Effect of School Pretend Play on Preschoolers' Social Competence in Peer Interactions: Gender as a Potential Moderator
Effect of School Pretend Play on Preschoolers' Social Competence in Peer Interactions: Gender as a Potential Moderator
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DOI：
10.1007/s10643-015-0760-z
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发表时间：
2017-01-01
影响因子：
2.7
通讯作者：
Cheng, Rebecca Wing-yi
中科院分区：
文献类型：
--
作者：
Fung, Wing-kai;Cheng, Rebecca Wing-yi
本研究调查了性别对香港儿童样本中不同学校游戏活动（假装游戏和非假装游戏）与同伴互动中社交能力之间因果关系的调节作用。参与者为 60 名香港学龄前儿童（平均年龄 = 5.44，其中 36.67% 为女性）。在为期1个月的幼儿园游戏训练中，将家庭假装游戏时间段相匹配的儿童随机分为假装游戏组和非假装游戏组，分别参加假装游戏和非假装游戏活动。老师对儿童训练前和训练后的社交能力进行了评估。结果显示，参加学校假装游戏的女孩在培训后的同伴互动中往往比参加非假装游戏的女孩更少干扰，而男孩同样从这两项游戏活动中受益。讨论了对游戏相关研究和儿童社交能力发展的影响。
This study investigated the moderating effect of gender on the causal relationships between different school play activities (pretend and non-pretend play) and social competence in peer interactions among a sample of Hong Kong children. Participants were 60 Hong Kong preschoolers (mean age = 5.44, 36.67 % female). Children with matched home pretend play time period were randomly assigned to pretend or non-pretend play groups to take part in pretend or non-pretend play activities respectively in the 1-month kindergarten play training. Children's pre-and post-training social competences were assessed by their teachers. Results revealed a trend that girls who participated in school pretend play tended to be less disruptive during peer interactions after the training than those who participated in non-pretend play, while boys were similarly benefited from the two play activities. The implications for play-related research and children's social competence development are discussed.