Document Type

Article

Publication Date

5-2002

Publication Title

School Psychology International

Volume

23

Issue

2

First Page

169

Last Page

185

Abstract

Play assessment is increasing in popularity despite the lack of empirical support. The purpose of this study was to explore the use of play assessment with young children and determine its efficacy in determining cognitive levels of development. Eight 2-year-olds and eight 3 1/2-year-olds were observed playing in an unstructured format. Results indicated that Exploratory Play becomes more complex with age and is displayed more than Pretend Play in an unstructured play session. Children's play primarily consisted of Exploratory Play, Pretend Play and Problem Solving and Planning Skills. Several of the Supple mental Subdomains measured by play assessment were not observed to occur in the spontaneous play format. A tendency for increasing complexity of play across time in session was also found.

Comments

The final published version of this article can be found here: http://spi.sagepub.com.leo.lib.unomaha.edu/content/23/2/169.abstract.

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