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At least 19 recordsLinked to original sources
PubMed1995

[Between "play" and "playing"--exploring the identifying base of play].

Up to the present, the majority of theories regarding play were grounded on the perspective of the observer rather than the perspective of the person engaged in play. When viewing the figure of someone playing, however, no one can draw the conclusion that the person "is playing". This is because play can be identified solely by the awareness of the player absorbed in play. Nevertheless, this awareness varies infinitely according to the individual. Moreover, when the player is absorbed in play but is not conscious that s/he is playing, strictly speaking, the activity cannot defined as play. To identify play, we regard both the player's playing awareness itself and the self-awareness of being engaged in play as indispensable elements. Furthermore, these two forms of awareness should be discussed, not by enclosing them within the player's individual mind, but from the standpoint of a relationship of mutual compensation through continuous interchange between the player and others. The theory of play can approach the real image of play only by extracting the modality of these forms of awareness.

Child↗
PubMed1992

Intrinsic and extrinsic influences on play fighting in rats: effects of dominance, partner's playfulness, temperament and neonatal exposure to testosterone propionate.

Play fighting is a frequent activity of juvenile rats and appears to show marked variability amongst individuals in that some rats play a great deal and others very little. This study attempted to identify some of the factors involved in producing this individual variability. The major influence over an individual's frequency of play as a juvenile was found to be the frequency of play by the partner. That is, play appears to be contagious, in that a high playing animal stimulates its partner to play frequently as well. In male juveniles, but seemingly not in female juveniles, the subsequent adult status of one partner as dominant influences the subordinate-to-be to initiate more playful contacts. In addition to these extrinsic influences, however, there appear to be intrinsic factors that influence whether an individual is a high or low playing animal. One intrinsic factor appears to be 'boldness', so that bolder animals tend to initiate more playful contacts. Higher players tend to be more susceptible to the stereotypy-inducing effects of the dopamine agonist, apomorphine, and tend to be more dependent upon the playful activity of the partner to maintain their own high levels of play. Both of these characteristics are consistent with other studies comparing bold and timid rats. Boldness, however, only seems to influence how much play a rat will exhibit, not how much play it is capable of exhibiting. Neonatal testosterone augmentation increases juvenile play fighting but not apomorphine susceptibility, suggesting that a high player need not be a bold animal. The total frequency of play an individual is capable of initiating appears to depend upon perinatal exposure to androgens. Boldness and the playfulness of the partner appear to modulate the expression of this hormonally set value.

Agonistic Behavior↗
PubMed1997

Multiple differences in the play fighting of male and female rats. Implications for the causes and functions of play.

Play fighting is the most commonly occurring form of social play in juvenile mammals. Typically, males engage in more play fighting than females, and this difference has been shown to depend on the action of androgens perinatally. It is generally believed that the differences in play fighting between the sexes are quantitative and do not involve qualitative differences in the behavior performed. We show that this is an incorrect characterization of sex difference in play fighting. For example, in laboratory rats, there are at least five different mechanisms that contribute to the observed sex differences in play fighting. These mechanisms involve (I) the motivation to initiate play, (II) the sensory capacity to detect and respond to a play partner, (III) the organization of the motor patterns used to interact with a partner, (IV) age-related changes at puberty in initiating play and in responding to playful contact, and (V) dominance-related changes in adulthood in the pattern of playful interaction. Sex differences in the play fighting of rats are due to an interaction of all of these mechanisms, some of which are sex-typical not play-typical, and involve both quantitative and qualitative differences. This is clearly different from the prevailing view that play fighting is a unitary behavior which is masculinized perinatally. Indeed, even though all five mechanisms are androgenized perinatally, the sensorimotor differences also involve defeminization (i.e. reduction of female-typical qualities). This expanded view of the mechanisms contributing to the sex differences in play fighting has implications for both the analysis of the neural systems involved, and for the functional significance of this activity in childhood and adulthood.

Animals↗
PubMed1979

Developmental progression in play behavior of children between nine and thirty months: II: Spontaneous play and language development.

