CAN EMOTIONS AND THEMES IN CHILDRENS PLAY PREDICT BEHAVIOR PROBLEMS

Objective: To empirically test whether systematic examination of emoti ons and themes in children's play can provide useful information about childhood problems. Method: Using the MacArthur Story-Stem Battery an d coding system, distress and destructive themes (aggression, personal injury, and atypical negative responses) were coded from the play of 51 children at ages 3, 4, and 5 years, in a low-risk, nonclinical volu nteer sample. To measure behavior problems, both parents completed the Child Behavior Checklist at all ages, and teachers completed the Teac her's Report Form when the children reached 5 years of age. Results: B oth distress and destructive themes in the play of 4- and 5-year-olds were found to correlate with externalizing behavior problems as rated by parents and teachers. Conclusions: Children who display more distre ss during play at 4 and 5 years of age and who demonstrate destructive themes at 4 and 5 years of age appear to have more externalizing beha vior problems, as rated by their parents and teachers. These results p rovide empirical support for the use of play as an assessment tool in young children. The findings suggest approaches to and limitations of play interpretation.