Free Play Situation Research Articles

Influence of introducing a story stem in an interactive play context on maternal and their four-year-old children's use of mental state language.

Maternal and child mental state language is associated with improved socioemotional and cognitive child development. This study examined if introducing a story stem (a narrative playing out socioemotional conflicts) in a play situation facilitated maternal and child mental state language compared to a free-play (baseline) situation, and if mothers and children with low baseline mental state language profited more from the story stem situation. Participants were 101 four-year-old children and their mothers. Maternal and child mental state language correlated and providing the story stem increased both maternal and child mental state language. Providing a story stem increased mental state language more for mothers and children groups with lowest mental state language at baseline compared to a high mental state language group. The results indicate a validation of the use of story stems to increase maternal and child mental state language within a typical population.

Measuring productive syntactic abilities in Mandarin-speaking children in Taiwan

ABSTRACT Purpose This study aimed to develop a fine-grained measure for evaluating syntactic abilities in Mandarin-speaking children for educational and clinical purposes as a supplement to MLU. Method In total, 99 typically developing children, aged 2;0 to 5;11, living in Taipei, Taiwan, participated in this study. Spontaneous language samples were elicited in free-play situations. The first 100 intelligible utterances were coded with a newly developed scheme: the Mandarin Assessment of Productive Syntax-Revised (MAPS-R). For the examination of concurrent validity, MLU was also computed. Results Significant age-related differences were observed in both MLU and MAPS-R scores. Strong correlations were found between MLU and MAPS-R scores, confirming the validity of MAPS-R as a measure of syntactic development. MAPS-R further revealed that Mandarin-speaking children expanded noun phrases with the general classifier ‘GE’ very early on, followed by a locative expression. Verb expansions began with resultative complements and aspect markers. Sentences with complex predication structures, such as serial verbs/pivotal sentences, were still not widely used when the MLU value is below 4.5. Conclusions The study showed that MAPS-R is a reliable and valid measure that can provide a rich profile of the syntactic development of Mandarin-speaking children. It can be a useful reference for speech therapists to set a baseline for developing language intervention plans and to monitor their outcome.

Infants’ pointing at nine months is associated with maternal sensitivity but not vocabulary

Infants often start pointing toward the end of their first year of life. Pointing shows a strong link to language, perhaps because parents label what infants point to. In the present study, we tested whether 9-month-olds’ pointing was related to parental sensitivity and concurrent and subsequent vocabulary scores. Observations were made of 88 9-month-old infants in free-play situations with their mothers. Less than half the infants produced at least one index-finger point. The mothers’ reactions to their infants’ behaviour were coded for sensitivity. The mothers of the infants who pointed were less directing and responded more contingently than the mothers of the infants who did not point. However, there was no difference in vocabulary scores of pointers and non-pointers, either concurrently or at 12 and 18 months of age. These results could mean that parents’ reactions play an important role in shaping pointing to be communicative.

Parental Contingent Verbal Response to Early Vocalizations of Simultaneous Bilateral Cochlear Implantees

Objectives: The parental verbal response greatly influences infants’ speech-language development in early communication. This study aimed to investigate the features of parental verbal responses in infants who have undergone simultaneous bilateral cochlear implantation compared to chronological age-matched (CA) and hearing age-matched (HA) children who have typical hearing.Methods: Thirteen pairs of infants with cochlear implants (CIs) and their parents, 13 pairs of CA infants and their parents, and 13 pairs of HA infants and their parents participated in this study. The parent-infant interaction task was conducted in a free-play situation. Infants’ vocalizations were classified into canonical and non-canonical vocalizations. Parental verbal responses were divided into parental contingent responses (PCRs), parental non-contingent responses (PNCRs), and no response (NR). PCRs were divided into the language expectant and language non-expectant responses.Results: There was no significant difference in the ratio of parental verbal responses between the three groups. The ratio of parental verbal responses to non-canonical vocalizations was higher than parental verbal responses to canonical vocalizations. Additionally, the ratio of PCRs was higher than that of PNCRs and NR, and the ratio of language expectant responses was higher than that of language non-expectant responses. However, the ratio of language development responses to non-canonical vocalizations is similar to that of canonical vocalizations in the CI group.Conclusion: Parents of the simultaneous bilateral CI group tend to respond quickly and sensitively to the vocalization of infants’ vocalizations. Parents in the CI group can adjust their language based on their infant’s vocalization and development. These findings can guide early intervention and coaching for parents of infants with CIs.

