Abstract
M.Ed.
Within the South African context the use of formal psychological measures is
inherently problematic when considering the socio-cultural factors and
availability of valid and reliable tests. Despite the abundance of literature
highlighting the limitations of formal standardized psychometric measures and
information on play-based assessment, little research has been conducted on
the actual contribution that play-based assessment can make towards an
ethical and sound psychological assessment process in the country.
Acknowledging the need for more flexible assessment practices, the research
objectives of this study therefore include a review of the current developments
in, and role of psychological assessment, and an exploration of the concept
'play' and its assessment. Data collected through observation is used as an
informal assessment measure, applied to the assessment of young children's
play, and a critical evaluation of the actual contribution that the observation of
play can provide towards an ethical sound psychological assessment process.
The research approach adopted in this dissertation met the above research
objectives through an extensive study of relevant literature and the implication
of practical research. The empirical research were carried out through- a case
study at a private learning institution, using observation of play with a group of
seven children already identified as having barriers to learning. The findings
from this research provide evidence that play-based assessment seems to be
able to provide an assessor with insights into the child's development status in
the physical, cognitive, linguistic and socio-emotional developmental domains.
This dissertation recommends that observation should be applied as
customary to gather information from various sources and to interpret and
integrate results.