Differential expression of toy play by preschoolWord格式.docx
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COPYRIGHT2006AssociationforChildhoodEducationInternational
Abstract.Analysesofthepeakandpredominanttoyplayof17preschoolchildrenwithmentalretardationand17preschoolchildrenwithoutmentalretardationarepresented.Groupswerematchedondevelopmentalageandsexandobservedduringbothahome-basedindependentplaysituationandclassroom-basedfreeplay.Resultsarepresentedfor1)acomparisonofpredominantplaybetweensettingforeachgroup,2)acomparisonofpeakplaybetweensettingforeachgroup,3)between-groupanalysesofpredominantandpeakplay,and4)acomparisonofpredominantandpeakplay.Theresultsprovideadditionalsupportfor,andextendeffortstounderstand,contextualvariationofchildren'
stoyplaybydemonstratinganadvantageofhome-basedplayoverclassroom-basedplayforbothgroupsaswellasanadvantageofchildrenwithmentalretardationoverchildrenwithoutmentalretardationduringthehome-basedplaysituation.Thesedatacanbeusedtopromotepositiveperceptionsof,andattitudestoward,childrenwithmentalretardationamongbothparentsandteachers,andtopromotetheuseofacomprehensive,multi-contextualunderstandingofchildren'
splayabilityandpotentialthatisnecessaryfordevelopingeffectiveinterventions.
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Despitetheacknowledgedimportanceofplaytoearlydevelopment(Fein,1981;
Fischer,1992;
Fromberg,1992;
Fromberg&
Bergen,1998;
Hellendoorn,Kooij,&
Sutton-Smith,1994;
Johnson,Christie,&
Yawkey,1999;
Li,1981;
Malone&
Langone,1999;
Mogford,1977;
Piaget,1962;
Rogers,1988;
Rubin,Fein,&
Vandenberg,1983;
Vygotsky,1966),theroleofenvironmentininfluencingchildoutcomes(Bretherton,O'
Connell,Shore,&
Bates,1984;
Bronfenbrenner,1979;
Darvill,1982;
Malone,1999;
Vygotsky,1934),andtheemphasisonplay-basedinterventionsforyoungchildrenwithdisabilities(Hellendoornetal.,1994;
Linder,1993;
Sheridan,Foley,&
Radlinski,1995),effortstounderstanddifferentialpatternsofplaydemonstratedbychildrenwithmentalretardationhavebeenselectiveandskewedtowardlaboratoryandclassroomsituations(Malone,1999).Giventheimportanceofthehomeenvironmenttochildoutcomes(Bronfenbrenner,1979;
Gottfried,1984;
Guralnick,1998),thelackofresearchcomparinghome-basedindependentplaytoclassroom-basedfreeplayrepresentsasignificantoversight.Indeed,itappearsthatplayobservedinfamiliarindependentplaysituations,suchasthatfoundinthehome,ismoresophisticatedthanplayobservedingroupsituations,suchasthatwhichoccursduringclassroomfreeplay(Buchanan&
Cooney,2000;
Lieber&
Beckman,1991;
Malone,2005,2006a;
Stoneman,1990;
Malone,Stoneman,&
Langone,1994).Therelevanceofsuchvariationcomesintofocuswhenoneconsidersthatbothgeneralperceptionsof,andspecificinterventiontargetsfor,childrenwithmentalretardationaretypicallydevelopedbasedonclassroomobservations/informationand,thus,maynotrepresentthebestfitwithchildren'
soptimumabilities(seeMalone&
Langone,1999).Whilethebehaviorsobservedintheclassroomshouldnotbediscounted(theydoreflectchildren'
sabilitiesinthatsetting),theunderstandinganduseofinformationgleanedfromsettingssuchasthehomeallowspractitionerstodevelopinterventiontargetsbasedonacomprehensiveunderstandingofchildren'
sabilitiesandpotential.
ThisarticleprovidesadditionalanalysesofthedatapresentedinMalone(2005,2006b)andextendsalineofresearchfocusedonthehome-basedindependentplayandtheclassroom-basedfreeplayofchildrenwithmentalretardationandwithoutmentalretardation(seeMalone,2005,2006a,2006b;
Maloneetal.,1994).Previousresultsindicateanadvantageofchildren'
shome-basedindependentplayoverclassroom-basedfreeplayrelativetomeandifferencesandpredictionofassesseddevelopmentalage.SuchapatternisconsistentwiththatreportedbyBuchananandCooney(2000),Fromberg(1992),andLieberandBeckman(1992).Inaddition,comparingchildrenwithandwithoutdisabilitiesmatchedondevelopmentalagecanenhanceourunderstandingofdevelopmentalsimilarities/differencesthatexistbetweengroupsandtherebyfacilitatetheidentificationofappropriateinterventiontargets(Baumeister,1967;
Quinn&
Rubin,1984).Malone(2005)reporteddevelopmentalstatusandsettinginteractionsandmaineffectsforcategoricalandsequentialplayvariablesandMalone(2006b)reportedwithin-group/contextpatternsandbetween-groupanalysesofvariability.Theanalysesreportedinthisarticlefocusonwithin-andbetween-groupanalysesofpredominantandpeakcategoricalandsequentialplay.Suchindicesprovideanindicationofboththechildren'
smodalplaytype(predominantplay)andemergentabilities(peakplay)(Lieber&
Malone,2006a;
Riquet,Taylor,Benaroya,&
Klien,1981;
Sheridanetal.,1995).Thus,theseanalysesreplicateandextendpreviouseffortstodevelopamulti-perspectiveunderstandingoftheplayofchildrenwithandwithoutmentalretardation.
