O uso da Avaliação do Brincar de Faz de Conta Iniciado pela Criança - ChIPPA: uma revisão de escopo / The use of the Child Initiated Pretend Play Assessment - ChIPPA: a scoping review

Resumo Introdução O brincar é uma importante ocupação infantil e sua avaliação deve fazer parte do processo terapêutico para analisar o desempenho ocupacional da criança e planejar intervenções embasadas nessa ocupação. A Avaliação do Brincar de Faz de Conta Iniciado pela Criança (ChIPPA) já foi traduzida, adaptada transculturalmente e validada para a população brasileira. Objetivo Realizar uma revisão do escopo sobre a ChIPPA e identificar como tem sido descrita e abordada na literatura nacional e internacional. Método Entre janeiro e junho de 2021, foi realizada a busca dos artigos nas bases de dados PubMed, Scopus, BVS, ERIC, CINAHL, Web of Science e PsycInfo, usando estratégias de busca com diferentes sintaxes de acordo com o método de cada base: Chippa OR "Child-Initiated Pretend Play Assessment", ChIPPA OR "Child-Initiated Pretend Play Assessment" OR "Avaliação do faz de conta iniciado pela criança", Chippa OR "Child-Initiated Pretend Play Assessment" AND Publication Type: Journal. Resultados Foram localizados 25 artigos, entre 2000 e 2021, envolvendo 971 crianças entre 3 e 12 anos de idade, com desenvolvimento típico e atípico, desenvolvidos em estudos analíticos observacionais (transversais e de coorte) e experimentais; metodológicos (validação do instrumento e de adaptação cultural de instrumento); e descritivos. Conclusão A ChiPPA tem sido descrita na literatura como uma avaliação que permite correlacionar o faz de conta e as habilidades verbais, sociais, acadêmicas e de processamento sensorial de pré-escolares. É uma medida de desfecho eficaz, válida e confiável, permitindo avaliar crianças típicas e atípicas em diferentes contextos e países, inclusive no Brasil.

Abstract Introduction Playing is an important child occupation, and its assessment should be part of the therapeutic process to analyze the child's occupational performance and plan interventions based on this occupation. The Child-Initiated Play Make-A-Play Assessment (ChIPPA) has already been translated, cross-culturally adapted, and validated for the Brazilian population. Objective To review the scope of ChIPPA and identify how it has been described and addressed in national and international literature. Method Between January and June 2021, articles were searched in the PubMed, Scopus, BVS, ERIC, CINAHL, Web of Science, and PsycInfo databases, using search strategies with different syntaxes according to the method of each. basis: Chippa OR "Child-Initiated Pretend Play Assessment", ChIPPA OR "Child-Initiated Pretend Play Assessment" OR "Child-Initiated Pretend Play Assessment" OR "Child-Initiated Pretend Play Assessment", Chippa OR "Child-Initiated Pretend Play Assessment" AND Publication Type: Journal. Results 25 articles were found, between 2000 and 2021, 971 children between 3 and 12 years of age, with typical and atypical development, developed in analytical observational (cross-sectional and cohort) and experimental studies; methodological (validation of the instrument and cultural adaptation of the instrument); and descriptive. Conclusion The ChiPPA has been described in the literature as an assessment that allows correlating pretend to play with preschoolers' verbal, social, academic, and sensory processing skills. It is a practical, valid, and reliable outcome measure, allowing the assessment of typical and atypical children in different contexts and countries, including Brazil.

Construct validity of the Child-Initiated Pretend Play Assessment-For 3-year-old Brazilian children.

INTRODUCTION: Play is an indication of children's development and how they function. In occupational therapy it is regarded as an important occupation of childhood. Assessment of a child's play should be included in the test batteries of occupational therapists, who understand the construct validity of the assessment they have chosen. Our aim was to provide evidence of reliability, internal consistency and hypotheses testing of the construct validity of the cross-culturally adapted version of the Child-Initiated Pretend Play Assessment. METHODS: Two hundred typically developing Brazilian children aged 3 years were evaluated individually using the Child-Initiated Pretend Play Assessment. RESULTS: The internal consistency showed a Cronbach's alpha coefficient to Percentage of Pretend Play Actions (PEPA) of 0.86 and NOS of 0.81. There were significant differences between the younger children (aged 36-41 months) and the older children (aged 42-47 months) for elaborate play across both conventional-imaginative play (p = .002), symbolic play (p = .012), and the combined score (p = .005). There were significant differences between younger and older girls for elaborate play with symbolic play materials (p = .009) and elaborate play overall (p = .039). There were significant differences between young and older boys for elaborate play with conventional toys (p = .006) and elaborate play overall (p = .025). There were no significant differences for object substitution or imitated actions. CONCLUSION: The measurement properties of the cross-culturally adapted version of the Child-Initiated Pretend Play Assessment for 3-year-old Brazilian children identified evidence for response processes, internal structure, with discussion of consequences of testing for 3-year-old Brazilian children.

