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ERIC Number: EJ862687
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1034-912X
Patterns of Home- and Classroom-Based Toy Play of Preschoolers with and without Intellectual Disabilities
Malone, Michael
International Journal of Disability, Development and Education, v56 n4 p333-347 2009
Children with and without intellectual disabilities were observed playing with toys during both home-based independent play and classroom-based freeplay situations. Categorical and sequential play was analysed for within- and between-group patterns. Within-group patterns during classroom freeplay were similar for both groups. There were no significant differences among home-based categorical play variables for children with intellectual disabilities; however, children without intellectual disabilities engaged in significantly more constructive play than other home-based categorical play types. Between-group analyses of home-classroom difference scores revealed greater variability in play for children with intellectual disabilities than children without intellectual disabilities. The analyses presented complement and extend extant work on contextually-based variation of children's toy play supporting a more positive ability profile for children with intellectual disabilities than that engendered by classroom-based observations. Results have implications for (a) perceptions of and attitudes toward children with intellectual disabilities held by stakeholders, and (b) how intervention targets are determined. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Battelle Developmental Inventory