Playing make-believe can promote cognitive development and competence, as well as self-regulation and the ability to take initiative. It is a cognitive skill which can be identified by three important actions during play, which are: the use of an object in place of another, the use and assignment of any property, or reference to a missing object/action. Changes in playing make-believe can lead to learning problems, restrictions in social participation and in interaction with peers, therefore becomes important to evaluate this ability to check for delays of child development and enable intervention before the school age, preventing deficits learning. It is known, however, that in the case of an instrument developed in another culture, a simple translation into another language is not enough for the instrument to be used in another country, since differences in habits and costumes can trigger a cultural disadvantage on the evaluation results. Given this, the present study aims to verify the validity of the version of ChIPPA, culturally adapted to Brazil in children three years of age and organizing normative scores for this population. Will participate in this study 200 children in the aged stipulated, of both sexes and from the region of São Paulo. To examine the psychometric properties of the instrument, the results will be statistically analyzed regarding reproducibility (test-retest), intra-reliability and inter-examiners and construct validity. The total of the evaluations will make possible the definition of the normative scores of the play make-believe for Brazilian children three years of age.
News published in Agência FAPESP Newsletter about the scholarship: