Play or hard work: unpacking well-being at preschool

Kennedy-Behr, A., Rodger, S. and Mickan, S. (2015) Play or hard work: unpacking well-being at preschool. Research in Developmental Disabilities, 38 30-38. doi:10.1016/j.ridd.2014.12.003

Author Kennedy-Behr, A.
Rodger, S.
Mickan, S.
Title Play or hard work: unpacking well-being at preschool
Journal name Research in Developmental Disabilities   Check publisher's open access policy
ISSN 1873-3379
Publication date 2015-03-01
Year available 2014
Sub-type Article (original research)
DOI 10.1016/j.ridd.2014.12.003
Volume 38
Start page 30
End page 38
Total pages 9
Place of publication Pergamon Press
Publisher Kidlington, Oxford United Kingdom
Language eng
Formatted abstract
Well-being or quality of life is thought to give a more accurate picture of the impact a condition has on day-to-day functioning than traditional outcome measures. This study sought to examine the relationship between engagement in play and well-being for preschool children with and without developmental coordination disorder (DCD). A quasi-experimental design was used with two independent groups of preschool children aged 4–6 years with (n = 32) and without (n = 31) probable DCD. Play skills were assessed using the Play Observation Scale based on 30 min of videotape of free-play at preschool. Well-being was assessed using a parent-proxy version of the Revised Children Quality of Life Questionnaire (KINDLR). Spearman rho correlations were performed to examine the relationship between play and well-being. Well-being at preschool was significantly lower for the children in the DCD group however overall well-being was not significantly different. Engagement in type of social play (solitary, parallel or group) was found to predict well-being for the typically developing children. For the children with DCD, engagement in group play was not associated with well-being. An explanation for this difference may be that children with DCD may not experience free-play at preschool as “play” but rather as hard work. Further research is needed to determine why children with DCD experience lower well-being at preschool than their peers and to investigate children's perceptions of free-play. This may enable teachers and therapists to better support children with DCD in the preschool environment.
Keyword Quality of life
Developmental coordination disorder
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online ahead of print 26 Dec 2014

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Health and Rehabilitation Sciences Publications
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 4 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 4 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Tue, 03 Feb 2015, 10:22:12 EST by System User on behalf of School of Health & Rehabilitation Sciences