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

Abstract

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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 98 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.