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Play or hard work: Unpacking well-being at preschool
Affiliation:1. School of Health and Sport Sciences, Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, Maroochydore DC 4558, QLD, Australia;2. Autism CRC Ltd, Cooperative Research Centre for Living with Autism Spectrum Disorders, The University of Queensland, St Lucia 4072, QLD, Australia;3. Division of Occupational Therapy, School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia 4072, QLD, Australia;4. Centre for Evidence-Based Medicine, Nuffield Department of Primary Care Health Sciences, Kellogg College, University of Oxford, Oxford, United Kingdom;1. School of Psychology and Speech Pathology, Curtin University, Perth, WA, Australia;2. Neurosciences Unit, Health Department of WA, Perth, WA, Australia;3. School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, WA, Australia;4. School of Education and Communication, CHILD Programme, Institute of Disability Research, Jönköping University, Sweden;5. Department for Rehabilitation, School of Health Sciences, Jönköping University, Jönköping, Sweden;6. Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, Linköping, Sweden;7. School of Occupational Therapy, La Trobe University, Melbourne, VIC, Australia;1. University of Bari, Italy;2. Medical College of Georgia, Georgia Regents University, Augusta, USA;3. University of Texas at Austin, USA;4. Victoria University of Wellington, New Zealand;5. “Sapienza” University of Rome, Italy;6. S. Raffaele Rehabilitation and Care Centers, Ceglie and Alberobello, Italy;7. ISPE Medical Care Center, Mola di Bari, Italy;1. National Pingtung University of Science and Technology, Pingtung, Taiwan;2. National Cheng Kung University, Tainan, Taiwan;3. University of Minnesota, School of Kinesiology, Minneapolis, MN, USA;1. Department of Occupational Therapy, Faculty of Social Welfare & Health Sciences, University of Haifa, Mount Carmel, Haifa 31905, Israel;2. Department of Occupational Therapy, Boston University College of Health & Rehabilitation Sciences, Sargent College, Boston, MA, 02215 United States;1. Biomechanics and Movement Science, Physical Therapy Department, Move to Learn Lab, University of Delaware, 540 South College Avenue, Newark, DE 19713, USA;2. Occupational Therapy Department, Faculty of Rehabilitation, Shahid Beheshti University of Medical Science, Damavand Street, Emam Hosein Square, Tehran, Iran;3. Deakin University, School of Health and Social Development, Faculty of Health, 1 Gheringhap Street, Geelong, Victoria, Australia;4. Psychology Department, Faculty of Psychology, Shahid Beheshti University, Daneshjoo Boulevard, Daneshjoo Square, Velenjak, Tehran, Iran
Abstract: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 30 min of videotape of free-play at preschool. Well-being was assessed using a parent-proxy version of the Revised Children Quality of Life Questionnaire (KINDLR). 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.
Keywords:Quality of life  Well-being  Children  Developmental coordination disorder  Play
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