Indonesian Children's Play with Their Mothers and Older Siblings

Farver, Jo Ann M.; Wimbarti, Supra

doi:10.2307/1131659

Cited by 91 publications

(34 citation statements)

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“…Children first enter the world of representation through their pretense play, and pretense is a generative forum in which children advance on their cognitions about people, objects, and actions, and construct increasingly sophisticated representations of the world and relations between symbols and their external referents. Most U.S. mothers support pretend play in their children (Farver & Wimbarti, 1995) and generally characterize such play as an enjoyable activity that facilitates their children's development (Haight & Miller, 1993;Haight, Parke, & Black, 1997;Tamis-LeMonda & Bornstein, 1991). We measured three types of expressions of affection in mothers with their toddlers: social play, praise/ endearments, and physical affection.…”

mentioning

confidence: 99%

Chronological age, cognitions, and practices in European American mothers: A multivariate study of parenting.

Bornstein¹,

Putnick²

2007

Developmental Psychology

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We studied multiple parenting cognitions and practices in European American mothers (N = 262) who ranged in age from 15 to 47 years. All were first-time parents of 20-month-old children. Some age effects were zero; others were linear or nonlinear. Nonlinear age effects determined by spline regression showed significant associations to a "knot" age (~30 years) with little or no association afterward. For parenting cognitions and practices that are age-sensitive, a two-phase model of parental development is proposed. These findings stress the importance of considering maternal chronological age as a factor in developmental study. Maternal Age and ParentingIncreasing numbers of adult women in the United States and Europe are delaying conception, expanding the age range for pregnancy and birth Mirowsky, 2002;Paulsen & Sachs, 1998). According to the National Vital Statistics Report , birth rates for 30-to 39-year-old women increased by about 1% each year from 1991 to 2003, and births to women aged 35-39 and 40-44 years rose 38% and 58%, respectively, from 1990 to 2003. At the same time, the United States has the highest percentage of teen (15-19) births among industrialized nations (415,408 babies in the United States in 2004;. These demographics beg questions about what associations might obtain between maternal age per se and parenting and family process, the main concerns of this study.The psychosocial impacts of early childbirth are now fairly well established. Younger mothers are known to possess less knowledge about parenting, to express less desirable childrearing attitudes, and to hold less realistic expectations about child development than older mothers (Hardy, Astone, Brooks-Gunn, Shapiro, & Miller, 1998; Moore & BrooksGunn, 2002;Sommer et al., 1993). Parenthood at very young ages is also associated with less favorable maternal behaviors toward children (Barratt & Roach, 1995; Coley & ChaseLansdale, 1998;Moore & Brooks-Gunn, 2002;Pomerleau, Scuccimarri, & Malcuit, 2003). For example, teenage mothers have been found to be less verbal, less sensitive, and less responsive to their children than older mothers (Culp, Appelbaum, Osofsky, & Levy, 1988 HHS Public Access Author Manuscript Author ManuscriptAuthor ManuscriptAuthor Manuscript and they tend to provide a less stimulating home environment (Luster & Dubow, 1990;Moore, Morrison, & Greene, 1997). Distinctive characteristics of adolescent mothers may place them at risk for nonoptimal parenting (Whitman, Borkowski, Schellenbach, & Nath, 1987): Teenage mothers have diminished intellectual ability and lower educational attainment, are less socioemotionally mature, and possess fewer social supports with the consequence that they are less well prepared to parent (Coll, Hoffman, & Oh, 1987;Streetman, 1987). To the extent that adolescent mothers are challenged by their own developmental crises in the search for personal identity, they are less likely to invest in parenting or command the wherewithal to parent optimally.At the older end of the age continuum...

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mentioning

confidence: 99%

Chronological age, cognitions, and practices in European American mothers: A multivariate study of parenting.

