1. Preschool Play Observations
Christina McReynolds
Abby Martinez,

2. Play Assessment Scale - PAS

3. Play Assessment Scale - PAS
Momentary time sampling of behavior
Time Sampling- At the end of each 30-second interval, observe the child’s behavior for approximately 3 seconds (for example, when the stopwatch reads 0:30-0:33). Then place a check mark in the time column next to each category of behavior that occurred during that interval.
Social Play Categories- This section much be marked during each 30-second observation UNLESS marking a non-play behavior.
Cognitive Play Categories- This section much be marked during each 30-second observation in conjunction with Social Play Categories UNLESS marking a non-play behavior.

4. Play Assessment Scale - PAS

5. Cognitive Definitions of Play
Functional
Constructive
Exploratory
Dramatic
Games with Rules

6. Functional Play Done for enjoyment of physical sensation it creates.
Engaging in simple repetitive motor movements with or without objects.
Examples:
Climbing on gym equipment
Pouring water from one container to another
Jumping on and off a chair
Making faces
Singing or dancing for non-dramatic reasons
Ringing bells and buzzers
Pounding on play dough for the sensory experience

7. Constructive Play
Manipulation of objects for the purpose of constructing/creating something.
Examples:
Pounding on play dough to create a pancake
Pouring water into a series of containers for the purpose of filling each container to the same level.

8. Exploratory Play
Focused examination of an object for the purpose of obtaining visual information about physical properties
Examples:
Examining an object in his/her hand
Looking at something across the room
Listening to a noise, music, airplane flying
Reading*-make comment

9. Dramatic Play Any element of make-believe play Examples:
Taking on the role of someone else
Pouring pretend water into a cup then “drinking it.”
Making dolls talk
Making cars drive
Making car noises

10. Games with Rules Accepting prearranged rules
Adjusting to rules and controlling his/her actions and reactions within the given limits.
Child and playmate(s) have decided upon rules
Element of competition
Example:
Children counting number of hoops in a basket and trying to beat each other (or their own) previous score.

11. Social Play Categories
Solitary
Parallel
Group

12. Solitary Play
Playing apart from other children at a distance greater than 3 feet.
The child may be playing with toys that are different from those other children.
The child is centered on his/her own activity, paying little or no attention to any other children within area.
If the child is playing in a small area, the 3 foot rule is not applicable.
Examples:
Playing with blocks while others are playing cars.
Reading a book while others play a game.

13. Group Play
Playing with other children and there is a common goal or purpose to their activity.
Following one another in a functional activity, competitive goal, dramatizing situation or formal game
Group centered goals
Examples:
Playing House
Playing race cars
Building a castle together

14. Parallel Play
The child plays independently- beside other children NOT with them.
Typically within 3 feet of other children.
If child is very attentive, 3 feet rule is not applicable (even from a distance)
Often playing w/ toys similar to other children
Somewhat aware and attentive to playmates
Examples:
Playing dolls beside children
Engaging in parallel speech while others construct a tower.
Using the same puzzle pieces to create their own figures.

15. Non-Play Behaviors Uncodable Out of Room Transitional
Unoccupied Onlooker
*Conversation
Initiating
Reciprocating
*Can be a double coded or single coded behavior

16. Uncodable Examples: Observer is unable to see what the child is doing
The child leaves room due to having to go to the bathroom
An adult enters the play area for portion of free play

17. Out of Room The child leaves room on their own will. Examples:
Child leaves room to see a student from another room
Child leaves room to see mother who just stopped by
If child leaves room because they are upset/anxious*
Child leaves room because they are “bored”

18. Transitional Going from one activity to the next. Examples:
Setting up or getting ready to play with a puzzle or play-dough
Dressing dolls.
Snapping together train tracks or road pieces of which cars will “drive”

19. Unoccupied
A marked absence of focus or intent when a child is unoccupied.
Generally two types of unoccupied behaviors:
1. Staring blankly into space
2. Child is wandering with no specific purpose (only slightly interested, if at all, in activities).
Be careful- May mask as functional or exploratory.

20. Double Coded Behaviors
Anxious
Hovering
Aggression
Rough and Tumble
*Reciprocal Conversation
*Initiated Conversation

21. Anxious Examples: Crying Whining Nail biting Hair twisting
Foot wiggling

22. Hovering Onlooking at very close proximity to the activity. Example:
Watching another child and approaching them within three feet and frequently appears to want to join in play, but is wary of doing so.

23. Aggression Refers to non-playful interaction with another. Examples:
Hitting
Kicking
Grabbing
Threatening

24. Rough and Tumble Involves playful or mock fighting
May involve running around in a non- organized fashion or playful contact (i.e., tickling)
Examples:
Two children sitting on floor, one leans over and playfully flicks others hand, second child laughs.
Two children pretending to be super heroes, they engage in a battle and brawl on the floor.
Group of children playing house, one child pretends to be a dog and is being gently spanked by the mother.

25. *Conversations
May be double-or single coded (i.e., talking about their day at the park would be single coded; talking about their day at the park while playing with puzzles would be double- coded)
Initiating Conversation
They begin the conversation with another child.
Reciprocating Conversation
They answer/respond to another child who initiated.
If you noticed they are doing both, then mark both.

26. Selecting the Dominant Behavior
During each observation period, only code one behavior (unless double-coding)
If more than one behavior occurs during the “3-second” observation period, the behavior expressed for the majority of the time sample is coded.
If behaviors are of the same length, the observer “codes up”

27. Coding Hierarchy
Any Group behavior supersedes all others. (group games w/rules>group dramatic>group constructive>group exploration>group functional).
Conversation
Parallel Play (use same hierarchy as group)
Solitary (use same hierarchy as group)
Onlooker
Unoccupied
Transitional

28. Recording Data
Time Sampling- At the end of each 30-second interval, observe the child’s behavior for approximately 3 seconds (for example, when the stopwatch reads 0:30-0:33). Then place a check mark in the time column next to each category of behavior that occurred during that interval.
Social Play Categories- This section much be marked during each 30-second observation UNLESS marking a non-play behavior.
Cognitive Play Categories- This section much be marked during each 30-second observation in conjunction with Social Play Categories UNLESS marking a non-play behavior.

29. Recording Data Considerations: Talking to teachers Talking to children
Different settings to take data
Looking at partner’s data sheet
Become familiar with definitions
Feel comfortable
Write questions on data sheets
If unsure, describe behavior

30. Recording behavior Completing demographic information on page 1.
Tracking data
%age- target behavior/overall behaviors
Drop Box

31. Wrapping UP
Videos/Discussion
Post Test
Questions/Answers