Kennedy-Behr A, Rodger S, Mickan S
School of Health and Sport Sciences, Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, Maroochydore DC 4558, QLD, Australia.
Autism CRC Ltd, Cooperative Research Centre for Living with Autism Spectrum Disorders, The University of Queensland, St Lucia 4072, QLD, Australia; Division of Occupational Therapy, School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia 4072, QLD, Australia.
Res Dev Disabil. 2015 Mar;38:30-8. doi: 10.1016/j.ridd.2014.12.003. Epub 2014 Dec 26.
Well-being or quality of life is thought to give a more accurate picture of the impact a condition has on day-to-day functioning than traditional outcome measures. This study sought to examine the relationship between engagement in play and well-being for preschool children with and without developmental coordination disorder (DCD). A quasi-experimental design was used with two independent groups of preschool children aged 4-6 years with (n=32) and without (n=31) probable DCD. Play skills were assessed using the Play Observation Scale based on 30min of videotape of free-play at preschool. Well-being was assessed using a parent-proxy version of the Revised Children Quality of Life Questionnaire (KINDL(R)). Spearman rho correlations were performed to examine the relationship between play and well-being. Well-being at preschool was significantly lower for the children in the DCD group however overall well-being was not significantly different. Engagement in type of social play (solitary, parallel or group) was found to predict well-being for the typically developing children. For the children with DCD, engagement in group play was not associated with well-being. An explanation for this difference may be that children with DCD may not experience free-play at preschool as "play" but rather as hard work. Further research is needed to determine why children with DCD experience lower well-being at preschool than their peers and to investigate children's perceptions of free-play. This may enable teachers and therapists to better support children with DCD in the preschool environment.
与传统的结果指标相比，幸福感或生活质量被认为能更准确地反映某种状况对日常功能的影响。本研究旨在探讨患有和未患有发育协调障碍（DCD）的学龄前儿童玩耍参与度与幸福感之间的关系。采用了准实验设计，有两个独立的学龄前儿童组，年龄在4至6岁，其中一组（n = 32）可能患有DCD，另一组（n = 31）未患有DCD。基于在幼儿园30分钟自由玩耍的录像带，使用玩耍观察量表对玩耍技能进行评估。使用修订版儿童生活质量问卷（KINDL(R)）的家长代理版本对幸福感进行评估。进行斯皮尔曼等级相关分析以检验玩耍与幸福感之间的关系。DCD组儿童在幼儿园的幸福感显著较低，然而总体幸福感没有显著差异。发现对于发育正常的儿童，社交玩耍类型（独自、平行或群体）的参与度可预测幸福感。对于患有DCD的儿童，群体玩耍的参与度与幸福感无关。这种差异的一个解释可能是，患有DCD的儿童在幼儿园可能不会将自由玩耍体验为“玩耍”，而是视为一项艰苦的任务。需要进一步研究以确定为什么患有DCD的儿童在幼儿园的幸福感低于同龄人，并调查儿童对自由玩耍的认知。这可能使教师和治疗师能够在幼儿园环境中更好地支持患有DCD的儿童。
