Evaluating

playfulness in
young children:
Test of Playfulness
(TOP) & Test Of
Environmental
Supportiveness
(TOES)
Prof Anita Bundy
Faculty of Health Sciences
 Play is a Paradox
Paradox: Statements • Play is the primary
that have occupation of
contradictory or children
inconsistent • Play is the primary
qualities. means by which
children learn
• Play is a waste of
time
. What is play???

With the person sitting next to you:

• Define play in such a way that
the definition separates play
from all other activities

• Fill in the blank: Play is . . .

 Most play theorists agree. . .
• No one has ever
successfully defined play
One definition: Playfulness

external
internal
control

intrinsic extrinsic
motivation PLAY

not free
free
reality

NOT PLAY
Assessments: Operational definitions
• How would you know the elements if
you saw them?
– Intrinsic motivation
– Internal control
– Freedom from unnecessary constraints of
reality
– Framing
• Introduction to the Test of Playfulness
Intrinsic motivation
Engaged
Plays for the process (not a reward)
Persists
Affect
Internal control
Self Shared
Decides Negotiates
Safe Social play
Modifies Supports
Interacts with Enters
objects Initiates
Transitions Shares
Freedom from unnecessary
constraints of reality
Creative use of objects
Mischief/teasing
Pretends
Clowns/Jokes
 Framing
• Gives clear play cues
• Responds to cues of others
• Maintains the play theme
 Let’s Practice: Christopher
• 2 ½ year old boy
• Playing outdoors at day care
 Is he playing?

external
internal
control

intrinsic extrinsic
motivation PLAY

not free
free
reality

NOT PLAY
Intrinsic motivation
Engaged
Plays for the process (not a reward)
Persists
Affect
Internal control
Self Shared
Decides Negotiates
Safe Social play
Modifies Supports
Interacts with Enters
objects Initiates
Transitions Shares
Freedom from unnecessary
constraints of reality

Creative use of objects

Mischief/teasing
Pretends
Clowns/Jokes
 Framing
• Gives clear play cues
• Responds to cues of others
• Maintains the play theme
Environmental Support for Play:
Introduction to the TOES
• Step 1: What is motivating the child?
– What does the child get out of the activity?
 TOES
• Step 2: How well do A. Toys
B. Playmates
toys, playmates and
•Giving cues
play space help the •Reading cues
child to meet his/her •Playing as equals
motivations? C. Space
•Amount &
configuration
•Safe
•Accessible
 TOES
• Step 3: Is there anything
you would like to change
– to increase the
environment-motivation
fit?
 Let’s Practice: Christopher
• 2 ½ year old boy
• Playing outdoors at day care
Environmental Support for Play
• What is motivating the child?
• How well do toys, playmates and play
space help the child meet his/her
motivations?
• Is there anything you would like to
change?
Other Aspects of Play
 How would you assess these?
• Skills children use in play
– Transdisciplinary Play Based Assessment
• Preferred play activities
– Card Sort/Interest Profiles
• Motivation for play
– ???
 Parting Thoughts
• Play is the most important thing children do
• Professionals often observe play to learn
about children
• Be sure you observe what you most want
to observe: that which will teach you the
most
Questions?
 Let’s Practice
• Kayden with
playdough
 Let’s Practice
• Kayden 14 mos
 Let’s Practice
• Kayden feeding
Fowler
 Let’s Practice
• Josh and Dad
 Is he playing?

external
internal
control

intrinsic extrinsic
motivation PLAY

not free
free
reality

NOT PLAY
Intrinsic Motivation
Engaged
Plays for the process (not a reward)
Persists
Affect
Internal control
Self Shared
Decides Negotiates
Safe Social play
Modifies Supports
Interacts with Enters
objects Initiates
Transitions Shares
Freedom from unnecessary
constraints of reality

Creative use of objects

Mischief/teasing
Pretends
Clowns/Jokes
 Framing
• Gives clear play cues
• Responds to cues of others
• Maintains the play theme