The relationship between creativity,social play,and children's language abilities

In this study, we explore the interconnectedness between children's creativity, social play, and language abilities. The participants were 225 (109 girls, 116 boys) preschool children, from diverse European American, African American, and Hispanic ethnic heritages. We assessed the children in three ways. First, each child completed the Goodenough Harris Draw a Person task as a measure of creativity. Second, we recorded observations of children's social play using time sampling techniques and Howes and Matheson's Peer Play Scale. Finally, performance on the Peabody Picture Vocabulary Test (PPVT-IV) served as a measure of receptive vocabulary. Correlation analyses revealed a clear relationship between certain types of social play and creativity. For example, higher incidences of solitary, onlooker, and parallel aware play appeared to connect to lower creativity scores. In addition, children's receptive or hearing vocabulary related to specific types of social play, that is, higher instances of parallel play led to lower receptive language scores. In addition, setting shaped language abilities. For example, in one setting, complex relates to increased vocabulary abilities. In contrast, in another setting, simple social and parallel play relates to lower language scores. These findings suggest a positive relationship between children's language abilities, creativity, and play. Such studies help inform classroom curriculum and practice.     

Understanding play: The Implications for play assessment

This article reviews the current literature on play and play assessment in occupational therapy. The concept of play and play theories are examined and reasons are investigated for the low use of play assessment in paediatric occupational therapy practice. Within contemporary occupational therapy practice, the concept of play is being readdressed and play behaviour is understood to be important in child development. Available assessments of play in occupational therapy assess the child in a familiar environment to the child. Since many paediatric occupational therapists work in clinical settings, it is concluded that a clinically viable assessment of observation of play behaviour is required within occupational therapy. Parameters for such an assessment are proposed.     

Effect of partner's gender on early pretend play: a preliminary study of Singapore Chinese preschoolers

This study examined the developmental trend of pretend play behaviour and the effect of partner's gender in Singaporean preschoolers. Peer dyadic play among 70 children, ranging in age from three to five years, was observed in a standardised toy play context. Videotaped recordings of the play were analysed using two scales – the Smilansky Scale for Evaluation of Dramatic and Socio-dramatic Play and the Symbolic Play Scale. The results indicated an age-related developmental trend for pretend play in general; no main effect for gender and gender composition of dyads was found. However, remarkably significant gender composition effects were identified in certain age groups, with children from same-gender dyads outperforming those from mixed-gender dyads. The period between ages three and four was identified as critical for pretend play development, and the fifth year of life was identified as critical for the development of gender segregation in play behaviours.     

The relationship between young children’s language abilities,creativity, play,and storytelling

This study examined the connection between young children’s social play, creativity, storytelling, and language abilities. Participants were 56 primarily European American preschool children. First, to assess creativity we asked children to draw several pictures. Children created stories about their pictures during the creative process. Second, children created an original story with access to multiple ethnic family doll sets to use as props. We analysed all storytelling episodes for mean length of utterance and parts of speech. Third, we observed children’s social play behaviours over 10-minute intervals recording behaviour at 1-minute intervals. Finally, we administered the Test of Early Language Development 3 to assess children’s receptive and expressive language skills. Our findings revealed positive relationships between storytelling abilities and language abilities, relationships between type of play, storytelling, and language abilities, and connections between play and creativity and language and creativity. Our findings provide avenues for future research.     

Can symbolic play prepare children for their future?

The present paper brings together findings concerning the role of symbolic play. We assume that symbolic play has seven functions: cognitive, creative, ordering, stimulative, socializing, expressive, and substitutive functions in the Child's process of development. Symbolic play prepares children for their future by accomplishing those functions.     

Preschool children's social and nonsocial play behaviours. Measurement and correlations with children's playfulness,behaviour problems and demographic characteristics

Children's play contributes to their overall development. Yet, not all types of play have the same effects. On the contrary, nonsocial play has been found to be correlated with social, emotional and behavioural difficulties. The present study had a twofold aim. On the one hand it aimed at assessing Greek preschool children's social and nonsocial play, employing the Preschool Play Behaviour Scale, children's playfulness, employing Children's Playfulness Scale, and children's potential behaviour problems, with the Preschool Behaviour Questionnaire. On the other hand, it aimed at examining whether the types of play children engage in are predicted by their playfulness and by potential behaviour problems, as well as whether personal and family variables affect children's social and nonsocial play. Results suggest that the sample exhibits rather medium levels of nonsocial behaviours during play. Thus, correlation analysis showed that social and nonsocial types of play are predicted by playfulness components and that certain behavioural problems and personal and family characteristics are correlated with types of play. Implications are discussed and suggestions for future research are formulated.     

