Knowledge Resource · Open access
Research Summary: Development and validation of the free play and childhood engagement scale
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 10 September 2026
- Last updated
- 29 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A study conducted in Romania developed and psychometrically validated the Free Play and Childhood Engagement Scale (FPCE-S), an assessment tool designed to measure developmental and learning engagement during free play in early childhood education. The scale demonstrated strong statistical validity and reliability across a large sample of children aged 3-5 years.
Why it matters
The development of a validated tool like the FPCE-S provides a standardized method for assessing critical developmental and learning engagement during free play. This is significant for educators and policymakers seeking to understand and optimize early childhood education strategies globally, contributing to evidence-based practices.
Key insights
- The Free Play and Childhood Engagement Scale (FPCE-S) was developed to assess engagement in free play for children in early childhood education.
- The scale was tested on 3,577 children aged 3-5 years across 14 Romanian counties, with assessments conducted by 156 teachers.
- Statistical analyses confirmed high internal consistency of the FPCE-S.
- Exploratory and confirmatory factor analyses supported the scale's internal structure and construct validity.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1907713
Related resources
Previous
Finding the same episode: reliability of corrective-feedback identification in naturalistic online tutoring
Next
The illusion of cognitive independence in the age of generative AI: unpacking GenAI literacy and learner profiles
Generative AI as a cognitive partner: personalised GPTs and differentiated learning in undergraduate teacher education
Knowledge Resource
How Jump Trading is scaling quant research with ChatGPT
Knowledge Resource
Changes in Help-Seeking Strategies Predict unaided Performance during AI-based Mathematical Learning
Knowledge Resource
Guidance: High needs funding arrangements: 2027 to 2028
Knowledge Resource
Academies accounts direction and submitting your audited financial statements
Knowledge Resource
Official Statistics: Destinations of key stage 4 (KS4) and 16 to 19 (KS5) students: 2025
Knowledge Resource
Citation
Cite the original work (APA 7)
The original source is authoritative for this citation. Cite the source publication directly — this attribution is pending verification. Open the original source.
Verification
This is an authenticated AZIZ OS resource record.
- Verification ID
- ASA-EXE-2026-00352
- Version
- v1.0 · r0
- Issued
- 10 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Development and validation of the free play and childhood engagement scale
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.