Article2013

Assessment of Pretend Play in Preschool-Aged Children: Validation and Factor Analysis of the Affect in Play Scale–Preschool Version

29 citations0/0 files storedJournal of Personality Assessment

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Psychological Testing and Assessment Developmental and Educational Neuropsychology Child Therapy and Development

Abstract

The Affect in Play Scale-Preschool (APS-P) and Affect in Play Scale-Preschool-Brief Rating (APS-P-BR) versions assess cognitive and affective play processes during a 5-min standardized play task. In this study, construct validity, external validity, and factor analyses for each scale were examined in 107 preschoolers. Reliability and validity were supported. Unlike results found with school-aged samples, positive affect loaded with the cognitive variables on factor analyses of the APS-P and APS-P-BR, suggesting that negative and undefined affect might represent a separate factor in preschool-aged children. Developmental significance and implications for use of the 2 scoring versions are discussed.

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References

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Cited by

2019Hospitalized Children: Anxiety, Coping Strategies, and Pretend Play 2019Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense 2016Pretend play and creativity in preschool-age children: Associations and brief intervention.

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