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An investigation of the quality of pretend play ability in children with cerebral palsy
Author(s) -
Santos Daniela Medeiros,
Lucisano Renata Valdívia,
Pfeifer Luzia Iara
Publication year - 2019
Publication title -
australian occupational therapy journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.595
H-Index - 44
eISSN - 1440-1630
pISSN - 0045-0766
DOI - 10.1111/1440-1630.12539
Subject(s) - cerebral palsy , quality (philosophy) , physical medicine and rehabilitation , psychology , medicine , developmental psychology , physics , quantum mechanics
Background Cerebral palsy ( CP ) describes a group of permanent disorders in the development of movement and posture due to non‐progressive disturbances during foetal or infant brain development that can result in activity limitations, including engagement in pretend play. Methods Twenty children aged four to seven years with spastic CP participated in this descriptive qualitative study. The Child‐Initiated Pretend Play Assessment (Ch IPPA ) clinical observations were analysed from five categories: Time, Interaction with the examiner, Imitation, Theme and Story. Results Seventy per cent (70%) of the children completed the assessment (Time), and 90% of children interacted socially with the examiner during the play (Interaction with the examiner). All children initiated their pretend play without requiring examiner demonstration ( Imitation ). Sixty per cent (60%) of the children were appropriate to their stage of development for Theme . Finally, 60% of the children set up a scenario, but did not develop a narrative ( Story ). Conclusion Qualitative aspects of the children's pretend play performance were satisfactory, showing typical play indicators in all the categories, except for ‘Story’. ‘Story’ represents more complexity in a child's pretend play ability. Therefore, a play intervention is suggested to stimulate and expand the pretend play ability of preschool children with CP .