Evaluation of the Pretend Play by Preschool Children: an Integrative Review of the Literature

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.

KEYWORDS:
Special Education; Preschool Children; Pretend Play; Evaluation Instruments