Preschool children's pretend and physical play and sex of play partner: Connections to peer competence
Preschool children's pretend and physical play and sex of play partner: Connections to peer competence
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DOI：
10.1007/s11199-005-3716-8
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发表时间：
2005-04-01
期刊：
影响因子：
3.8
通讯作者：
Lindsey, EW
中科院分区：
文献类型：
--
作者：
Colwell, MJ;Lindsey, EW
本研究旨在探讨学龄前儿童与同性、异性和混合性别同伴的假装和身体游戏与儿童与同伴的社会能力之间的关联。60名主要是中产阶级的学龄前儿童（33名男孩，51名欧美人）在他们学校的操场上观察了4个月。儿童的同性，其他性别，和混合性别的同伴游戏进行了观察，教师和同伴提供的儿童的社会能力的评估。分析显示，参与更多同性假装游戏的儿童更受同龄人的喜爱，并被教师视为具有社交能力。此外，从事同性运动游戏的女孩和从事同性打闹游戏的男孩更受同龄人的喜欢，而与其他性别同龄人进行打闹游戏的男孩则不太受同龄人的喜欢。研究结果表明，儿童性别和同伴性别是影响假装游戏和打闹游戏与儿童同伴社会能力关系的重要因素。
This study was designed to examine associations between preschool children's pretend and physical play with same-sex, other-sex, and mixed sex peers and children's social competence with peers. Sixty predominately middle-class preschoolers (33 boys, 51 European-American) were observed on the playground at their school over a period of 4 months. Children's same-sex, other-sex, and mixed-sex peer play was observed, and teachers and peers provided assessments of children's social competence. Analyses revealed that children who engaged in more same-sex pretend play were better liked by peers and were viewed by teachers as being socially competent. In addition, girls who engaged in same-sex exercise play and boys who engaged in same-sex rough-and-tumble play were better liked by peers, whereas boys who engaged in rough-and-tumble play with other-sex peers were less liked by peers. The results suggest that child gender and gender of playmate are important factors in the association between pretend play and rough-and-tumble play and children's social competence with peers.