An investigation of the quality of pretend play ability in children with cerebral palsy.

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 (ChIPPA) 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.

Avaliação do Brincar de Faz de Conta de Pré-Escolares: Revisão Integrativa da Literatura / Evaluation of the Pretend Play by Preschool Children: an Integrative Review of the Literature

RESUMO: esta revisão integrativa da literatura objetivou identificar estudos sobre como o brincar simbólico/faz de conta de pré-escolares tem sido avaliado, quais os objetivos destes estudos e quais instrumentos têm sido utilizados para avaliar esse comportamento. Os dados foram coletados nas bases de dados CINAHL (Cumulative Index to Nursing and Allied Health Literature), PubMed, Web of Science, PsycINFO (Psychology Information), Scopus, e BVS (Biblioteca Virtual em Saúde), entre os anos 2009 e 2015, utilizando-se palavras-chave e descritores do DeCS (Descritores em Ciência da Saúde) e do MeSH (Medical Subject Headings), em diferentes combinações: criança pré-escolar/child preschool; brinquedo terapêutico/play therapy; faz de conta/make believe/pretend play; jogo simbólico/symbolic play. A amostra final constituiu em 16 artigos. As publicações sobre o brincar simbólico/faz de conta de pré-escolares têm sido tênues, demonstrando que ainda há muito a avançar no assunto. Dentre os instrumentos citados verifica-se que o Child Initiated Pretend Play Assessment (ChIPPA) foi o mais utilizado, estando presente em cinco artigos, envolvendo população diversa (deficiência cognitiva, lesão cerebral adquirida, paralisia cerebral e autismo). Os estudos focalizam, em sua maioria, crianças de desenvolvimento típico, objetivando obter um parâmetro para identificação do desempenho do brincar simbólico/faz de conta esperado, além de demonstrar que ao se avaliar este brincar é possível verificar outros aspectos importantes para o desenvolvimento infantil, como os emocionais e cognitivos, as habilidades sociais e de comunicação, possibilitando identificar possíveis déficits destas crianças e auxiliar os profissionais em suas práticas clínicas.

ABSTRACT: this integrative review of the literature aimed to identify studies about how the symbolic play/pretend play by preschool children has been evaluated, what the objectives of these studies are and which instruments have been used to evaluate this behavior. The data were collected in the CINAHL (Cumulative Index to Nursing and Allied Health Literature), PubMed, Web of Science, PsycINFO (Psychology Information), Scopus, and VHL (Virtual Health Library) databases between 2009 and 2015, using keywords and descriptors of DeCS (Health Science Descriptors) and MeSH (Medical Subject Headings), in different combinations: criança pré-escolar/preschool child; brinquedo terapêutico/play therapy; faz de conta/make believe/pretend play; jogo simbólico/symbolic play. The final sample consisted of 16 papers. Publications about the symbolic play/pretend play by preschoolers have been tenuous, demonstrating that there is still much to be done. Among the mentioned instruments, the Child Initiated Pretend Play Assessment (ChIPPA) was the most used, being present in five papers, involving diverse population (cognitive disability, acquired cerebral lesion, cerebral palsy and autism). Most studies focus on children of typical development, aiming to obtain a parameter to identify the performance of symbolic play / pretend play, as well as to demonstrate that when evaluating this play, it is possible to verify other important aspects for children's development, such as emotional and cognitive, social and communication skills, making it possible to identify possible deficits of these children and to assist professionals in their clinical practices.

[Social interactions of preschool children with Down syndrome during extracurricular activities]. / Interações sociais de crianças pré-escolares com Síndrome de Down durante atividades extracurriculares.

The aim of this research was to identify the process of social interaction of children with Down Syndrome (DS) during extracurricular activities in the regular early childhood education in Ribeirão Preto-SP, Brazil. Six children aged 3-6 years participated in this study. There were two recordings of each child in situations of social interaction during extracurricular activities, and analyzed by 15 behaviors, divided into two categories of social skills: interpersonal and self-expression. The results demonstrate that, in the interpersonal skill category, the higher occurrence was the behavior "occurs interaction with other children". In the self-expression skills category, only the behaviors "smiles" and "imitates other children" have significant occurrence. The behaviors more frequently identified in this study permit to understand that the school environment is a facilitator for the interaction of child with DS with the typical developmental children, allowing him/her to develop the expected social skills.

Interações sociais de crianças pré-escolares com Síndrome de Down durante atividades extracurriculares / Social interactions of preschool children with Down syndrome during extracurricular activities / Interacciones sociales de niños en edad preescolar con síndrome de Down durante actividades extracurriculares

O objetivo desta pesquisa foi identificar o processo de interação social de crianças com Síndrome de Down (SD) durante atividades extracurriculares na rede regular de educação infantil do município de Ribeirão Preto. Participaram da pesquisa seis crianças na faixa etária de 3 a 6 anos. Foram realizadas duas filmagens de cada criança em situações de interação social durante atividades extracurriculares, e analisadas através de quinze comportamentos, distribuídos em duas categorias de habilidades sociais: interpessoais e de autoexpressão. Os resultados demonstraram que, quanto às habilidades interpessoais, houve maior ocorrência do comportamento "ocorre interação com outra criança". Já na categoria habilidades de autoexpressão, apenas os comportamentos "sorri" e "imita outras crianças" apresentam ocorrência significativa. Os comportamentos mais frequentes encontrados neste estudo permitem compreender que o ambiente escolar torna-se um facilitador na interação da criança com SD com outras crianças de desenvolvimento típico, possibilitando o desenvolvimento das habilidades sociais esperadas.

