The intersection of toys and play categories for young children
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Northeastern University
Abstract
he constructivist orientation conceptualizes children’s play as a process through which children
actively learn and express their knowledge of the world by engaging with objects and people.
The objects are usually toys as children spend vast amounts of time playing with them.
Developmental research has determined that as children grow, the complexity of their play
increases. These perspectives suggest that children’s knowledge and their developmental level
influence what they do with toys. Conversely, the behavioral perspective suggests that toys
themselves, and the stimuli provided by toys, influence children’s play. These conflicting
viewpoints indicate a need for research exploring how children play with toys. The present study
sought to investigate the intersection of how young children use different types of toys to express
their knowledge, as measured by qualitatively different categories of play. The investigation used
data from the Project Play research, which conducted naturalistic play observations through
administration of the Developmental Play Assessment (DPA; Lifter, 2000). Play activities from
the sample of 289 typically developing children (8 to 60 months old) were analyzed. An analysis
of covariance (ANCOVA) was employed to determine, controlling for age, whether there was an impact of DPA toy type (manipulative and social-conventional) and play categories (11 DPA
categories) on how children play with toys. Post hoc analyses explored main effects and
interactions. ANCOVA results detected an interaction between toy type and play category when
controlling for age. Post hoc results supported both the behavioral and social-constructivist
perspectives. ANOVA analyses by age group further specified some results followed
developmental trajectories in children’s play. Findings have implications for how school
psychology research conceptualizes children’s play with toys, as well as the selection of toys for
assessments and interventions for young children.
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Long, S. J. (2022). The intersection of toys and play categories for young children. Retrieved from ProQuest Digital Dissertations (AAT 30243468)