Eleanor Schneider, Sara Rosenblum; Development, Reliability, and Validity of the My Child’s Play (MCP) Questionnaire. Am J Occup Ther 2014;68(3):277-285. doi: 10.5014/ajot.2014.009159.
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OBJECTIVE. This article describes the development, reliability, and validity of My Child’s Play (MCP), a parent questionnaire designed to evaluate the play of children ages 3–9 yr.
METHOD. The first phase of the study determined the questionnaire’s content and face validity. Subsequently, the internal reliability consistency and construct and concurrent validity were demonstrated using 334 completed questionnaires.
RESULTS. The MCP showed good internal consistency (α = .86). The factor analysis revealed four distinct factors with acceptable levels of internal reliability (Cronbach’s αs = .63–.81) and gender- and age-related differences in play characteristics; both findings attest to the tool’s construct validity. Significant correlations (r = .33, p < .0001) with the Parent as a Teacher Inventory demonstrate the MCP’s concurrent validity.
CONCLUSION. The MCP demonstrated acceptable reliability and validity. It appears to be a promising standardized assessment tool for use in research and practice to promote understanding of a child’s play.
Development of appropriate, culturally sensitive evaluation tools that relate to parental perceptions and beliefs is important to further knowledge and understanding of the factors that characterize a child’s play.
Analyses of the tool’s reliability and validity suggest that the MCP questionnaire is a promising standardized tool that can enable occupational therapy practitioners to conduct appropriate, accurate, and effective assessment of play and determine the need for intervention to address the occupation of play.
Mothers who completed the questionnaire reported that the MCP was clear and effective and increased their insight into and awareness of their child’s play.
The parent reports of typically developing children from this study provide preliminary baseline data for further investigation with parents of similar backgrounds who have children with special needs.
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