The aim of this research was to identify the process of social interaction of children with Down Syndrome (DS) during extracurricular activities in the regular early childhood education in Ribeirão Preto-SP, Brazil. Six children aged 3-6 years participated in this study. There were two recordings of each child in situations of social interaction during extracurricular activities, and analyzed by 15 behaviors, divided into two categories of social skills: interpersonal and self-expression. The results demonstrate that, in the interpersonal skill category, the higher occurrence was the behavior "occurs interaction with other children". In the self-expression skills category, only the behaviors "smiles" and "imitates other children" have significant occurrence. The behaviors more frequently identified in this study permit to understand that the school environment is a facilitator for the interaction of child with DS with the typical developmental children, allowing him/her to develop the expected social skills.

El objetivo de esta investigación fue identificar el proceso de interacción social de los niños con Síndrome de Down (SD) en las actividades extraescolares en el jardín de niños regular en el municipio de Ribeirão Preto-SP, Brasil. Participaron en este estudio seis niños con edad entre 3 y 6 anos. Fueran realizadas dos grabaciones de cada niño en situaciones de interacción social durante las actividades extracurriculares, que se analizaron por 15 comportamientos, divididos en dos categorías de habilidades sociales: la interpersonal y la expresión personal. Los resultados demostraran que, en la categoría habilidades interpersonales, existe mayor incidencia de la conducta "está interactuando con otro niño". En la categoría habilidades de autoexpresión, sólo los comportamientos "sonrisas" y "imita a otros niños" tuvieran ocurrencia significativa. Los comportamientos más comunes que se encuentran en este estudio demuestran que el entorno escolar se convierte en un facilitador de la interacción del niño con síndrome de Down con otros niños con desarrollo normal, lo que permite el desarrollo de habilidades sociales esperadas.

Interação social de crianças pré-escolares com síndrome de down / Social interaction of preschool children with down syndrome

O objetivo desta pesquisa foi identificar as habilidades sociais de crianças com Síndrome de Down (SD) no processo de interação na rede regular de educação infantil de um município no interior do estado de São Paulo. Participaram dessa pesquisa 6 crianças com SD na faixa etária de 5 e 6 anos. Foram realizadas quatro filmagens de cada criança em situações de interação social em sala de aula e em atividades extracurriculares, e analisadas quanto às habilidades interpessoais e de auto-expressão. Quanto às habilidades interpessoais os comportamentos "Ocorre interação com outra criança", "Ocorre interação com educadora", "Ocorre interação com objeto" e "Brinca junto, com o mesmo tipo de objeto" apresentaram frequência elevada em todas as crianças. Quanto às habilidades de autoexpressão o comportamento "Sorrir" apresentou maior frequência, presente em todas as crianças avaliadas. O comportamento "Imita outras crianças" foi observado em todas as crianças avaliadas durante as atividades extracurriculares.(AU)

The aim of this research was to identify the social skills of children with Down Syndrome (DS) in the process of interaction in regular kindergarten in a municipality in the state of São Paulo. Six children with DS aged 5 and 6 years participated this study. There were four recordings of each child in situations of social interaction in the classroom and in extracurricular activities and analyzed for interpersonal skills and self-expression. Regarding interpersonal skills behaviors "interaction occurs with another child", "interaction occurs educator", "interaction occurs with an object" and "play along with the same type of object" showed a high frequency in all children. The skills of self-expression behavior "smile" had the highest frequency present in all children tested. The behavior "imitates other children" was in all children assessed during extracurricular activities.(AU)

El objetivo de esta investigación fue identificar las habilidades sociales de los niños con síndrome de Down (SD) en el proceso de interacción en el jardín de niños regular en un municipio del estado de Sao Paulo. En este estudio participaron seis niños con síndrome de Down de entre 5 y 6 años. Había cuatro grabaciones de cada niño en situaciones de interacción social en el aula y en actividades extracurriculares, y se analizaron para las habilidades interpersonales y auto-expresión. En cuanto a las habilidades interpersonales comportamientos "interacción se produce con otro niño", "la interacción se produce educador", "la interacción se produce con un objeto" y "Juega con el mismo tipo de objeto" mostró una alta frecuencia en todos los niños. Las habilidades de la conducta auto-expresión "Sonreir", la mayor frecuencia presente en todos los niños evaluados. El comportamiento "Imita a otros niños", se observó en todos los niños evaluados durante las actividades extracurriculares.(AU)