Stagnitti K, Unsworth C, Rodger S
School of Occupational Therapy, LaTrobe University, Plenty Road, Bundoora, Victoria, Australia.
Can J Occup Ther. 2000 Dec;67(5):291-303. doi: 10.1177/000841740006700507.
Occupational therapists regard play as the primary occupation of childhood. However, many authors of play assessments have viewed play either as a functional outcome of other skills or as an indication of the child's developmental level. While such views of play are valid, these approaches to play are broad and do not fully consider the cognitive value of play. A study was undertaken with 82 preschoolers to see if a new play assessment which considers cognitive play skills, called the Child-initiated Pretend Play Assessment, (ChiPPA), possessed acceptable inter-rater reliability, and could discriminate between the play of typically developing preschoolers and preschoolers with pre-academic problems. This assessment evaluates preschoolers' elaborate imaginative actions, number of imitative actions, and number of object substitutions. The ChiPPA was found to have excellent inter-rater reliability and did discriminate between children who were typically developing and children who experienced pre-academic problems. In particular, the elaborateness of a child's play actions and the child's ability to substitute objects were strong discriminators of preschoolers with and without pre-academic problems. Three play profiles which emerged from the research are discussed.
职业治疗师将玩耍视为儿童时期的主要活动。然而,许多玩耍评估的作者要么将玩耍视为其他技能的功能性结果,要么将其视为儿童发育水平的指标。虽然这些对玩耍的看法是合理的,但这些玩耍方法较为宽泛,并未充分考虑玩耍的认知价值。一项针对82名学龄前儿童的研究开展,以探究一种新的考虑认知玩耍技能的玩耍评估方法,即儿童发起的假装玩耍评估(ChiPPA),是否具有可接受的评分者间信度,以及能否区分发育正常的学龄前儿童和有学前问题的学龄前儿童的玩耍情况。该评估方法评估学龄前儿童的精细想象动作、模仿动作数量以及物体替换数量。研究发现,ChiPPA具有出色的评分者间信度,并且确实能够区分发育正常的儿童和有学前问题的儿童。特别是,儿童玩耍动作的精细程度以及儿童替换物体的能力是区分有无学前问题的学龄前儿童的有力指标。文中讨论了从该研究中得出的三种玩耍概况。