Peer play, emotion understanding, and socio-moral explanation: The role of gender
Peer play, emotion understanding, and socio-moral explanation: The role of gender
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DOI：
10.1111/j.2044-835x.2010.02020.x
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发表时间：
2011-06-01
影响因子：
2.3
通讯作者：
Banerjee, Robin
中科院分区：
文献类型：
--
作者：
Mathieson, Kay;Banerjee, Robin
参与同伴游戏是幼儿过渡到学校的一个重要因素。我们评估了58名4-5岁儿童在同伴游戏中的个体差异。在男孩中，但不是在女孩中，情绪理解和言语能力独立地作为积极的预测互动的同龄人发挥和消极的预测断开发挥。在女孩中，但不是在男孩中，互动的同龄人发挥和社会道德推理的同龄人冲突的情况下独立预测社会计量最喜欢的提名。研究结果为进一步研究男孩和女孩早期同伴游戏的差异提供了基础。
Engagement in peer play is an important factor in young children's adjustment as they make the transition to school. We evaluated individual differences in peer play within a sample of 58 children aged 4-5 years. Among boys, but not among girls, emotion understanding and verbal ability independently served as positive predictors of interactive peer play and negative predictors of disconnected play. Among girls, but not among boys, interactive peer play and socio-moral reasoning about peer conflict situations independently predicted sociometric most-like nominations. The results provide a foundation for further research on divergence in the early peer play of girls and boys.