ABSTRACT
This chapter sums up the approach and all methods that are used in the DPA-P. We stress the uniqueness of this assessment, in that it is based on a solid foundation of empirical research on children’s play with toys, and it is broad enough to include all young children up to age five. Moreover, it does not require that the child use any language. It emphasizes the importance of play while also serving to clarify what children are doing when they play with toys. We review the developmental perspective that underlies the instrument and sets the context for its use. We also emphasize that the use of the DPA-P is much broader than serving children with delays and disabilities. It can be used to serve children in general, and their families. Nevertheless, the DPA-P is especially geared to children who are developing more slowly than their peers to help practitioners and family members understand a child’s progress in play to set goals for interventions and to use play in support of other developmental goals. We offer adaptations to the instrument to appeal to a wide audience who face constraints on opportunities for evaluating play. We also suggest ways to implement interventions in various settings and with materials commonly available.
