Author: Martie L. Skinner; Virginia Buysse; Donald B. Bailey
Source: Journal of Early Intervention, Volume 26 (3), Spring 2004, pages 194-203
This study examined how the length of time spent in social play for preschool children with disabilities varied based on both the chronological and developmental age of their play partners. The authors expected to find that the developmental age of partners would be a stronger predictor of extended social play. Researchers observed 55 children, ranging in age from 33 to 60 months, with mild to moderate developmental delays in dyadic (one on one) play with four different partners. All of these focal children were eligible for special education services under Part B of the Individuals With Disabilities Education Act (IDEA). Their play partners ranged in chronological age from the same as the focal child, to 23 months difference, and they ranged developmentally from typical to moderate delay. 22% of the focal children were girls, and their average chronological age was 49 months. The average chronological age of the play partners was 42.59 months. Each focal child was observed in play with two typically developing play partners, and with two who had Individualized Educational Plans (IEP?s) and special education service eligibility due to a ?preschool delay? classification. Parts of Parten?s categories of play were used to assess social interaction, and the Battelle Developmental Inventory was used to assign each child a developmental age.
Results indicated the most significant factor as being the focal child?s developmental age. More developmentally advanced focal children had longer social play interactions with developmentally advanced partners, and the less developmentally focal children were less participatory when paired with a more advanced playmate. However, not all developmentally advanced focal children demonstrated longer social play with similarly matched peers. These findings suggest that there may be a minimum developmental age necessary in order for children with disabilities to experience higher level positive social interactions with peers. It should be noted that this study did not look at less interactive forms of play.
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