Children's creativity in day care

In this research, children's creativity in pretend play and the conditions for creativity during high involvement are studied from four points of view: as a zone for proximal development, as a skill, as a personal orientation and as a culturally shared environment creation. The theoretical model is influenced by Vygotsky's ideas of creativity as cultural mediation. The research methods are systematic observation and skill evaluation. The participants are 280 Finnish four- to five-year-old children in day care. The results highlight the importance of play both by sheer volume and also by children's involvement in it. Children's internalised skills result in personal choices and a personal network of peer contacts. The different choices result in different creative culture production environments. Creative children attract each other and they meet in creative social processes. However, less creative children get excluded from the creative core. Thus, children who need creative scaffolding the most get it the least. The possibilities of involving children in creative processes are discussed.     

象征性游戏测试在儿童语言发育异常临床评估中的应用价值

目的 通过象征性游戏测试判断语言发育异常儿童的早期概念形成,以及用最简单方式处理符号,表达自我经验和想象的能力,探索其在儿童语言发育评估中的价值,并为促进儿童的语言发育和语言治疗目标的制定提供依据。方法 2010年8月-2011年1月在上海儿童医学中心发育行为儿科因语言问题就诊的263例儿童,男206例(78.3%),女57例(21.7%)。对所有儿童进行象征性游戏、Gesell婴幼儿发育量表、婴幼儿语言发育筛查量表及ABC儿童孤独症量表测试。结果 263例儿童的象征性游戏测试的发育年龄明显落后于平均生理年龄,且4个年龄段的象征性游戏测试的发育年龄均显著落后于其平均生理年龄,随年龄增长,两者差距有增大的趋势。象征性游戏测试的原始分与Gesell婴幼儿发育量表的4个能区的发育商(DQ)、婴幼儿语言发育筛查量表总分存在显著正相关性(P<0.001),与ABC儿童孤独症量表总分存在显著负相关性(P<0.001)。结论 象征性游戏测试结果可以提示语言发育异常儿童的早期概念形成,以及用最简单方式处理符号,表达自我经验和想象的能力,有助于鉴别不同原因的语言发育异常,并为促进儿童的语言发育和语言治疗目标的制定提供依据。     

The effects of prior experience in early childhood programs and play setting on social behaviour and play in preschoolers

Two studies exploring the effects of prior experience in early childhood programs and play setting [inside vs outside] on the social behaviour of preschoolers are reported. In both studies, four-year-old children currently attending preschool were observed during inside and outside free play. Parten's [1932] social participation classification was used. In the first study, the behaviour of children who had attended sessions at a similar preschool in the preceding year was found to be significantly more social during inside play than children with no prior experience in an early childhood program. Play was significantly more social outside for the group as a whole. In the second study, preschoolers with prior experience-in a range of early childhood programs were observed. Again, play was found to be significantly more social outside, but the results of Study 1 in relation to prior experience were not supported. No differences were found in the social nature of the children's play according to the extent of their experience in early childhood programs. These results are discussed in relation to the ongoing impact of early childhood programs, the importance of the currently-attended program and the potential role of outdoor settings in interventions with socially isolated or withdrawn children, or others in integrated groups.     

The role of language ability in young children's cooperation during play and collaborative interactions

Language and metacommunication are assumed to be important for accomplishing a high level of cooperation in social play. Research to date, however, does not address the relationship of language ability and metacommunication to the complexity of cooperation. This study investigated this relationship by observing 24 four- and five-year-old children's non-verbal and verbal cooperation during free play and a collaboration task in kindergarten. The results showed that the role of language ability and metacommunication depends on the context of behaviour. In free play but not in the task, high language ability was related to more complex non-verbal cooperation. There were no differences in verbal cooperation in free play or task in extending play to a coherent theme, but results for verbally taking up the child's own or the other's contribution were inconsistent. Differences in metacommunication were only found for the task.     

Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics

This study compared dimensions of independence and interdependence in parents’ beliefs about daily child‐rearing practices across four ethnic groups. Two questionnaires were completed by 310 parents of preschool‐age children, and three belief constructs were identified. Conformity was least valued by European Americans. Autonomy was equally valued by European Americans and African Americans, and less by Asian Americans. There were no group differences in the importance of prosocial. Parental education was negatively associated with conformity except among Asian Americans, for whom education and conformity were positively associated. This study provides further evidence that differentiating the broad cultural orientations of independence and interdependence provides more accurate and sensitive cultural models of parenting. This study’s findings may enhance the cultural competence of educators and community workers who interact with children and parents of diverse ethnic groups.     

Determining gender-neutral toys for assessment of preschool children's imaginative play

A review of the gender literature found that by preschool age (4–5 years), children were aware of gender roles and chose to play with same-gender peers and gender-typed toys. This knowledge has implications for play assessments in occupational therapy, as poor performance on a play assessment may be due to the preschool child's perception that the toys presented were not gender appropriate. The current study chose imaginative or symbolic play to examine the toy choices made by 36 normal preschool children in order to establish a set of toys that were acceptable to girls and boys. Children were presented with ‘boys’ toys, ‘girls’ toys and gender-neutral toys. Girls were found to be less gender typed, as defined by adults, in toy choice than boys. A farm set comprising a tractor, trailer, farm animals, fences and a wrench was found to be a gender-neutral set of toys suitable for children's imaginative play. A small male figure and a small female figure were also included because both boys and girls related to a character such as a teddy or a doll. Selected ‘junk’ play materials were confirmed to be gender-neutral.     

Gender differences in pretend play in a primary school group

This study observed pretend play behaviour in four and a half-year old boys and girls in their first term at school.

It was found that girls engaged in slightly more episodes of pretend play behaviour than boys. Girls also engaged in person fantasy play more than boys, whereas boys engaged in more object fantasy play. It was also found that both boys and girls showed more co-operative pretend play than solitary pretend play. There were differences in number of verbalisations in pretend play between boys and girls.     

Variability in middle childhood play behavior: Effects of gender,age, and family background

Parent-report questionnaires for the assessment of gender-normative and gender-atypical behavior in childhood offers researchers the opportunity to conduct large-scale screenings of community samples of boys and girls. One important aspect of childhood gender role behavior includes play. Although play behavior inventories have been used clinically for the identification of gender disturbed boys, recent community-based surveys of play behavior in both genders are lacking. The present postal questionnaire survey of parents of 688, 6- to 10-year-old children (boys = 333, girls = 355) attending one public school district (74% of the eligible sample), clarifies how subject's age, family race/ethnicity, and socioeconomic status influence gender differences in play. Significant gender differences were detected for 63 of the 69 games. With but few exceptions, the magnitude of the gender differences in play remained relatively constant across middle childhood. Older boys and girls decreased their participation in activities numerically dominated by girls whereas the reverse was true for male-dominated activities. Parents' educational level influenced play for only a minority of items. Finally, whereas race/ethnicity significantly predicted game/activity participation in approximately one half of the items, a consistent influence of this variable on gender-related play did not emerge. In spite of dramatic changes in women's roles in the U.S. society over the past three decades, gender differences in middle childhood play have remained strong.This research was conducted while David Sandberg was a postdoctoral fellow of the National Institute of Child Health and Human Development (National Research Service Award HD06726). In addition, this work was supported in part by grants to Drs. Ehrhardt and Meyer-Bahlburg from the Spencer Foundation, the William T. Grant Foundation, and the Ford Foundation, NIMH Clinical Research Center Grant MH-30906, and NIMH Research Grant MH-34635.     

Canadian female and male early childhood educators' perceptions of child aggression and rough-and-tumble play

This study investigated female and male early childhood educators' (ECEs) perceptions of young children's aggression and rough-and-tumble play in the Canadian early childhood classroom. Participants were drawn from a larger sample of ECEs who completed an online questionnaire regarding their perceptions of young children's behaviours in the classroom. This study involved n?=?11 males from this sample and a matched subset of n?=?11 females. Participants were presented with a series of vignettes depicting children displaying different types of aggression (i.e. relational, physical) as well as rough-and-tumble play, and completed a series of follow-up questions pertaining to their attitudes for each type of behaviour. Results showed compared to their female counterparts, male ECEs reported that both physical aggression and rough-and-tumble play held less negative social and academic implications for boys than girls. Educational implications for gender-inclusive, play-based early childhood programmes are discussed.     

