Investigating Imaginative Play Qualities in Children’s Natural Learning Environment: An Observational Study

• In Event: Poster Session 08
  In Poster Session: PS 08 Topic - Cognitive Processes

Abstract

Research indicates that free play in early childhood provides a context for educators and researchers to observe a child’s development in emotional, cognitive, and social skills (Cohen, 2000). Further, experimental studies utilizing play interventions suggest that play facilitates development of these skills (O’Connor & Stagnitti, 2011). However, the efficacy of play interventions may vary based on specific qualities of the play. Researchers are investigating qualities of play that naturally exercise specific skills (Lillard et al., 2012). For example, imaginative play interventions can serve as a naturalistic preventative intervention to help children develop socioemotional and cognitive skills such as emotion regulation and executive function (Gilpin, 2015; Thibodeau & Gilpin, 2016; 2020). Researchers posit that imaginative play is qualitatively different than other types of play in terms of its free style, peer dynamics, engagement and emotionality. Importantly, these qualities may be key aspects for play to serve as a mechanism of skill development. Thus, this study was designed to observe children’s free play in their natural learning environment with the goal of assessing each of the aforementioned play qualities.

The current observational study investigated the free play of 110 preschoolers, ages 27 to 64 months (M age = 50.0 months, SD age = 10.7 months). Children were observed in their classrooms by dual coders for ten, 15-second observations. Coders rated play by: type (realistic, sociodramatic, fantastical), peer involvement (solitary, group), its general affect (positive, neutral, negative), and the target child’s role in the play dynamic (leader, follower, collaborator, observer). Further, coders rated the target child’s emotionality, play engagement, physical activity, and enjoyment on a 1-10 scale at each interval. We hypothesized that fantastical play would involve more play leaders, more group play, be more emotive, engaging, and enjoyable than other types of play. This study and its hypotheses are registered with open science (https://osf.io/rw2b7/?view_only=933232bc4462452cb4f165a67d3a3e9a). The data have already been collected and currently being cleaned and coded for reliability. We will employ a variety of non-parametric analyses that allow for comparisons of categorical, discrete and count variables across 10 observations per child to address the hypotheses.

This study is the first step in determining if imaginative play is qualitatively different than other types of play in terms of engagement, emotionality, and peer involvement. This study is also focused on refining the coding for future studies. This sample was collected at a university lab school in the Southeastern U.S. in which play is encouraged as a part of the curriculum. After refinement, future studies will examine play in preschools with varying curricula and seek a more representative sample. Having a good understanding of the type of play children engage in naturally will allow for new studies to focus on adapting play interventions to fit the individual needs of every child, and allow us to harness the power of play to optimize development.

Authors

• Lindsey Held, University of Alabama, Tuscaloosa
  Presenting Author

• Rebecca H. Bauer, Hampden-Sydney College
  Non-Presenting Author

• Ansley Gilpin, University of Alabama, Tuscaloosa
  Non-Presenting Author