Dender Alma M, Stagnitti Karen E
School of Occupational Therapy and Social Work, Curtin University, Perth, Western Australia.
Occupational Therapy Program and Child Play Therapy, School of Health and Social Development, Deakin University, Geelong, Victoria, Australia.
Aust Occup Ther J. 2017 Aug;64(4):283-293. doi: 10.1111/1440-1630.12355. Epub 2017 Jan 8.
BACKGROUND/AIM: Culturally relevant assessments of Australian Indigenous children's social pretend play do not exist. This study investigated the content validity and cultural validity of the Indigenous Play Partner Scale (I-PPS).
Six pairs of children (i.e. 12 children) aged four-six years from a remote Australian town were videoed playing in pairs, and 14 community elders and mothers participated across three focus groups. The social interactions between the children were transcribed from the videos. Nineteen verbs, grouped into five categories of social interaction, described the social interactions between the pairs of children. The descriptions of the social interaction verbs were presented to the community elders and mothers in a focus group.
The themes from the focus groups were 'background of Indigenous understanding of play' and 'proposed social interaction verbs'. The first theme reflected community collaboration, children playing in multi-aged groups and the role of older children within the play. Guided by the focus group discussion, the videos were re-analysed and 20 social interaction verbs were described that reflected the cultural context of play.
The content and cultural validity of the I-PPS was established through community consultation. Twenty social interaction verbs, which form the basis of the items of the I-PPS, reflected Indigenous cultural values of being non-judgemental of Indigenous children's social interactions during pretend play. Culturally relevant assessments for Australian Indigenous children do not disadvantage this population group and are essential for practice in occupational therapy.
背景/目的：目前尚无针对澳大利亚原住民儿童社会假装游戏的具有文化相关性的评估方法。本研究调查了原住民游戏伙伴量表（I-PPS）的内容效度和文化效度。
对来自澳大利亚一个偏远城镇的6对（即12名）4至6岁的儿童进行两两配对玩耍的视频录制，14名社区长者和母亲参与了三个焦点小组。儿童之间的社会互动从视频中进行转录。19个动词分为五类社会互动，描述了配对儿童之间的社会互动。在焦点小组中，向社区长者和母亲展示了社会互动动词的描述。
焦点小组的主题是“原住民对游戏理解的背景”和“提议的社会互动动词”。第一个主题反映了社区合作、儿童在不同年龄段群体中的玩耍以及年长者在游戏中的角色。在焦点小组讨论的指导下，对视频进行了重新分析，并描述了20个反映游戏文化背景的社会互动动词。
通过社区协商确定了I-PPS的内容效度和文化效度。构成I-PPS项目基础的20个社会互动动词，反映了在假装游戏中对原住民儿童社会互动不加评判的原住民文化价值观。针对澳大利亚原住民儿童的具有文化相关性的评估不会对该人群造成不利影响，并且对于职业治疗实践至关重要。