Skin-to-Skin Contact at Birth for Very Preterm Infants and Mother-Infant Interaction Quality at 4 Months

Good-quality parent-infant interactions have protective effects on infant socio-emotional and behavioral development. These interactions are especially critical for very preterm infants at risk of vulnerabilities related to immaturity. Skin-to-skin contact (SSC) has been found to improve mother-preterm infant interaction behaviors, but few studies exist regarding its benefits when initiated immediately after birth. To determine the effect of immediate SSC at birth for very preterm infants on mother-infant interaction quality at 4 months of corrected age. This secondary analysis used data from the Immediate Parent-Infant Skin-to-Skin Study (IPISTOSS), a randomized clinical trial conducted between April 1, 2018, and June 30, 2021, at 3 neonatal units in Sweden and Norway. Participants included very preterm infants (28-33 gestational weeks of age) and their parents. Four-month follow-up was concluded in December 2021. Data analyses were performed on March 16 and September 18, 2023. Infants were allocated to standard incubator care or SSC with either parent initiated at birth and continued throughout the first 6 hours after birth. The primary outcome was mother-infant interaction quality as measured with the Parent-Child Early Relational Assessment (PCERA), based on video recordings of a 5-minute free-play situation with mother-infant dyads at 4 months of corrected age. A multilevel regression analysis was performed. This analysis included 71 infants (31 twins [44%]) and 56 mothers. Infants had a mean (SD) gestational age of 31 weeks 3 (1.3) days, and more than half were male (42 [59%]); mothers had a mean (SD) age of 32 (4.9) years. There were 37 infants allocated to standard care and 34 to SSC with either parent after birth. During the first 6 hours after birth, fathers provided more SSC than mothers, with a median (IQR) of 3.25 (2.25-4.5) and 0.75 (0-2.5) hours, respectively. A statistically significant difference in 1 of 5 PCERA subscales (subscale 3: infant positive affect, communicative and social skills) was observed, with higher-quality mother-infant interaction in the SSC group at 4 months (Cohen d = 0.67 [95% CI, 0.17 to 1.17]; P = .01). This effect remained significant when adjusting for primiparity, child sex, and observation setting. In this study of the effect of immediate parent-infant SSC after very preterm birth, SSC was beneficial for the mother-infant relationship. These findings suggest that immediate SSC should be supported in the clinical setting. ClinicalTrials.gov Identifier: NCT03521310.

How do preschoolers interact with peers? Characterising child and group behaviour in games with tangible interfaces in school

Learning social skills is an important part of the socialisation process of children, which should occur at school, at home and in any place where children live. There are very few studies on social interaction and collaboration roles with 3–4 year old. In this paper, we aim to understand collaboration in young children to help them develop their social skills and improve their overall development. To get this, we have designed an observational experiment to monitor and characterise group activity and roles, mediated by technology and using data mining techniques.First, we have designed a game as a free-play situation where the conditions require interplay of three children with toys and among interaction among peers. Children interacts with game through tangible toys. The environment collects accurate data on children’s actions automatically and non-intrusively. We also consider other data from direct observation by psychologists and educators. Then, we have organised a study for groups(triads) of 3 to 4-year-old children playing with this game. We analyse data from 81 children (51.9% boys and 48.1% girls) in groups of three randomly selected.The work proposes a set of actions in the game and from them a set of indicators, which are used as intermediate measures of observation to analyse the playing process. Social interaction is characterised in 5 levels: Coordination, Cooperation, Collaboration, Troubled and Unproductive; and five roles: Saboteur, Missing, Explorer, Actor, Collaborator and Director. We found that children interact socially, engage in play, help each other and mostly reach the level of collaboration. There are minority cases of non-cooperation (Troubled or Unproductive), with conflict situations or trial and error solving processes, which cause the task to last a long time before it is finally finished. We have also found that children can adopt different roles in the group. Occasionally, there are cases of children who act as conductors, organising the work while others follow.This work provides a contribution for teachers and educators in the preschool classroom, relating to social interaction. It tells us that young children can play in randomly organised groups, collaborate and take roles, help their peers and learn to do so in classroom games. It shows a learning situation that can serve as an example of how to conduct technology-mediated activities in the classroom to promote social interaction among children in an effective, engaging and motivating way.

