Pretend play, social competence and involvement in children aged 5–7 years: The concurrent validity of the Child-Initiated Pretend Play Assessment

Background and aims:  The aims of this study were to investigate the relationship between pretend play, social competence and involvement in school-based activities in children aged 5–7 years and to determine whether children's social competence and level of involvement could be inferred from their scores on the Child-Initiated Pretend Play Assessment.
Procedure:  The pretend play skills of 41 primary school-aged children aged 5–7 years were assessed on a one-on-one basis. Classroom teachers of the children assessed the children's social competence using the Penn Interactive Peer Play Scale and their involvement in school based activities using the Leuven Involvement Scale for Young Children.
Main findings:  Significant positive relationships were found between elaborate pretend play and object substitution scores, involvement scores and peer play interaction scores ( P <  0.05, P  < 0.01). A significant negative relationship was found between elaborate pretend play scores, and social disconnection and social disruption scores ( P  < 0.05). Play deficit indicators were significantly negatively related to involvement scores ( P <  0.01). This suggests that children with proficient pretend play skills are socially competent with peers and are able to engage in classroom activity. Children who scored poorly on the play assessment were more likely to have difficulty interacting with their peers and engaging in school activities.
Conclusion:  Social competence and involvement skills are related to a child's ability to engage in pretend play. A child's social skills and ability to engage in school activities as assessed by teachers can be inferred from their scores on the Child-Initiated Pretend Play Assessment.     

Construct validity of the tseng teacher handwriting checklist

Handwriting problems in Chinese elementary school students have rarely been researched. Efforts to examine handwriting difficulties in school-aged children have been hampered by the lack of a reliable and valid instrument. The present study was designed to examine the construct validity of the Tseng Teacher Handwriting Checklist (TTHC), which consists of 24 items that assess handwriting problems in Chinese elementary school students. Factor analysis was performed on the items of the TTHC with a sample of 214 school-aged children from grades 3 to 5 who had handwriting problems. Results replicated a previous study. Factor loadings were all sufficiently strong to regard the six factors as distinct, well-defined constructs. These factors were construction, sequencing, behaviour, accuracy, motor and directionality.     

Individual and familial factors associated with fruit and vegetable intake among 11‐ to 14‐year‐old Romanian school children

The healthy nutrition guidelines proposed by international research institutes and the World Health Organization recommend a daily intake of fruit and vegetables of at least 400 g, representing five servings a day (each serving contains around 80 g). Moreover, the recommendations stress the importance of consuming both fruit and vegetables daily, preferably at least two portions of fruit and three portions of vegetables per day. To efficiently develop interventions for promoting fruit and vegetable consumption among children, it is essential to identify and understand the factors that influence these behaviours. The present study aims at identifying the individual and familial factors which influence fruit and vegetable consumption among Romanian children. A cross‐sectional survey by means of anonymous questionnaires was conducted among 361 school children, aged 11–14, from Cluj‐Napoca, Romania (April–May 2011). Multiple linear regression analyses were used to assess the correlates of fruit and vegetable intake. The results show that 44.6% of the children met the recommendations regarding fruit intake, while 9.1% of the children declared eating the daily recommended portions of vegetables. Knowledge regarding the recommended number of daily servings and higher self‐efficacy concerning the intake of fruit and vegetables every day were positively associated with higher consumption of fruit and vegetables. Fruit preference also influenced positively the consumption of fruit. The familial factor associated with vegetable intake was the perceived behaviour of the mother, while fruit intake was higher among children who declared higher fruit availability at home. Hence, it is necessary to develop in Romania nutrition interventions addressing the determinants of fruit and vegetable intake as identified by this study; these interventions should target both children and parents.     

