Prospective relations among preschoolers' play, coping, and adjustment as moderated by stressful events

Marcelo, Ana K.; Yates, Tuppett M.

doi:10.1016/j.appdev.2014.01.001

Cited by 24 publications

(24 citation statements)

References 77 publications

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“…Cognitive and Affective factors were moderately correlated with the Fluency and Flexibility sub-tests of the Divergent Thinking measure. Research already showed that both cognitive and affective features of pretend play are associated with improved divergent thinking skills (Butcher and Niec 2005;Kelly-Vance et al 2002;Marcelo and Yates 2014;Russ and Kaugars 2001;Russ and Schafer 2006).…”

Section: Discussionmentioning

confidence: 97%

“…Several studies also showed that children's pretend play affective features, such as the frequency and valence of expressed affect in play, correlate with similar outcomes (Russ, 1993(Russ, , 2004. In addition, although both theory and research suggest that culture matters in pretend play (Chessa et al 2012), a great majority of studies were carried out on American preschool children Russ 2013, 2014;Marcelo and Yates 2014) and little is known about the validity of APS-P across countries.…”

Section: Introductionmentioning

confidence: 97%

“…Furthermore, Fehr and Russ (2014) reported a one factor-model that explained 64.98 % of the variance. Few studies also examined the external validity of APS-P showing correlations between children's pretend play and their classroom behavior (e.g., prosocial or aggressive behavior), as well as their social competence and adjustment Russ 2013, 2014;Kaugars and Russ 2009;Marcelo and Yates 2014). More detailed, previous papers reported the presence of a relation between children's pretend play cognitive features, such as the quality of expressed fantasy, and a variety of outcomes, including creativity, divergent thinking, and coping skills (Christiano and Russ 1996;Christie and Johnsen 1983;Niec and Russ 2002;Russ and Schafer 2006).…”

Section: Introductionmentioning

confidence: 98%

“…Pretend play involves the use of imagination, fantasy, symbolism and expression of emotions (Fein 1987;Marcelo and Yates 2014). It is characterized by flexibility, affectivity, non-literality and intrinsic motivation (SuttonSmith and Kelly-Byrne 1984).…”

Section: Introductionmentioning

confidence: 99%

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Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Delvecchio

Mabilia

et al. 2015

J Child Fam Stud

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Despite the emerging literature supporting the\ud central role of pretend play for children’s cognitive, affective\ud and social development, there is a paucity of standardized\ud and validated measures devoted to assess it,\ud especially for preschoolers. In addition, most of the existing\ud tools failed in their attempt to assess the interplay\ud among the different developmental domains which are involved\ud in playing activities. The Affect in Play Scale-\ud Preschool version is a semi-structured measure to assess\ud cognitive and affective pretend play processes in children\ud aged 4–5 using a 5-min standardized play task. This study\ud was aimed to evaluate the construct and external validity of\ud the scale in a sample of Italian preschoolers. A multi-group\ud factor analysis confirmed the adequacy of the two-factor\ud model with cognitive and affective factor for both 4- and\ud 5-year-old children. No differences were found between\ud boys and girls whereas older children reported higher play\ud abilities. Correlations between pretend play, divergent\ud thinking, teacher’s measures of temperament and prosocial\ud behavior were carried out. Results supported the use of\ud APS-P as a valid tool for assessing the interplay of cognitive\ud and affective abilities in Italian children

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Delvecchio

Mabilia

et al. 2015

J Child Fam Stud

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“…Other researchers (Marcelo, Yates, 2014) proved the importance of pre-school children's imagination used during their play to development of their coping strategies. On the basis of the research data, the quality of child's fantasy and expression of negative (not positive) affect have impact on flexibility of coping strategies applied by a child, which facilitates learning to overcome behavioural problems.…”

Section: Theoretical Substantiation Of Efficiency Of Early Preventionmentioning

confidence: 99%

Inflence of the Early Prevention Programme “Zippy’s Friends” on Selfdevelopment of Children’s Social Competence and Establishment of Safe Emotional Environment in Educational Institutions

Monkevičienė

2014

Pedagogika

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Abstract. The article theoretically substantiates the purpose of programmes of early prevention to develop children's social and coping skills, presents the concept of coping with challenges, strategies for overcoming difficulties, which are applied by children, as well as structure, which predetermines efficiency of early prevention programmes. Seeking the analysis of the impact of the programme 'Zippy's Friends' on self-development of children's social competence and creation of safe emotional environment in educational institutions, the research of several stages is presented: a) content analysis of the Lithuanian Pre-primary Education Curriculum and the programme 'Zippy's Friends', which highlighted the specific contribution of the latter programme to children's social competence; b) generalisation of the results of the research in the impact of the programme 'Zippy's Friends' on development of children's social competence; c) identification of the impact of the programme 'Zippy's Friends' on creation of safe emotional environment in an educational institution.

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Assessing Affective Dimensions of Play in Psychodynamic Child Psychotherapy via Text Analysis

Halfon

Oktay

Salah

2016

Human Behavior Understanding

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Prospective relations among preschoolers' play, coping, and adjustment as moderated by stressful events

Cited by 24 publications

References 77 publications

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Inflence of the Early Prevention Programme “Zippy’s Friends” on Selfdevelopment of Children’s Social Competence and Establishment of Safe Emotional Environment in Educational Institutions

Assessing Affective Dimensions of Play in Psychodynamic Child Psychotherapy via Text Analysis

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