The relationship between play behavior displayed in a structured play situation and language development was studied cross-sectionally in 85 children at eight age--evels between nine and 30 months. There were no correlations between types of play behavior, in particular functional play (appropriate use of objects on the child's own body), representational play (appropriate use of objects on a doll or another person), or symbolic play (substitution of present objects for absent ones) and speech measures such as total number of words and of vocalizations, number of different words and different vocalizations, and number of sentences. Identification of objects upon verbal request was not related to any type of play behavior, but comprehension of verbal requests for functional or representational play was postively correlated with the display of functional or representational play. The children did not respond to verbal requests for functional or representational play unless these types of play behavior were part of their spontaneous play repertoire. Understanding of prepositions seemed to be related to spatial concepts expressed in play behavior, such as container play or arranging chairs around a table and setting the table.

Child Development↗
PubMed1990

Playful relationships: a contextual analysis of mother-toddler interaction and symbolic play.

The relation between social interaction and complexity of toddler's symbolic play was investigated. 57 toddlers between 15 and 24 months of age were observed under 4 conditions: (1) child play alone, (2) child play with mother, (3) child modeling mother, and (4) child play with mother following the modeling condition. Each subject was rated on complexity of play, maternal attention directing, reciprocity, and maternal intrusiveness. Significant condition effects were found in which more complex forms of play were observed when the children were playing with their mothers than when playing by themselves. Maternal intrusions and questioning were negatively related to symbolic play. Turn-taking was negatively related to simple exploratory play. Results of a sequential analysis demonstrated that turn-taking was more likely to precede symbolic play, and maternal intrusiveness was more likely to precede simple exploratory play. The role of active partnership in symbolic play development is discussed.

Child, Preschool↗
PubMed1991

The Play Activity Questionnaire: a parent report measure of children's play preferences.

Three studies describe the development and validation of the Play Activity Questionnaire (PQ), a parent report measure of children's play preferences. In Study 1, the 15-item PQ was completed by parents of 239 6- to 8-year-old children, and exploratory factor analysis revealed four play factors: Active and Adventurous, Athletic, Rough-and-Tumble, and Quiet. In Study 2, the factor structure was replicated with PQ data on 203 children of a broader age range (4 to 12 years). The play factors accounted for 65.7% of the variance. Boys' scores exceeded girls' scores on the Athletic and Rough-and-Tumble play factors. Girls' scores exceeded boys' scores on the Quiet play factor. Sex differences were not observed on the Active and Adventurous play factor. Interparent agreement was moderately high, and PQ factor scores were unrelated to social class or nationality. Individual factor scores showed moderate to high stability over 5 months. Validity of the play factors was examined in Study 3 by relating factor scores to measures of activity level, aggression, and sex-typed play. Play factor scores were associated with several of these measures, suggesting that the PQ is a valid measure of children's play behavior with potential applications in the fields of developmental psychopathology and psychoneuroendocrinology, and in studies of normal play and sex-role development.

Child↗
PubMed1995

What do rats find rewarding in play fighting?--an analysis using drug-induced non-playful partners.

Play fighting by juvenile rats involves playful attacks directed at the partner's nape, where successful contact leads to gentle rubbing of the snout into the nape area. In addition, the recipient of such contact may defend the nape by adopting tactics of playful defense. The two most common defensive tactics in the juvenile period are evasion, where the recipient swerves or leaps away and facing defense involving rotation to supine, where the attacker is faced and its further attempts to contact the nape are blocked. An unresolved issue is whether the nape contact itself or defense by the recipient alone or in combination with nape contact, are involved in rewarding play fighting. In this study, drug-induced non-playful partners were used to test the 'motivation' for play fighting when only playful nape contact was possible. In drug-trials compared to baseline and saline trials, both neonatally androgenized females (high players) and control, oil-treated, females (low players), decreased the frequency of launching nape attacks. These results suggest that nape contact alone, in the absence of defense by the recipient, is not sufficient reinforcement for such playful activity, irrespective of the initial playfulness of the subjects. However, while nape attacks decrease, other forms of social contact, such as anogenital investigation and climbing over the partner (i.e., crawl overs), increase in frequency. These results suggest that non-playful partners are not neutral targets for normal rats. Rather, the 'non-normal' behavior of the drugged target may affect the subjects' behavior in such a way as to reduce their playfulness for reasons other than reduced reinforcement for play.