Dental caries in 3‐year‐old children and smoking status of parents

An association has been suggested between environmental tobacco smoke and oral disease. The present study examined the relationship between early childhood caries (ECC) and parental smoking, particularly paternal smoking, using records of 711 36‐month‐old children. The smoking status of parents as an independent variable was entered in the multivariable logistic regression model for caries experience as the dependent variable with confounders: sex, residential location, and possible risks of ECC such as order of birth, type of main drink, frequency of daily intake of sugar‐containing snacks, daily toothbrushing by parents and use of fluoridated toothpaste. About 65% of children were caries free. Children whose parents did not smoke (CN), those in whom only the father smoked (CF), and those whose mother smoked regardless of the smoking status of the father (CM) comprised 33%, 33% and 34% respectively. The adjusted mean number [95% CI] of decayed teeth and caries experience prevalence for CN, CF and CM were 1.2 [0.8, 1.6], 1.6 [1.2, 2.0] and 2.1 [1.7, 2.5], and 25.6%, 35.3% and 45.7% respectively. The relationship between caries experience and parental smoking was significant on multivariable analysis. The adjusted OR [95% CI] of CF and CM relative to CN was 1.52 [1.01, 2.30] and 2.25 [1.51, 3.37] respectively. These results indicate the association of ECC with parental smoking, although the association with paternal smoking was weaker than with maternal smoking.     

The Play Experiences of Preschool Children from a Low‐socio‐economic Rural Community in Worcester,South Africa

Occupational therapists believe that play is a child's main occupation and is considered essential for healthy motor, cognitive and emotional development. However, play spaces and activities in low socio‐economic areas are often different to those provided in structured occupational therapy treatment environments. The main objective was to determine play opportunities, activities, equipment, toys and the play environment for 5‐ to 6‐year‐olds living in a low‐socio‐economic community outside a small town in South Africa, in order to understand the nature of play in this environment better. Participant observation together with an adapted photovoice method to capture the play experience was used. Data was analysed using inductive content analysis. Two global themes emerged from the results: “neighbourhood children find ways to play” and “context influences play”. Children were given ample opportunity to play and participated in extensive outdoor play. Their games were highly social and involved the imaginative use of found items as toys. Play was also used to make sense of social hazards. An understanding of play in a low‐income context has implications for the development of future play assessments and the provision of play therapy in these communities. Copyright © 2015 John Wiley & Sons, Ltd.     

短程结构式游戏疗法对12岁考试焦虑儿童学业自我效能感的干预研究

目的 探讨短程结构式游戏疗法对考试焦虑儿童学业效能感的干预效果。方法 采用考试焦虑问卷从东莞市某中学初一年级285名学生筛出16例高考试焦虑学生,采用等组前后测实验方法,分为干预组(8例)和对照组(8例),对干预组进行12次结构式游戏干预,用考试焦虑问卷与学业自我效能感问卷评估短程结构式游戏疗法对12岁考试焦虑儿童学业自我效能感和考试焦虑的干预效果。结果 经过12次的结构式游戏治疗干预,干预组考试焦虑总分比干预前明显降低(P=0.002),与对照组比较差异有统计学意义(P=0.025);干预组学生的学业效能感得分、学习能力得分比干预前得分明显提高(P均<0.01),与对照组比较差异有统计学意义(P均<0.05)。结论 结构式游戏疗法能有效提高考试焦虑儿童的学业自我效能感,降低考试焦虑水平。     

Keeping the focus on children: the challenges of safeguarding children affected by domestic abuse

Safeguarding children affected by domestic abuse is a key responsibility for all professionals working with children and families, but can be difficult to achieve in practice. Despite a policy emphasis on early intervention and child‐centred work, limited attention has been paid to how professionals in universal and additional support services address this important area of work. This paper reports findings from qualitative research undertaken in one local authority area in the north of England during 2011 which examines the challenges facing professionals in safeguarding children affected by domestic abuse. Six mixed professional focus groups were held, attended by a total of 23 participants. Discussion focused upon participants’ awareness of domestic abuse, how they assessed and met children and young peoples’ needs, and their views about service provision and safeguarding processes. Data were transcribed and thematic analysis undertaken. The themes presented in this paper – embodied recognition, someone else's job, service gaps, skills deficits, and focusing upon children and young people – illustrate the scope and limitations of professionals’ work with children and young people affected by domestic abuse. Areas for practice improvement are discussed.