Play-Based Physics Learning in Kindergarten

This article highlights the importance of play as a learning approach in early physics education. It demonstrates the concept of an innovative didactic method that combines children’s free play with physics learning in kindergarten. This play-based learning approach enables children to experience and recognize physical laws in a self-directed, action-oriented, and playful manner. The article provides concrete insights into how kindergarten teachers can stimulate physics-related learning moments, starting from free-play situations. Moreover, it points out the teacher’s crucial role in creating suitable play environments, providing feedback in play, and facilitating sustained shared thinking after play. The article is based on the didactic development project “je-desto”, which aims to promote play-based science learning in kindergarten by familiarizing kindergarten teachers with this promising didactic approach. Accordingly, this article provides kindergarten teachers and experts in subject didactics an answer to what play-based physics learning can look in practice.

Maternal Sensitivity Modulates Child's Parasympathetic Mode and Buffers Sympathetic Activity in a Free Play Situation.

BackgroundBehavioral and physiological (self-)regulation in early life is crucial for the understanding of childhood development and adjustment. The autonomic nervous system (ANS) is a main player in the regulative system and should therefore be modulated by the quality of interactive behavior of the caregiver. We experimentally investigated the ANS response of 18–36-month-old children in response to the quality of maternal behavior during a mother–child-interacting paradigm.MethodEighty mothers and their children came to our laboratory and took part in an experimental paradigm, consisting of three episodes: a resting phase (E1), a structured play phase (E2), and a free play situation (E3) between mothers and their child. Children’s and mother’s heart rate (HR), the sympathetic nervous system (SNS) activity via the pre-ejection period (PEP) and the left ventricular ejection time (LVET), and the parasympathetic nervous system (PNS) activity via the respiratory sinus arrhythmia (RSA) were continuously measured by an electrocardiogram. Maternal sensitivity of interactive behavior was assessed by using the Emotional Availability (EA) Scales.ResultsChildren of mothers with insensitive behavior had a significantly lower RSA at baseline, showed a lack of RSA withdrawal during structured and free play, and had shorter LVET across all episodes compared to children of sensitive mothers.ConclusionOur findings depict the influence of low-quality maternal interaction on the child’s ANS regulation, in calm and more stressful play situations. The overall higher SNS mode with impaired PNS reactivity may negatively influence child’s ANS homoeostasis, which may result in a long-term impact on mental and physical wellbeing. Further, the maternal sensitivity may function as a buffer for the stress response of their child. These results could serve as a basis for the development of appropriate psychoeducational programs for mothers of low sensitivity in their interaction with the child.

Assessing Parenting Interactions With Children: Spanish Validation of PICCOLO With Fathers.

Background/Objective: To gain knowledge about mothers' and fathers' interactions with their sons and daughters, we need reliable and valid tools to assess parental behaviors that can be used for different caregivers and in a variety of cultural contexts. The aim of this study was to analyze the psychometric properties of Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) to assess fathers' interaction with their children at early ages. PICCOLO is an observational tool originally developed in the United States for mothers and fathers and previously validated in Spain with a sample of mothers.Methods: One hundred and ninety-one father–child dyads were observed during free-play situations at home when the children were between 10 and 47 months of age (55.0% male). The fathers auto recorded 8–10 minutes of interaction and trained evaluators assessed the recordings with PICCOLO.Results: Confirmatory factor analysis (CFA) confirmed the dimensional structure of the original version of the scale: four first-order factors (Affection, Responsiveness, Encouragement and Teaching) and one second-order factor (Parenting). The tool was found to have high inter-rater reliability at domain and total score level. Ordinal alpha and omega coefficients for each domain ranged between 0.79 and 0.85, and 0.64 and 0.79, respectively. No statistically significant differences were found in any PICCOLO domain or in the total score according to the child's gender. In assessments of the child's development with the Bayley-III scales, moderate positive correlations were found between Encouragement and receptive language (r = 0.32), and between Teaching and expressive (r = 0.34) and composite language (r = 0.31).Conclusion: The Spanish version of PICCOLO can be used to assess fathers' parenting. As PICCOLO is clearly linked to intervention goals, it is of particular interest for practitioners in early intervention and family programs.