Aggression↗
PubMed2000

Development of an assessment to identify play behaviours that discriminate between the play of typical preschoolers and preschoolers with pre-academic problems.

Occupational therapists regard play as the primary occupation of childhood. However, many authors of play assessments have viewed play either as a functional outcome of other skills or as an indication of the child's developmental level. While such views of play are valid, these approaches to play are broad and do not fully consider the cognitive value of play. A study was undertaken with 82 preschoolers to see if a new play assessment which considers cognitive play skills, called the Child-initiated Pretend Play Assessment, (ChiPPA), possessed acceptable inter-rater reliability, and could discriminate between the play of typically developing preschoolers and preschoolers with pre-academic problems. This assessment evaluates preschoolers' elaborate imaginative actions, number of imitative actions, and number of object substitutions. The ChiPPA was found to have excellent inter-rater reliability and did discriminate between children who were typically developing and children who experienced pre-academic problems. In particular, the elaborateness of a child's play actions and the child's ability to substitute objects were strong discriminators of preschoolers with and without pre-academic problems. Three play profiles which emerged from the research are discussed.

Australia↗
PubMed1993

Integrated play groups: a model for promoting the social and cognitive dimensions of play in children with autism.

This investigation provides a description of a multifaceted model to promote peer play, and an evaluation of its impact on the social and cognitive dimensions of play in three children with autism. A combination of quantitative and qualitative methodologies were used to evaluate the effectiveness of the model application. A multiple-probe design across participants demonstrated (a) decreases in isolate play and collateral gains in more social forms of play, and (b) decreases in stereotyped object play and collateral gains in functional object play. While no symbolic play was observed in any of the participants during baseline, two participants demonstrated symbolic play in the final condition. Generalization and social validation measures indicated (a) advances in play behaviors were not limited to the play groups but observed in other contexts, and (b) were accompanied by language gains. Implications are discussed in terms of preferred service delivery models as well as of the importance of social interaction for the development of play and language.

Autistic Disorder↗
PubMed1979

Developmental progression in play behavior of children between nine and thirty months. I: Spontaneous play and imitation.

The developmental progression of play behavior was studied cross-sectionally in 85 children at eight age-levels between nine and 30 months. In a structured play situation, three major play patterns were distinguished: (1) exploratory play (at the end of the first year); (2) functional play (beginning of second year); and (3) representational play (after 15 months). Sequential play first occurred at 21 months. Play behavior with spatial characteristics was also observed: relational and container play between nine and 15 months, and understanding of spatial relationships, stacking and grouping between 18 and 24 months. There was a significant relationship between spontaneous and imitative play behavior; the greatest affect was displayed when the demonstrated behaviors matched the child's developmental level of play.

Age Factors↗
PubMed1998

Physical activity play: the nature and function of a neglected aspect of playing.

In this review, we consider the nature and possible developmental functions of physical activity play, defined as a playful context combined with a dimension of physical vigor. We distinguish 3 kinds of physical activity play, with consecutive age peaks: rhythmic stereotypies peaking in infancy, exercise play peaking during the preschool years, and rough-and-tumble play peaking in middle childhood. Gender differences (greater prevalence in males) characterize the latter 2 forms. Function is considered in terms of beneficial immediate and deferred consequences in physical, cognitive, and social domains. Whereas most theories assume that children's play has deferred benefits, we suggest that forms of physical activity play serve primarily immediate developmental functions. Rhythmic stereotypies in infancy are hypothesized to improve control of specific motor patterns. Exercise play is hypothesized to function primarily for strength and endurance training; less clear evidence exists for possible benefits for fat reduction and thermoregulation. In addition, there may be cognitive benefits of exercise play that we hypothesize to be largely incidental to its playful or physical nature. Rough-and-tumble play has a distinctive social component; we hypothesize that it serves primarily dominance functions; evidence for benefits to fighting skills or to emotional coding are more equivocal. Further research is indicated, given the potentially important implications for children's education, health, and development.

Adolescent↗
PubMed1998

Play, creativity, and adaptive functioning: implications for play interventions.

