Play or hard work: Unpacking well-being at preschool.
Well-being or quality of life is thought to give a more accurate picture of the impact a condition has on day-to-day functioning than traditional outcome measures. This study sought to examine the relationship between engagement in play and well-being for preschool children with and without developm...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
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Elsevier
2015
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| _version_ | 1797072673779482624 |
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| author | Kennedy-Behr, A Rodger, S Mickan, S |
| author_facet | Kennedy-Behr, A Rodger, S Mickan, S |
| author_sort | Kennedy-Behr, A |
| collection | OXFORD |
| description | Well-being or quality of life is thought to give a more accurate picture of the impact a condition has on day-to-day functioning than traditional outcome measures. This study sought to examine the relationship between engagement in play and well-being for preschool children with and without developmental coordination disorder (DCD). A quasi-experimental design was used with two independent groups of preschool children aged 4-6 years with (n=32) and without (n=31) probable DCD. Play skills were assessed using the Play Observation Scale based on 30min of videotape of free-play at preschool. Well-being was assessed using a parent-proxy version of the Revised Children Quality of Life Questionnaire (KINDL(R)). Spearman rho correlations were performed to examine the relationship between play and well-being. Well-being at preschool was significantly lower for the children in the DCD group however overall well-being was not significantly different. Engagement in type of social play (solitary, parallel or group) was found to predict well-being for the typically developing children. For the children with DCD, engagement in group play was not associated with well-being. An explanation for this difference may be that children with DCD may not experience free-play at preschool as "play" but rather as hard work. Further research is needed to determine why children with DCD experience lower well-being at preschool than their peers and to investigate children's perceptions of free-play. This may enable teachers and therapists to better support children with DCD in the preschool environment. |
| first_indexed | 2024-03-06T23:11:03Z |
| format | Journal article |
| id | oxford-uuid:657cd8f8-a8d6-4ff8-ba8c-75468bf35b01 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T23:11:03Z |
| publishDate | 2015 |
| publisher | Elsevier |
| record_format | dspace |
| spelling | oxford-uuid:657cd8f8-a8d6-4ff8-ba8c-75468bf35b012022-03-26T18:25:45ZPlay or hard work: Unpacking well-being at preschool.Journal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:657cd8f8-a8d6-4ff8-ba8c-75468bf35b01EnglishSymplectic Elements at OxfordElsevier2015Kennedy-Behr, ARodger, SMickan, SWell-being or quality of life is thought to give a more accurate picture of the impact a condition has on day-to-day functioning than traditional outcome measures. This study sought to examine the relationship between engagement in play and well-being for preschool children with and without developmental coordination disorder (DCD). A quasi-experimental design was used with two independent groups of preschool children aged 4-6 years with (n=32) and without (n=31) probable DCD. Play skills were assessed using the Play Observation Scale based on 30min of videotape of free-play at preschool. Well-being was assessed using a parent-proxy version of the Revised Children Quality of Life Questionnaire (KINDL(R)). Spearman rho correlations were performed to examine the relationship between play and well-being. Well-being at preschool was significantly lower for the children in the DCD group however overall well-being was not significantly different. Engagement in type of social play (solitary, parallel or group) was found to predict well-being for the typically developing children. For the children with DCD, engagement in group play was not associated with well-being. An explanation for this difference may be that children with DCD may not experience free-play at preschool as "play" but rather as hard work. Further research is needed to determine why children with DCD experience lower well-being at preschool than their peers and to investigate children's perceptions of free-play. This may enable teachers and therapists to better support children with DCD in the preschool environment. |
| spellingShingle | Kennedy-Behr, A Rodger, S Mickan, S Play or hard work: Unpacking well-being at preschool. |
| title | Play or hard work: Unpacking well-being at preschool. |
| title_full | Play or hard work: Unpacking well-being at preschool. |
| title_fullStr | Play or hard work: Unpacking well-being at preschool. |
| title_full_unstemmed | Play or hard work: Unpacking well-being at preschool. |
| title_short | Play or hard work: Unpacking well-being at preschool. |
| title_sort | play or hard work unpacking well being at preschool |
| work_keys_str_mv | AT kennedybehra playorhardworkunpackingwellbeingatpreschool AT rodgers playorhardworkunpackingwellbeingatpreschool AT mickans playorhardworkunpackingwellbeingatpreschool |