put forward and clinical implications of the findings are discussed. Additional investigations are necessary to further explore the construct validity of inferring social competence using the ChIPPA.

Theory of mind predominantly associated with the quality, not quantity, of pretend play in children with autism spectrum disorder

“…The psychometric properties of the ChIPPA have been well established, including the test-retest reliability [42], inter-rater reliability [36,43], content validity and construct validity [41], discriminative validity [44], and sensitivity and specificity [44].…”

Play Preference and Pretend Play Skills between Typically Developed Children and Autism

“…The ChiPPA's had a concurrent validity to measure the pretend play. Besides that, another study was confirming the construct validity for ChiPPA's (Swindells and Stagnitti, 2006).…”

The Development and the Effect of A Preschool Teacher Training Program for Pretend Play Competence

“…, 창의성 (Dansky, 1980), 사회성 발달 (Gagnon & Nagle, 2004;Smilansky & Shefatya, 1990;Swindells & Stagnitti, 2006), 언어발달 (Garvey, 1977;Howes, 1992, Pelligrini, 1984, 그리고 마음이론 (Leslie, 1987) (Baumer, Ferholt, & Lecusay, 2005;Gmitrova & Gmitrova, 2003;Howes & Smith, 1995 (Adediwura & Tayo, 2007;Eggen & Kauchak, 2001;Pistoe & Maila, 2012;Westera, 2001 (Elbaz, 1981;Eggen & Kauchak, 2001;Wilson, Shulman, & Richert, 1987 (Richardson, 1996) (Bodrova & Leong, 1996;Cuffaro, 1995;Johnson, Christie, & Yawkey, 1999). 셋째, 기술은 유아의 학습을 촉 진하기 위해 교사가 교육을 통해 습득해야할 행 동적 측면으로서 (Irvine, 1997), 유아가 교육활동 에 지속적으로 흥미를 유지할 수 있도록 적절한 비계를 설정해줄 수 있는 교사의 교수 능력을 의 미한다 (Chong & Cheah, 2009;Shulman, 1986 (Enz & Christie, 1993;File, 1994;Neuman & Rokos, 1993) (Barone, Berliner, Blanchard, Casanova, & McGowan, 1996) (Spodek & Saracho, 1993), 매일의 일 상적 교육활동으로서의 놀이에 대한 이론 및 실 제는 교사교육에 있어 가장 우선시되어야할 내 4 Korean J. of Child Studies Vol.…”