The Use of Play in Occupational Therapy for Children: What is Play?

Bracegirdle, Hazel

doi:10.1177/030802269205500309

Cited by 15 publications

(8 citation statements)

References 1 publication

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“…Much has been written about play. Most researchers agree that play is a complex, multifaceted behaviour that is relatively easy to observe and describe but difficult to define (18–21). No child is ever taught how to play.…”

Section: Introductionmentioning

confidence: 99%

Disabled children's perceptions of technical aids, assistance and peers in play situations

Skär

2002

Scandinavian Caring Sciences

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The purpose of the study was to gain a deeper understanding of how children with disabilities perceive their technical aids in play situations. Transcribed interviews with eight children with disabilities were analysed according to the constant comparative method of grounded theory described by Glaser & Strauss. Three categories were found in the data, forming a model describing the child's relations in play situations (core category): to technical aids, to assistance and to the play environment. Two of the categories included relations to adults. The children's opportunities to play required that a parent or an assistant be present. Access to the playground also required the assistance of adults. The third category, relation to technical aids, is an individual one, as the technical aids were perceived differently by all the children. The technical aids were also seen as an extension of the child. The implications for parents and service providers are discussed.

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Section: Introductionmentioning

confidence: 99%

Disabled children's perceptions of technical aids, assistance and peers in play situations

Skär

2002

Scandinavian Caring Sciences

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“…It can take on many forms, it varies in its complexity, it represents a transaction between children and their environment, and is more process rather than outcome driven (Bundy, 1993; Bundy, Murray, Lane & Fisher, 2002; Goodman; Mulligan, 2003; Parham & Primeau; Rubin, 1982; Singer & Singer, 1990; Sturgess). Play is the primary means for young children to learn about themselves, attain fundamental socialisation skills, such as cooperative behaviours and team problem‐solving, experience emotions, and develop friendships (Bracegirdle, 1992; Sussenberger, 2003; Mulligan).…”

Section: Definitions Of Play Pretend Play and Social Competencementioning

confidence: 99%

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

Swindells

Stagnitti

2006

Aus Occup Therapy J

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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.

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“…Occupational therapists have used various forms of play to assess and treat children (Anderson et al 1987, Schaaf 1990, Bracegirdle 1992a, Telford and Ainscough 1995 1996, Parham and Fazio 1997). Occupational therapists have accepted that the definitions, benefits and use of play are wide ranging.…”

Section: Play and Occupational Therapymentioning

confidence: 99%

The Importance of Pretend Play in Child Development: An Occupational Therapy Perspective

Stagnitti¹,

Unsworth²

2000

British Journal of Occupational Therapy

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Play is a complex behaviour and is defined as being more internally than externally motivated, transcending reality as well as reflecting reality, controlled by the player, involving more attention to process than product, safe, usually fun, unpredictable, pleasurable and spontaneous and involving non-obligatory active engagement (Bundy 1997, Stewart et al 1991). Pretend play, which occurs between the ages of 18 months and 6 years, reflects these qualities of play. Using the World Health Organisation's classification of body functions and structures, activities and participation (ICIDH-2, WHO 1999), this paper outlines the skills that are essential for pretend play ability and asserts that if there are any impairments in these skills the child experiences a reduced ability to pretend play. This leads to possible participation restrictions in the child's life, such as difficulties in fulfilling usual social roles. Cognitive, social and emotional skills are presented as having the biggest impact on pretend play development, while the motor and sensorimotor skills that enable the child to manipulate objects in the environment are presented as being of secondary importance. Two models are offered which illustrate the importance of pretend play to child development and the sequence of play development. The paper concludes by recommending that occupational therapists address and reduce the participation restrictions that some children experience in learning and social situations by enabling a child to increase activity in pretend play.

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The Use of Play in Occupational Therapy for Children: What is Play?

Cited by 15 publications

References 1 publication

Disabled children's perceptions of technical aids, assistance and peers in play situations

Disabled children's perceptions of technical aids, assistance and peers in play situations

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

The Importance of Pretend Play in Child Development: An Occupational Therapy Perspective

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