Do 12-month-old infants maintain expectations of contingent or non-contingent responding based on prior experiences with unfamiliar and familiar adults?

Abstract The current study examined whether infants use previous encounters for maintaining expectations for adults’ contingent responding. An unfamiliar adult responded contingently or non-contingently to infant signaling during an initial play situation and 10 min later presented an ambiguous toy while providing positive information (Experiment 1; forty-two 12-month-olds). The infants in the contingent group looked more at the adult during toy presentation and played more with the toy during the concluding free-play situation than the infants in the non-contingent group. When the parent had responded contingently or non-contingently to infant bids (Experiment 2; forty 12-month-olds), the infants in the contingent group tended to look more at the parent and tended to play more with the toy than did the infants in the non-contingent group. The results indicate that from just a brief exposure, infants form expectations about adults’ responsiveness and maintain these expectations of contingent/non-contingent responding from one situation to another.

Paternal distress and child behavior problems in low-SES families: Quality of father–child interactions as mediators.

This study examines, in low-income families, whether fathers' distress is associated with behavioral problems in preschool children and if the quality of father-child interactions mediates this association. Participants were 81 children between the ages of 3 and 5 years and their parents who were receiving social welfare. Quality of father-child interactions was assessed during a free-play situation and a toy cleanup task, fathers' parenting stress and psychological distress were self-reported, and children's behavior problems were assessed by both parents. Results showed that the quality of father-child interactions during free play, but not during cleanup, partially mediated the link between father distress and child internalizing and externalizing behavior problems. Our findings point to the role of the father-child relationship in the intergenerational transmission of risk in the preschool period. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Does the Spatial Layout of a Playground Affect the Play Activities in Young Children? A Pilot Study.

BackgroundThe objective of this study was to describe, through measurement of physical activity and observation of free outdoor play, the relation between children’s free play and the spatial layout of the playground. To accomplish this, we altered the spatial layout of the same playground to see how the layout affects the play activity and the physical activity levels in the same children.MethodsParticipants were six young children (four girls and two boys; mean age = 5 years and 1 month, SD = 2.59 months). Participants’ physical activity level and the duration of different types of action that occurred in each area and their transitions were compared before and after the alteration of the play-equipment layout using the data from accelerometers and video recordings.ResultsA significant increase in physical activity occurred after the spatial layout alteration, which was related to action differences. Before the alteration, children tended to play in a similar manner for a given play area; however, after the alteration, pronounced interindividual variation in play activity across children was observed.ConclusionThe present pilot study found that in free play situations in the outdoor playground, the spatial layout of playground affects the pattern of play activity and the physical activity levels of young children.

The Influence of Childcare Workers’ Number of Years of Teaching Experience on Their Eye Movements while Observing Free Play Situations on the School Playground

The Influence of Childcare Workers’ Number of Years of Teaching Experience on Their Eye Movements while Observing Free Play Situations on the School Playground

Maternal Anxiety Symptoms and Self-Regulation Capacity Are Associated With the Unpredictability of Maternal Sensory Signals in Caregiving Behavior.

The unpredictability of maternal sensory signals in caregiving behavior has been recently found to be linked with infant neurodevelopment. The research area is new, and very little is yet known, how maternal anxiety and depressive symptoms and specific parental characteristics relate to the unpredictable maternal care. The aims of the current study were to explore how pre- and postnatal maternal anxiety and depressive symptoms and self-regulation capacity associate with the unpredictability of maternal sensory signals. The study population consisted of 177 mother-infant dyads. The unpredictability of the maternal sensory signals was explored from the video-recorded mother-infant free play situation when the infant was 8 months of age. Pre- and postnatal anxiety and depressive symptoms were measured by questionnaires prenatally at gwks 14, 24, 34, and 3 and 6 months postpartum. Maternal self-regulation capacity, a trait considered to be stable in adulthood, was assessed using adult temperament questionnaire when the infant was 12 months of age. We found that elevated prenatal maternal anxiety symptoms associated with higher unpredictability in the maternal care while depressive symptoms were unrelated to the unpredictability of maternal care. Moreover, the association was moderated by maternal self-regulation capacity, as higher anxiety symptoms during pre-and postnatal period were associated more unpredictability among the mothers with low self-regulation capacity. The combination of higher amount of maternal anxiety symptoms and lower self-regulation capacity seems to constitute specific risk for the unpredictable maternal care.