Caregiving, emotional involvement, and parent-infant play

This study investigated the relationships among mothers' and fathers' self-reports of caregiving and emotional involvement with their infants, and parent and infant interaction in a play situation. Twenty 4-month-old infants were observed for 5 minutes with each parent. Frequency and duration of parent and infant gazing and parent touching were recorded. Mothers and fathers also each indicated their emotional involvement with their infant on a 7 point scale, and their estimates of the proportion of caregiving provided by each parent. Fathers averaged 20.4% of caregiving, ranging from 2% to 55%. For fathers, but not mothers, caregiving was positively correlated with emotional involvement with their infants, the total time they spent touching their infants, the average length of their touches, and the frequency of their gazes at their infants. Infant behaviors were unrelated to either caregiving or emotional involvement of either parent. Although comparison of actual behavioral measures did not demonstrate differences between mothers and fathers, the patterns of correlations between parent and infant behavior were markedly different for mothers and fathers. The results provide empirical evidence of potential benefits of increased involvement of fathers in infant care and expand our knowledge of differences between mothers and fathers.     

呼和浩特地区学龄前儿童肥胖现状及危险因素分析

目的调查呼和浩特市学龄前(3~6岁)儿童肥胖症的发生率及生活方式、饮食习惯等因素与儿童肥胖的关系,为制定儿童肥胖干预策略提供理论依据。方法采用分层整群抽样的方法,随机抽取呼和浩特地区6所幼儿园的2 800名在园儿童进行体格检查、身高和体重的测量,以WHO规定的标准体重加2s作为肥胖的判断标准。同时对这些儿童进行生活方式、运动情况和饮食习惯等的问卷调查,分析引起儿童肥胖可能的危险因素。结果呼和浩特地区学龄前儿童超重率为15.3%,肥胖率为19.29%。其中男童肥胖率(23.8%)高于女童肥胖率(14.6%);城市儿童肥胖率(22.7%),高于农村肥胖率(13.6%);3~6岁各年龄组儿童肥胖发生率差异无统计学意义。分析显示:母亲孕期体重增长过高、高出生体重、人工喂养、父母超重、爱吃零食、喜吃肉类、常食用快餐食物,进食速度快、运动少及玩电脑看电视时间过长是儿童肥胖的危险因素。结论呼和浩特地区学龄前儿童肥胖率较高,儿童肥胖的发生与家庭环境、饮食习惯及遗传等因素密切相关,应加强早期干预,控制儿童肥胖的发生。     

The effects of maternal depression and parental conflict on children's peer play

BACKGROUND: Little is known about the relative effects of exposure to postnatal depression and parental conflict on the social functioning of school-aged children. This is, in part, because of a lack of specificity in the measurement of child and parental behaviour and a reliance on children's reports of their hypothetical responses to conflict in play. METHODS: In the course of a prospective longitudinal study of children of postnatally depressed and well women, 5-year-old children were videotaped at home with a friend in a naturalistic dressing-up play setting. As well as examining possible associations between the occurrence of postnatal depression and the quality of the children's interactions, we investigated the influence of parental conflict and co-operation, and the continuity of maternal depression. The quality of the current mother-child relationship was considered as a possible mediating factor. RESULTS: Exposure to postnatal depression was associated with increased likelihood, among boys, of displaying physical aggression in play with their friend. However, parental conflict mediated the effects of postnatal depression on active aggression during play, and was also associated with displays of autonomy and intense conflict. While there were no gender effects in terms of the degree or intensity of aggressive behaviours, girls were more likely to express aggression verbally using denigration and gloating whereas boys were more likely to display physical aggression via interpersonal and object struggles. CONCLUSIONS: The study provided evidence for the specificity of effects, with strong links between parental and child peer conflict. These effects appear to arise from direct exposure to parental conflict, rather than indirectly, through mother-child interactions.