Assessing Preschool Children's Pretend Play: Preliminary Validation of the Affect in Play Scale-Preschool Version

Research Findings: A description of the development and preliminary validation of the Affect in Play Scale-Preschool version (APS-P) is presented by demonstrating associations among preschool children's play, creativity, and daily behavior using multiple methodologies. Thirty-three preschool-ag...

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Bibliographic Details
Published in:Early education and development 2009-09, Vol.20 (5), p.733-755
Main Authors: Kaugars, Astrida Seja, Russ, Sandra W.
Format: Article
Language:English
Subjects:
Affective Behavior
Child Behavior
Cognitive Development
Creativity
Fantasy
Interpersonal Competence
Interrater Reliability
Measures (Individuals)
Preschool Children
Social Adjustment
Task Analysis
Teaching Methods
Validity
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Summary:Research Findings: A description of the development and preliminary validation of the Affect in Play Scale-Preschool version (APS-P) is presented by demonstrating associations among preschool children's play, creativity, and daily behavior using multiple methodologies. Thirty-three preschool-age children completed a standardized 5-minute play task and a measure of creativity. Teachers answered questions about children's daily play behavior, affective expression, social competence, and adjustment. Good interrater reliability and internal consistency were demonstrated for the APS-P. Affect expression and fantasy in 5 minutes of play were related to theoretically and empirically relevant constructs such as daily play behavior, creativity, and social competence. Practice or Policy: Results support the use of the APS-P as a potentially valuable tool for assessing developments and changes in both affective and cognitive dimensions of preschool children's play.
ISSN:1040-9289
1556-6935
DOI:10.1080/10409280802545388