Discussed the importance of play in creative problem solving and its implications for play interventions. Theory and research in the areas of play and creative cognitive processes and play and creative affective processes are reviewed. Play has been associated with the development of creative problem solving. Creative problem solving is thought to be a resource for everyday coping and adjustment. Play intervention studies that investigate the effects of specific aspects of play on specific criteria would be appropriate for the creative problem-solving and coping area. A systematic program integrating laboratory research on play and creativity, research on play techniques, and play intervention with specific populations is needed.

Adaptation, Psychological↗
PubMed1983

Play activities of mentally handicapped children at home and mothers' perception of play.

Reviewers have frequently commented on the meagre literature that is available on the play of mentally handicapped children, especially play at home. This study involved 67 families with a moderately or severely handicapped child aged mainly between 2 and 12 years, living in Dublin city. Details were obtained on who the children played with; the activities they engaged in and aspects of the home environment conducive to play. Furthermore mothers' perception of play are reported along with their reactions to playing with their child. It was found that the children's play was immotive and lacking in variety and that it invariably occurred within the family. Mothers viewed play as very important and saw it as an enjoyable and beneficial experience for themselves as well as the child. It is argued that parents should be given opportunities to learn how best they could nurture their child's development through play.

Attitude↗
PubMed1996

What's real in children's fantasy play?: fantasy play across the transition to becoming a sibling.

This study examined children's fantasy enactments during the critical life transition of becoming a sibling to determine the degree to which the thematic content of fantasy play reflects children's realistic concerns. Thirty 3-5-year-old children played with their best friend at two pre- and three post-birth intervals. Mothers kept diary records of children's concerns, worries, and events they were excited about during 3-day periods surrounding the five play sessions. Raters then evaluated the degree to which the thematic content of the fantasy play was consistent with their concerns as reported by mothers. Overall, little convergence was apparent between the themes of fantasy play and children's perceived concerns. However, a modest relationship was found between acting out positive concerns in play and sibling relationship quality. Although these results lend limited support for the notion that children's concerns are reflected in the content of their spontaneous play, they do suggest that 'playing it out' is beneficial for children.

Adaptation, Psychological↗
PubMedDate not supplied

"Normal" childhood sexual play and games: differentiating play from abuse.

Recent recognition of child-to-child and adolescent-to-child sexual abuse raises the question, for the courts, educators, clinicians, and lay individuals, where do we draw the line between normal childhood sexual play, and abuse. This paper presents the results of a survey on normative childhood sexual play and games experiences that was distributed to 300 undergraduates at an all women's college. One hundred-twenty-eight returned the survey, 85% of whom described a childhood sexual game experience. Of these women, 44% described cross-gender play and there was a trend for women who had described cross-gender experiences to have seen the play as involving persuasion, manipulation, or coercion. A strong relationship was found between abuse and cross-gender play. Level of physical involvement in the game was correlated with perceptions of normality. A typology of six kinds of sexual play experiences was derived. Results are discussed in terms of their relation to differentiating childhood sexual abuse from play and gender socialization influences relating to the role rehearsal of coercive or manipulative relationships.

Adolescent↗
PubMed2003

The therapeutic power of play: examining the play of young children with leukaemia.

BACKGROUND: The therapeutic function of play has been investigated in relation to recognized stressors such as hospitalization, illness and medical treatments for ill children. While medical treatments in the past 30 years have improved survival rates, children's psychological experiences and quality of life during and after their illness have received limited attention. OBJECTIVE: The present study investigated the therapeutic effects of play on 3- to 5-year-old children with leukaemia compared with a control group of healthy children. METHOD: The participants with leukaemia (n = 11) were from the external oncology clinic of an urban children's hospital; control children (n = 11) attended a day care centre. Measures included children's experience of stress, social and cognitive play behaviours, and daily mood. RESULTS: A series of manova revealed that the children with leukaemia, compared with the control children, engaged in (a) significantly fewer total play behaviours, and in particular less (b) parallel, (c) group and (d) dramatic play. Pearson correlations revealed significant relationships between reports of 'being happy' and play only for children with leukaemia. Quantitative and qualitative analyses revealed a pattern of repetitive play activities week after week for children with leukaemia, but not controls. DISCUSSION: Findings are discussed in light of the theoretical and practical implications for children undergoing treatment for leukaemia.

Analysis of Variance↗