You Pretend, I Laugh: Associations Between Dyadic Pretend Play and Children's Display of Positive Emotions.
You Pretend, I Laugh: Associations Between Dyadic Pretend Play and Children's Display of Positive Emotions.
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DOI：
10.3389/fpsyg.2021.669767
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发表时间：
2021
影响因子：
3.8
通讯作者：
Gibson JL
中科院分区：
文献类型：
--
作者：
Rao Z;Gibson JL
背景：了解假装游戏与积极情绪的关系对于支持儿童的发展和促进他们的健康是很重要的。然而，以前的研究主要是在个人层面上考察这种联系，而忽视了人际层面上的潜在联系。这是一个重要的知识鸿沟，因为假装游戏通常是在社交环境中进行的。目前的研究调查了同伴假装游戏是如何与儿童在个体和群体层面上表现积极情绪相关联的。方法：观察中国儿童108例（年龄= 8.95岁，SD = 0.99, 51.9%为女孩）的同伴二人组玩具玩耍情况。对每个孩子的假装游戏行为、社交和情感假装游戏主题以及积极情绪的表现进行10分钟的互动编码。多层次模型被用来检验同龄人假装游戏的年龄和性别差异。演员-伙伴相互依赖模型（APIM）被用来测试二元假装游戏与儿童积极情绪表现之间的假设联系。结果：与玩伴较少参与假装游戏的儿童相比，玩伴多参与假装游戏的儿童更有可能表现出积极情绪（p = 0.021）。此外，儿童积极情绪的表现可以通过他们自己（p = 0.027）和玩伴（p = 0.01）的情绪主题假装游戏来预测。与年幼的儿童相比，年龄较大的儿童较少参与假装游戏（p = 0.002），但在控制了假装游戏的总频率后，更有可能参与具有社会主题的假装游戏（p = 0.03）。男孩创造攻击性假装主题（p < 0.001）和非攻击性消极假装主题（p = 0.007）的可能性分别是女孩的4.9倍和2.16倍。在积极的假装主题上没有发现显著的性别差异。结论：与同伴一起假装不仅可以增加孩子自己的积极情绪，而且可以增加他们的游戏伙伴的积极情绪的表现。假装游戏可能不会像之前假设的那样在童年中期就简单地减少。
Background: Understanding how pretend play is related to positive emotions is important for supporting children's development and promoting their wellbeing. However, previous studies have mainly examined this association at individual levels and overlooked the potential links at interpersonal levels. This is an important knowledge gap because pretend play is commonly performed in social contexts. The current study investigates how peer pretend play is associated with children's display of positive emotions at both individual and dyadic levels. Methods: One hundred and eight Chinese children (Mage = 8.95 years, SD = 0.99, 51.9% girls) were observed playing in peer dyads with toys. An interaction of 10 min was coded for each child's pretend play behavior, social and emotional pretend play themes, and display of positive emotions. Multilevel modeling was used to examine age and gender differences in peer pretend play. Actor–Partner Interdependence Models (APIM) were estimated to test the hypothesized associations between dyadic pretend play and children' display of positive emotions. Results: Compared to children whose playmates engaged in less pretend play, children whose playmates engaged in more pretend play were more likely to display positive emotions (p = 0.021). Additionally, children's display of positive emotions was predicted by both their own (p = 0.027) and their playmate's (p = 0.01) pretend play with emotional themes. Compared to younger children, older children were less likely to engage in pretend play (p = 0.002), but more likely to engage in pretend play with social themes (p = 0.03) when the total frequency of pretend play was controlled for. Boys were 4.9 times and 2.16 times as likely as girls to create aggressive pretend themes (p < 0.001) and non-aggressive negative pretend themes (p = 0.007), respectively. No significant gender differences were found in positive pretend themes. Conclusions: Pretending with peers may increase not only children's own, but also their play partner's display of positive emotions. Pretend play may not simply decline in middle childhood as previously assumed.
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