Pretend Play as a Predictor of Future Coping and Problem-Solving

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic - Cognitive Processes

Abstract

Background: Research shows children develop and exhibit cognitive processes (e.g., imagination, problem-solving) and affective processes during pretend play (Russ, 2004). These processes help them to think creatively while solving problems and coping (Fehr and Russ, 2016). Previous research has investigated the relationship between school aged children’s play and problem-solving skills, however research examining preschool aged children has not been conducted. Additionally, research analyzing the predictive power of pretend play on parent’s views of their child’s coping has not been examined in preschool aged children. This study investigated how well pretend play predicted parent-rated coping and problem-solving at 6-month and 12-month follow-up.

Method: 61 children (ages 4-5 years, 61% female) participated in this study at baseline. 44 participants returned for a 6-month follow-up and 38 participants returned for a 12-month follow-up. Pretend play, creativity, coping, and problem-solving tasks were administered to children at baseline and 6-month and 12-month follow-up. Parents rated their children’s coping at each visit using the Coping Inventory. A standardized play task, the Affect in Play Scale – Preschool Version, Brief Rating Form (APSP-P-BR), which measures affect, imagination, organization, and comfort in pretend play was used to assess pretend play. Problem-solving was measured using the Preschool Interpersonal Problem-Solving Scales (PIPS), and coping was measured using the Vignette Assessment of Preschool Children’s Coping Strategies (VAPCCS) and Coping Inventory parent rating form.

Results: Multiple regression analyses were run to determine if play variables (i.e., Positive Affect, Negative Affect, Undefined Affect, Imagination) significantly predicted participants' problem-solving (i.e., PIPS) and coping (i.e., VAPCCS, Coping Inventory) at 6-month and 12-month follow-up. The results of the regression indicated the four predictors explained 32.8% of the variance in Coping Inventory scores (R2= .33, F(4, 27) = 3.30, p = .025). It was found that Positive Affect significantly predicted parent-rated coping at 12-month follow-up (β = .14, p = .003), as did Negative Affect (β = .09, p = .02) and Imagination (β = -.79, p = .04). There was a trend for the four predictor variables predicting scores on the VAPCCS at 12-month follow-up (R2 = .23, p = .055). However, they were not predictive of any of the variables at 6-month follow-up nor of the PIPS at 12-month follow-up.

Conclusion: The results from this study are consistent with previous studies that have found relationships between pretend play and coping. Pretend play at baseline significantly predicted parent-rated coping at 12-month follow-up. Furthermore, there was a trend towards play predicting coping using vignettes at 12-month follow-up. These findings suggest that pretend play in early childhood is important for the later development of coping skills. Although, these results do not suggest that pretend play during the preschool years is related to later problem-solving skills, previous studies have found this effect in school-age children. It is possible that as children’s cognitive skills develop the relationship between pretend play and problem-solving emerges. Future directions and additional implications will be discussed.

Authors

• Chloe Baez, Southern Illinois University
  Presenting Author

• Monica Kruse, Southern Illinois University
  Non-Presenting Author

• Kristen Boog, Southern Illinois University
  Non-Presenting Author

• Karla K. Fehr, Southern Illinois University
  Non-Presenting Author