Play and social behavior in maltreated preschoolers

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Abstract
This study investigates play and nonplay behavior in maltreated and nonmaltreated preschool children. In addition, standardized tests of cognitive and language ability were administered, and teachers rated the children's classroom behavior. Thirty 4–5-year-old children participated in the study: 15 had a history of child abuse, and 15 nonabused children served as a matched control group. Across a 6-week period, children's social and play interactions were videotaped in the classroom. Videotape recordings were analyzed for the level of social participation and cognitive play. No differences were found between the two groups on the standardized measures. However, maltreated, relative to nonmaltreated, children engaged in less overall play and greater functional or sensorimotor play. Maltreated children also engaged in more transitional behavior and aggression, were less competent with peers, and were perceived by teachers as more emotionally disturbed. Results of this study suggest that the impact of maltreatment extends beyond the family into play and social relationships in preschool.