Everyday interactions between staff and children aged 1-5 in Norwegian ECEC

ABSTRACT High-quality early childhood education and care (ECEC) is related to childrens’ socioemotional and cognitive development, and the most important aspect regarding quality in ECEC is staff’s interpersonal or interactive skills. Despite this, research on staff’s interactive skills is currently sparse in Norway. This study uses the Caregiver Interaction Profile (CIP) scales to evaluate staff’s interactions with children aged 1–5, asking whether staff interact differently with children aged 3–5, compared to those aged under 3. 19 staff members participated in the study. Videos of individual staff members interacting with groups of children were recorded, coded and analysed in accordance with CIP scales. The main findings show that staff score adequate-to-good for basic interactions (sensitivity responsiveness, respect for autonomy, structuring and limit setting) and inadequate for educational interactions (verbal communication, developmental stimulation, fostering positive peer inetractions) during free play and routine situations. Similar patterns are found for staff regardless of children’s age. Limitations and implications are discussed, proposing further research on interaction quality in Norwegian ECEC contexts.

Objects as Communicative Mediators in Children With Autism Spectrum Disorder.

In recent years, the socio-material perspective has informed an important interdisciplinary debate concerning the role of the physical world (i.e., the objects) in human psychological development. Several studies in the field of developmental psychology showed positive achievements in explaining the relationship between the subject and the social context through a socio-material approach, in particular in the early development. The importance of objects was also recognized in children with autism spectrum disorder (ASD), showing that these children are characterized by alterations in the use of the objects from early development. Some studies highlighted that objects could be a facilitator in the interactions between children with ASD and peers. However, the role of objects was not sufficiently investigated in interactions between children with ASD and adults. The main purpose of the present study was to investigate in children with ASD the communicative function that the activities with objects assume in the interactions with adults, highlighting the mediator role of objects in these interactions. More generally, this study also aims to highlight the relevance of adopting a socio-material perspective to explore some neglected aspects of the psychological activity of children with ASD. To test this hypothesis, we conducted an extensive exploratory study, collecting data from a sample of 3-year-old (N = 18; F = 3) and 4-year-old (N = 26; F = 3) with ASD. Children were observed in a free-play situation with an adult. They were free to choose an object from a predefined set. Through quantitative data, we have described the general characteristics of the manipulation of objects; through qualitative data, we aimed to capture and describe, in microgenetic sequences, some characteristics of children’s activities, defined as socio-material. The analysis of the socio-material activities suggested the role of objects as mediator of the interactions between children with ASD and adults.

‘I want to join the play’. Young children’s wants and needs of empathy when experiencing peer rejections in ECEC

ABSTRACT Peer rejections impair children’s well-being in ECEC, impede their social and emotional development, and increase the risk of multiple forms of peer adversities. This study explores children’s need for empathy when experiencing rejections from peers in free play situations in ECEC. The data were collected through video-recorded dialogical interviews with children between three and a half and six years of age and analysed within a phenomenological hermeneutical approach. The findings show that children’s need for empathy was most dominantly initiated by the wish to play and experience belonging, and this need was felt in relation to other children as well as ECEC staff. The findings highlight the importance of the ECEC practitioner’s being present and available for emotional and social support for children in play negotiations, as well as her or his involvement in facilitating participation, encouraging children’s empathic expressions, and promoting inclusion.

