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Die Beziehung von Spielfähigkeit und Effektivität des Coping bei Kindergartenkindern im Alter von 4 – 6 Jahren
Abstract
Einleitung: Beobachtungen aus der ergotherapeutischen Praxis zeigen, dass Kinder mit gering entwickelter Spielfähigkeit oft Schwierigkeiten mit der Bewältigung ihres Alltags haben – im Besonderen mit angepasstem Verhalten. Spiel und Coping wurden für sich jeweils schon oft untersucht, ihr direkter Zusammenhang aber selten. Die hier vorgestellte Studie widmete sich der Frage, ob die Spielfähigkeit von Kindergartenkindern mit ihrer Effektivität im Coping in Zusammenhang steht und welche Schlussfolgerungen daraus für die Praxis gezogen werden können.
Methode: Es wurde an 22 Kindern eines Kindergartens eine Querschnittstudie mit einer quantitativen Methode der Datengewinnung durchgeführt. Zur Erhebung der Spielfähigkeit wurde zunächst der Test of Playfulness nach A. Bundy eingesetzt. Anhand der Ergebnisse wurden zwei Extremgruppen bezüglich der Spielfähigkeit gebildet: eine Gruppe von 11 Kindern mit hohen Testwerten, eine aus Kindern mit niedrigen Scores. Die teilnehmenden Kinder wurden den Gruppen nach Alter, Geschlecht und Herkunft im Sinne eines Matching zugeteilt. Anschließend wurden die Kindergartenpädagoginnen anhand des Coping Inventory nach Zeitlin befragt. Die Auswertung wurde verblindet durchgeführt, die Ergebnisse durch Korrelationsanalysen nach Pearson und den t-Test ermittelt.
Ergebnisse: Eine hochsignifikante Korrelation (r = .871; p < .001) zwischen der Spielfähigkeit und der Effektivität des Coping konnte gefunden werden. Die einzelnen Kategorien des Test of Playfulness korrelierten signifikant mit den einzelnen Kategorien des Coping Inventory.
Schlussfolgerung: Die genannte hohe Korrelation legt nahe, dass Spiel auch zur Verbesserung der Effektivität des Coping und somit für ein besseres Zurechtkommen im Alltag eingesetzt werden kann.
... These findings could be interpreted as coping mechanisms, for example by showing teasing and active facets in play and distracting themselves. Studies have shown that playfulness is positively related to effective coping in preschool children (Saunders et al., 1999;Ruckser-Scherb, 2010). Nonetheless, conflict in parent-child relationships had no significant effect on the total playfulness score. ...
Even though playfulness has been found to be highly relevant to the development and wellbeing of young children, hardly any longitudinal findings are available on stability and changes in children's playfulness. This study examined developmental trajectories of children's playfulness in two- to six-year-olds over a two-year period and analyzed whether individual and family characteristics and transition to primary school explain these trajectories. The sample included 839 children (47.3% girls, MAge = 4.87 years, SDAge = 1.39) from 38 childcare centers and 47 kindergartens in Switzerland. Children's playfulness was assessed at three measurement time points at one-year intervals using the multidimensional Children's Playfulness Scale to gather parent and teacher reports. Second-order linear growth curve models showed significant interindividual differences in children's playfulness at initial baseline. These differences correlated with effects for age, migrant background, and maternal education. The growth-related processes varied depending on children's age, and the individual dimension of children's playfulness whether an increase, stability, or decline was observed. In particular, social components of playfulness were found to change. On average, children's playfulness increased in early years but decreased from school age onwards. However, closeness in parent–child relationships proved to be supportive of children's playfulness at all time points. The results indicate the significance of positive parenting to children's playfulness, but they also draw attention to how playful qualities can be maintained and more highly valued in the school environment. In general, the study can contribute to a better understanding of the construct of playfulness in childhood.
... Research has shown that children's playfulness is significantly related to child characteristics and skills such as active coping, emotion regulation, prosocial behaviour, and creativity (Ata & Macun, 2022;Ruckser-Scherb, 2010;Trevlas, Matsouka, & Zachopoulou, 2003). Furthermore, recent studies have demonstrated the role of children's playfulness in predicting their future cognitive and social-emotional development (Fung & Chung, 2022;Waldman-Levi, Bundy, & Shai, 2022). ...
Adults’ behaviour in interactions with children is assumed to influence children’s playfulness. However, little is known about how the quality of teacher–child interaction in early childhood education and care affects the development of children’s playfulness, although the interaction quality has been identified as a strong predictor of children's development in various domains. The present study examined cross-sectional and longitudinal associations between children’s multidimensional playfulness and the quality of teacher–child interactions. At first measurement, 62 teachers in early childhood education and care (ECEC) were observed to assess the quality of their interactions with children using the standardized CLASS Toddler scale. The playfulness of 393 children was assessed using the children’s playfulness scale at the same time and one year later. No significant effects were found cross-sectionally. Longitudinally, high interaction quality in learning support was marginally negatively related to children’s total score of playfulness and significantly negatively to the playfulness dimensions of cognitive and physical spontaneity. We discuss which teaching styles might hamper or promote children’s playfulness.