Methods
Participants
Participantswere34preschoolchildren(17withmentalretardationand17withoutmentalretardation)fromseveninclusivepreschoolprograms.Childrenwithandwithoutmentalretardationwerematchedchild-by-child(acrossgroup)oncognitivedevelopmentalageandsex.Therewere10boysand7giftsineachgroup.Children'
sdevelopmentalagesforcognition,receptivecommunication,andexpressivecommunicationweredeterminedthroughadministrationoftheBattelleDevelopmentalInventory(Newberg,Stock,Wnek,Guidubaldi,&
Svinicki,1984).Descriptivestatisticsforchronologicanddevelopmentalages,ethnicity,andetiology(childrenwithmentalretardationonly)ofeachgroupareprovidedinTable1.Independentgroupt-testsindicatedtherewerenosignificantbetween-groupdifferencesfordevelopmentalages.Allchildrenwithmentalretardationwereconsideredtobeinthemild/moderaterangeofcognitivefunctioning.Parentreports,teacherreports,andobservationsofthechildrenwereusedtoconfirmthatthechildrendidnotexperiencebehavioraldisordersorphysicaldisabilitiesthatwouldlimittheirabilitytoengageinafullrangeofplayactivities.Childrenwithoutmentalretardationwereconsideredtobetypicalinallareasofdevelopment.
HomeandClassroomSettings
Childrenwereobservedplayinginbothahome-basedindependentplaysituationandaclassroom-basedfree-playsituation.Home-basedindependentplaywasvideotapedinthechildren'
slivingrooms.Toyswithwhichthechildrenwereaskedtoplaywerebroughtintothehomebytheresearchersandsetupinastandardfashion(seeMaterialsandProcedures).Theplayspacewasdefinedbythestandardviewingrangeofthevideocameraandtheparametersofthechildren'
slivingrooms(typicalspacewas[approximatelyequalto]80squarefeet).
Classroom-basedfreeplaywasvideotapedinthechildren'
sclassroomsduringtheirregularlyscheduledfree-playtime.Classroomswererepresentativeofinclusivegeneraleducationpreschools.Eachclassroomwascomparableinspaceanddesign(i.e.,readingarea,table-topmanipulativearea,blockcorner,housekeepingplayarea,andunstructuredopenspace),andintheapproximatenumberofchildrenenrolled(15-20perclass).
Materials
Themixed,doll,andvehicletoysetsusedinthehome-basedindependentplaysituationwerecreatedbasedonrecommendationsfromMcCune-NicolichandFenson(1984),andweremeanttoallowchildrentheopportunitytoengageinarangeofplaybehaviors,fromsimplesensorimotorplaytocomplexpretendsequences.AdescriptionofthethreetoysetsispresentedinTable2.Althoughdifferentselectioncriteriacanbeusedtodifferentiatetoys(e.g.,functionalcomplexity,novelty,etc.),thecontentsofthethreetoysetsassembledforthisresearch1)allowedchildrentoengageinarangeofplaybehaviorsreflectingacontinuumofdevelopmentalabilityand2)wereconsistentwiththoseusedinpriorplayresearch.
Eachclassroomhadavarietyoftoys(e.g.,dollplaymaterials,housekeepingmaterials,assortedtoyvehicles,blocks,puzzles,books,andmanipulativetoys)consideredtypicalofpreschoolprograms.Thesetoys,althoughnottheexactmaterialsusedinthehome-basedindependentplaysituation,wererepresentativeoftoysrecommendedintheliterature(Malone&
Stoneman,1995;
McCune-Nicolich&
Fenson,1984)andwereconsideredtoparallelthosetoysprovidedinthehome-basedindependentplaysituation.Classroomtoyscouldsupportarangeofplaybehaviors,fromsimplesensorimotorplaytocomplexpretendsequences.
Measures
CategoricalandSequentialPlay.Children'
sbehaviorwascodedforcategoricalandsequentialplay.Categoricalplayincludedfivemutuallyexclusivevariables(nonplay,exploration,functionalplay,constructiveplay,andpretendplay).Sequentialplayincludedthreemutuallyexclusivevariables(singlescheme,unorderedmulti-scheme,orderedmulti-schemesequences).Thesevariablesservedas
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