Free play, free choices? – Influence and construction of gender in preschools in different local contexts

ABSTRACTThe aim of this article is to acquire knowledge regarding children’s influence and the construction of gender during free play situations in preschools in different local contexts. Attention is focused on both children’s choices and pedagogical practices in which free play takes place. The research draws on ethnographic studies based on participant observation and group interviews of teachers and children in different contexts (high-income, immigrant, rural). Following deep immersion in the data, interpreted through the lens of Basil Bernstein’s conceptualisation of power and control, in combination with gender theories, the research finds that play choices are strongly affected by norms and by what is “on offer” in the different preschool contexts. The analysis shows two dominant patterns of play that are salient; gender-stereotyped choices primarily divided into “girl and boy groups”, and mixed choices with no clear gender-based division. The article argues that free play provides good opportunities to resolve the tensions between gender equality and steering of teachers, especially when clear pedagogical ideas guide the play offer in preschools. In such cases, gender equality and teacher influence can work in synergy in order to allow children’s influence on free play to emerge without contradicting gender equality ideas.

Emotional Stress During Pregnancy - Associations With Maternal Anxiety Disorders, Infant Cortisol Reactivity, and Mother-Child Interaction at Pre-school Age.

There is growing evidence that even milder forms of maternal stress or anxiety during pregnancy affect the fetus causing possible long-term consequences for infant and child development. The mechanisms through which prenatal maternal stress may affect the unborn are not yet entirely clarified. Due to limited self-regulatory skills after birth, infants depend on sensitive behavior of their parents to regulate affective states and physiological arousal. Dyadic affect regulation has been linked to various developmental patterns up to adolescence and thereby represents a key element of early social relationships. Aim of the study was to evaluate possible long-term consequences of emotional stress during pregnancy and postpartum anxiety disorders, as well as infant postpartum cortisol reactivity on mother–child-interaction at pre-school age. The sample comprised of N = 63 mother–infant dyads at study entry, n = 28 diagnosed with postpartum anxiety disorders according to the Diagnostic and Statistical Manual of Mental Disorders IV (DSM-IV), n = 35 were healthy controls. Mothers were interviewed with the Structured Clinical Interview for DSM-IV Disorders at an average infant age of M = 4.1 months and filled out a questionnaire regarding emotional stress during pregnancy. Further, they were videotaped during the Face-to-Face-Still-Face paradigm (FFSF), a widely used mild socio-emotional stressor for infants. To determine infant stress-reactivity, infant salivary cortisol was collected before, immediately after and 20 min after the FFSF. Missing values were estimated by multiple imputations. At the age of M = 5.3 years, mother-child-interaction was re-assessed in a follow-up sample of n = 30 dyads via a free-play situation. Moreover, dimensional measures for anxiety were assessed. Mothers in the clinical group reported significantly higher stress scores than the control group. Infant stress reactivity in the early postpartum period and maternal anxiety symptoms at the 5-year follow-up assessment were significantly associated with dyadic interaction quality at pre-school age. Even though maternal stress during pregnancy did not directly predict mother–child interaction quality at pre-school age, it was significantly correlated with infant cortisol reactivity during postpartum period. Nevertheless, caution should be taken when interpreting the results considering the small sample size.

Relação mãe-filho(a) em bebés transportados junto ao peito e em bebés transportados em carrinhos

Sabendo que o contacto físico é importante na relação mãe-filho(a), procurámos comparar a qualidade da interação mãe-filho(a) em dois grupos de estudo: Grupo 1) 20 bebés transportados junto ao peito das suas mães e Grupo 2) 20 bebés transportados em carrinhos ou outros meios auxiliares. Os dois grupos foram emparelhados por idade gestacional, peso gestacional, por idade da criança, sexo da criança, idades dos pais, nível socioeconómico, e nacionalidade. Os bebés tinham entre 6 e 36 meses (20 meninas, 13 primíparos) e não apresentavam problemas de desenvolvimento. A qualidade da interação mãe-filho foi avaliada em jogo livre através das escalas CARE-Index e MINDS. Comparativamente ao grupo 1, o grupo 2 apresenta melhor qualidade interativa (médias superiores de sensibilidade materna e de cooperação infantil). Estes dados corroboram a premissa de que mais importante do que proximidade é a forma como ela é estabelecida, que contribuirá para a qualidade da relação mãe-filho(a).