... Basierend auf der Arbeit von Liebermann (1977) operatio nalisierte Barnett (1991b;2018) Einige Studien berichteten, dass Jungen in einzelnen Dimensionen höhere Werte aufwiesen als Mädchen ( Barnett, 1991a). Andere fanden, dass Mädchen in ihrer Playfulness höher bewertet werden (Cornelli Sanderson, 2010) oder stellten keine Geschlechtsunterschiede fest ( Ruckser-Scherb, 2010). Teilweise wurde eine Zunahme kindlicher Playfulness mit steigendem Alter (Barnett, 1991a;Cornelli Sanderson, 2010), teilweise keine Zusammenhänge mit dem Alter (Barnett, 2018;Pinchover, 2017) gefunden. ...
Zusammenfassung. Playfulness wird als die Fähigkeit, Bereitschaft und Freude von Kindern verstanden, sich auf das Spiel(en) einzulassen. Obwohl ihr eine hohe Relevanz für die kindliche Entwicklung zugeschrieben wird, ist die Forschungslage, insbesondere zur Rolle der Erwachsenen, dünn. Im Rahmen einer Pilotstudie wurden 76 Eltern (89.5% weiblich) zur Playfulness ihres Kindes (51.3% weiblich; M Alter = 4.49 Jahre, SD Alter = 1.53), zu ihrer eigenen Playfulness, ihrer Einstellung gegenüber dem kindlichen Spiel sowie ihrer Beteiligung am Spiel befragt. Anhand eines Strukturgleichungsmodells wurden sowohl direkte als auch indirekte Zusammenhänge zwischen kindlicher und elterlicher Playfulness, mediiert über die elterliche Spieleinstellung und die selbsteingeschätzte elterliche Rolle im kindlichen Spiel, untersucht. Die Ergebnisse zeigten, dass die elterliche Playfulness und eine spielunterstützende Einstellung der Eltern einen mittleren positiven, direkten Zusammenhang mit der kindlichen Playfulness aufwiesen. Vermittelnde Zusammenhänge erwiesen sich als unbedeutend. Eine höhere elterliche Playfulness ging aber negativ mit der elterlichen Rolle als Spielleiter einher.
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Children with low executive functions (EFs) are described as having lower levels of playfulness, the quality of children’s play, compared to children with EFs within the normal range. However, how playfulness in children with low EFs develops over time remains unclear. Additionally, little is known about how parental playfulness and parental playtime with their child affect these developmental trajectories in children with low EFs. To address these research gaps, we measured playfulness in 62 children with low EFs and 62 children with EFs within the normal range aged 3 to 6 years at three time points over 2 years. We used the Children’s Playfulness Scale, which captures multi-informant perspectives from parents and teachers. Moreover, the parents of children with low EFs reported their own playfulness and their playtime with their children at T1. Repeated-measures hierarchical linear models indicated significantly lower levels of playfulness in the children with low EFs than in the controls, with no significant changes observed over 2 years in either group. In the children with low EFs, we found a significant positive relationship between parental playfulness at T1 and children’s playfulness 2 years later but a significant negative relationship between parental playtime at T1 and children’s playfulness 2 years later. These results prompt a broad discussion on potential implications for the enhancement of playfulness in children with low EFs within the family environment.
Children’s playfulness refers to children’s enjoyment, motivation, and engagement in play and has been predominantly assessed from an adult perspective. To assess children’s perspectives on their own playfulness, we adapted and modified the Children’s Playfulness Scale (CPS) for children from 3 years and used a two-level response format with a total of four answer options. We tested the self-report scale with 564 children between 3 and 8 years of age who attended childcare center or kindergarten. Results indicated that the adapted version of the CPS identified the five distinct domains of playfulness: social spontaneity, cognitive spontaneity, physical spontaneity, sense of humor, and manifest joy; furthermore, results showed invariance across multiple groups for gender, age, and language skills. A highly significant positive correlation was found between children’s self-reported playfulness and children’s self-reported social self-concept (r = 0.54, p < 0.001), which demonstrates convergent validity. No association was found with teacher proxy report of children’s playfulness (r = 0.03, p = 0.92). Overall, our study confirmed first indications of the validity of the modified CPS as a reliable instrument for assessing children’s self-reported playfulness. This enables children as young as 3 years old to be assessed on their own playfulness, which is a valuable supplement to the adult perspective.
In 2005 we reported on an initiative of the Interuniversity College at Graz / Seggau Castle, Austria, dedicated to making the purposes of the medicine-supporting healing arts transparent in teaching and research, within the framework of an EU project (Leonardo da Vinci) (Endler 2005). This paper makes an analysis to determine: in which areas research was carried out by this institution; which relevant publications exist; and interim conclusions to which these may lead. Attention is also devoted to the evaluation of teaching at the institution itself.
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