Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct
Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct
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DOI：
10.1037//0022-0663.92.3.458
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发表时间：
2000-09-01
影响因子：
4.9
通讯作者：
McDermott, P
中科院分区：
文献类型：
--
作者：
Coolahan, K;Fantuzzo, J;McDermott, P
学龄前儿童与同龄人互动的能力与长期学业成功有关。然而，人们对这种能力与其他学习准备领域的关系知之甚少。该研究使用多变量技术来检验低收入学龄前儿童的同伴游戏互动是否与学习行为和问题行为相关，并且是否因年龄和性别而异。积极的互动游戏行为与积极参与课堂学习活动有关，而游戏中的脱节则与注意力不集中、被动和缺乏动力有关。破坏性玩家在课堂上表现出行为问题和过度活跃。年龄较大的儿童和女孩表现出更高水平的同伴游戏互动，其中年龄较大的女孩表现出最高水平。讨论了对未来研究和教育实践的影响。
Preschool children's competency in interacting with peers has been associated with long-term school success. Little is known, however, about how this competency relates to other learning readiness domains. The study used multivariate techniques to examine whether low-income preschool children's peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. Positive interactive play behavior was associated with active engagement in classroom learning activities, whereas disconnection in play related to inattention, passivity, and lack of motivation. Disruptive players evidenced conduct problems and hyperactivity in the classroom. Older children and girls demonstrated greater levels of peer play interaction, with older girls exhibiting the highest levels. Implications for future research and educational practice are discussed.