The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school
The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school
复制标题
DOI：
10.1348/026151003322535183
复制
发表时间：
2003-11-01
影响因子：
2.3
通讯作者：
Pellegrini, A
中科院分区：
文献类型：
--
作者：
Blatchford, P;Baines, E;Pellegrini, A
这项短期的纵向研究探讨了在休息和同伴关系的活动。我们感兴趣的是学年的变化，以及群体的性别和种族混合。数据来自对129名7-8岁学生（61名男孩和68名女孩）的系统观察。结果表明，同伴互动主导的休息。球类运动在过去一年中有所增加，追逐运动有所减少。攻击性在剧烈的玩耍和谈话中最常见，但在球类运动中则不然。在男孩和女孩的游戏和活动中，分裂是常见的，但不是不可避免的。混合性别游戏不受特定游戏类型的支持。男生的游戏网络比女生大，但在活跃网络上没有性别差异。操场上几乎没有种族隔离，游戏变得越来越与时间融为一体。结果表明，操场活动对不同民族之间的社会关系有积极的作用。
This short-term longitudinal study examined activities at recess and peer relations. We were interested in changes over the school year, and the sex and ethnic mix of groups. Data came from systematic observations of 129 pupils (61 boys and 68 girls) aged 7-8 years. Results showed that peer interaction dominated recess. Ball games increased over the year, and chasing games decreased. Aggression was most common during vigorous play and conversation, but not ball games. Cleavage in boys' and girls' play and activity was common but not inevitable. Mixed-sex play was not supported by particular game types. Boys' game networks were larger than those of girls but there were no sex differences in active networks. There was little ethnic group segregation on playgrounds, and games became more integrated with time. The results indicate that playground activities can have a positive role in social relations between different ethnic groups.