Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations.
This study explored the effectiveness of playgroups as part of comprehensive early intervention services using a team-based approach. OTs have a unique role in fostering an inclusive environment in which children participate in play while interacting with their parent and peers. Results from this mixed-methods study indicate that playgroups have potential to build parent competence, increase parent responsiveness, and support the social–emotional development of the child.
Primary Author and Speaker: Sarah Fabrizi
Parent child interactions directly contribute to early childhood development and social-emotional behaviors1. Playgroups provide children the opportunity to participate in enriched social environments where children experience purposeful play and form positive interactions with their caregivers2. Research shows that children and families who engage in playgroups have increased opportunity for socialization, creativity, and communication; ultimately, improving the health and well-being of the child2,3. Recognized in the Occupational Therapy Practice Framework: Domain and Process 4th ed.4, occupational therapists have a unique role in fostering an inclusive environment where children are able to participate in play while interacting with their parent and other children3.
PURPOSE: To examine the effect of playgroups on parent-child interaction, parent sense of competence, and child social-emotional growth. The research questions were: Are collaborative playgroups effective in increasing parent and child outcomes? Are playgroups effective in meeting parents’ goals for themselves and their child?
DESIGN: A one-group mixed methods quasiexpiramental design was utilized to follow parent-child dyads participating in an eight week playgroup over a two year period.
METHOD: Data was gathered from the 23 dyads at pretest and posttest using the Devereux Early Childhood Assessment (DECA), Parenting Sense of Competence Scale (PSOC), Young Children’s Participation and Environment Measure (YC-PEM), and Parent Interaction with Children Checklist of Observation (PICCOLO), parent questionnaire and open-ended survey. Participants were recruited by early childhood providers, and playgroup took place at six community locations. Child average age was 35 months, and families represented a diverse ethnic group. While the majority received early intervention/childhood services (83%), only 5% reported a diagnosis. Each playgroup followed a similar structure, following an iterative manualized protocol. Play activities were adapted and modified with the focus on building on the strengths of the parent-child dyad.
RESULTS: Significant findings after playgroup intervention were demonstrated using paired t-tests in parent sense of competence (t(17) = -2.356, p = 0.031, d = .497), child attachment and relationships (t(18) = -2.195, p = 0.041, d = .367), and parent-child interaction/responsiveness (t(16) = -2.401, p = 0.029, d = .6). No statistically significant findings reported in child’s participation from pretest to posttest. Initial and follow-up questionnaires were analyzed using grounded theory to address the parent perspective. Inductive analysis of parent questionnaires was performed using open coding to gather general themes, followed by axial coding of relevant and recurrent words and phrases into subthemes, with direct quotes used to capture parent experience and meaning. Member checking was incorporated. Qualitative findings suggest parents identified goals were met, and the following major themes reflected the meaning and impact of playgroups from the perspective of the parents participating. Parents reported parent-child interaction and peer interaction. With attention to the child, they discussed child development, communication, turn-taking, sharing, and initiative as a result of playgroup participation. Parents also reported they benefited from playgroups in feelings of confidence and building parenting skills.
CONCLUSION: Results from this study show promise for the use of collaborative playgroups in early intervention as part of comprehensive services using a team approach. Further, they identify the occupational therapy practitioner as a valuable member of the collaborative early intervention team.
References
Gadaire, D. M., Henrich, C. C., & Finn-Stevenson, M. (2017). Longitudinal effects of parent–child interactions on children’s social competence. Research on Social Work Practice, 27(7), 767-778. https://doi.org/10.1177/1049731516632592
Fabrizi, S., Ito, M. A., & Winston, K. (2016). Effect of occupational therapy–led playgroups in early intervention on child playfulness and caregiver responsiveness: A repeated-measures design. American Journal of Occupational Therapy, 70(2), 1-9. https://doi.org/10.5014/ajot.2016.017012
Armstrong, J., Paskal, K., Elliott, C., Wray, J., Davidson, E., Mizen, J. & Girdler, S. (2018) What makes playgroups therapeutic? A scoping review to identify the active ingredients of therapeutic and supported playgroups, Scandinavian Journal of Occupational Therapy
, https://doi.org/10.1080/11038128.2018.1498919
American Occupational Therapy Association. (in press) Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2). Advance online publication.
