Play or hard work: Unpacking well-being at preschool

A. Kennedy-Behr, S. Rodger, S. Mickan

Research output: Contribution to journalArticleResearchpeer-review

10 Citations (Scopus)

Abstract

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 (KINDLR). 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.

Original languageEnglish
Pages (from-to)30-38
Number of pages9
JournalResearch in Developmental Disabilities
Volume38
DOIs
Publication statusPublished - 1 Mar 2015
Externally publishedYes

Fingerprint

Motor Skills Disorders
Preschool Children
Quality of Life
Videotape Recording
Proxy
Research Design
Observation
Outcome Assessment (Health Care)

Cite this

@article{0bebe2d3df394d04b5470a51c6288a00,
title = "Play or hard work: Unpacking well-being at preschool",
abstract = "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 (KINDLR). 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.",
author = "A. Kennedy-Behr and S. Rodger and S. Mickan",
year = "2015",
month = "3",
day = "1",
doi = "10.1016/j.ridd.2014.12.003",
language = "English",
volume = "38",
pages = "30--38",
journal = "Applied Research in Mental Retardation",
issn = "0891-4222",
publisher = "Elsevier",

}

Play or hard work : Unpacking well-being at preschool. / Kennedy-Behr, A.; Rodger, S.; Mickan, S.

In: Research in Developmental Disabilities, Vol. 38, 01.03.2015, p. 30-38.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Play or hard work

T2 - Unpacking well-being at preschool

AU - Kennedy-Behr, A.

AU - Rodger, S.

AU - Mickan, S.

PY - 2015/3/1

Y1 - 2015/3/1

N2 - 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 (KINDLR). 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.

AB - 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 (KINDLR). 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.

UR - http://www.scopus.com/inward/record.url?scp=84921310891&partnerID=8YFLogxK

U2 - 10.1016/j.ridd.2014.12.003

DO - 10.1016/j.ridd.2014.12.003

M3 - Article

VL - 38

SP - 30

EP - 38

JO - Applied Research in Mental Retardation

JF - Applied Research in Mental Retardation

SN - 0891-4222

ER -