Bornstein¹,

Putnick²

2007

Developmental Psychology

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“…When mothers did not consider themselves appropriate play partners for their children, for example East Indian, Guatemalan (Goncu & Mosier, 1991, April), Mayan (Gaskins, 1996) and Mexican mothers (Farver, 1993), they were much less involved and engaged in playing with their children than American and Turkish mothers, who considered play culturally appropriate behavior (Farver & Wimbarti, 1995;Goncu & Mosier, 1991;Haight, Parke, & Black, 1997).…”

Section: Cultural Variations In Parental Roles In Playmentioning

confidence: 99%

“…Interesting research by Farver and her colleagues (e.g., Farver, 1993, Farver & Wimbarti, 1995 emphasizes the importance of considering the role of older siblings in guiding children's play in many cultures. Farver (1993) found that in Mexican families, the older siblings' guidance of play and tendency to involve their younger siblings in complex pretend play was very similar to the way American mothers behaved with their young children.…”

Section: Cultural Variations In Parental Roles In Playmentioning

confidence: 99%

Cultural Variations in Parental Support of Children's Play

Vandermaas-Peeler¹

2002

Online Readings in Psychology and Culture

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“…Vários estudos (Farver & Wimbarti, 1995;Gaskins & Goncü, 1992;Gralinski & Kopp, 1993) demonstram que os pais organizam os ambientes em que suas crianças brincam de acordo com as suas crenças e com os seus valores acerca desta atividade. A compreensão da criança sobre os eventos sociais, como aponta Winegar (1988), emerge da sua interação com seus parceiros nos contextos cotidianos.…”

Section: De Conti E T M Sperbunclassified

O brinquedo de pré-escolares: um espaço de ressignificação cultural

Conti

Sperb

2001

Psic.: Teor. e Pesq.

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RESUMO -Este artigo analisa a construção do significado social do brincar em um grupo de crianças pré-escolares, cinco meninos e cinco meninas. Para atingir este objetivo, mães e a professora destas crianças foram entrevistadas para definir suas concepções sobre o brincar. As atividades de brincar das crianças selecionadas foram filmadas em casa e na escola, durante vinte minutos em cada contexto, visando observar como elas organizam esta atividade. A análise de conteúdo das entrevistas e a categorização do brincar demonstram que esta atividade é estruturada distintamente conforme o gênero da criança e o contexto em que ela ocorre. A microanálise das atividades de brincar de quatro crianças explicita que estas ativamente reelaboram os espaços de brincar, criando novos cenários para suas brincadeiras e inventando novas funções para os objetos disponíveis em sua cultura. Ao fazer isto, redefinem os papéis sexuais estereotipados como masculino, feminino ou indiferenciado pelo contexto sociocultural.Palavras-chave: sociocultural; brinquedo; cultura. Preschoolers' Play: A Space for Cultural Re-SignificationABSTRACT -This article analyses the construction of the social meaning of play in a particular preschool group of children, five boys and five girls. To do that children's mothers and teachers were interviewed to define their conceptions about play. After, children were filmed for twenty minutes while playing, both at home and in school, in order to analise how children organize their activities. Content analysis of interviews and the categorization of children's play show that play activities are structured differently by gender and the context where play occurs. The microanalysis of the videotapes of four children's play explicit that they actively reconstruct play, building news scenarios, and inventing new functions for existing objects in the culture. Children do that by redifining sexual roles stereotyped as masculine, feminine and undiferentiated by sociocultural context. Key words: sociocultural; play; culture.ca o brincar como um comportamento intrinsicamente motivado; e Bruner (1972/1976) que postula o brincar como uma atividade que deve facilitar a aprendizagem e/ou a prá-tica de comportamentos específicos.Um outro enfoque teórico (Schwartzman,1978) enfatiza as relações entre texto e contexto no brincar infantil. Dele derivam os estudos preocupados em estabelecer o papel dos diferentes contextos na estruturação do brincar. Schwartzman talvez tenha sido uma das primeiras investigadoras a chamar a atenção para este fato, salientando que é importante interpretar os textos do brincar levando em consideração os contextos sociais específicos em que eles se desenvolvem. A autora enfatiza que não podemos separar artificialmente o texto e o contexto em que o brincar acontece, mas que devemos relacionar esta atividade ao valor e ao lugar que lhe são determinados pela cultura na qual ela ocorre, para desse quadro derivarmos o significado do brincar.Como aponta Pedrosa (1996), a criança desde seu nascimento integra-...

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Indonesian Children's Play with Their Mothers and Older Siblings

Cited by 91 publications

References 0 publications

Chronological age, cognitions, and practices in European American mothers: A multivariate study of parenting.

Chronological age, cognitions, and practices in European American mothers: A multivariate study of parenting.

Cultural Variations in Parental Support of Children's Play

O brinquedo de pré-escolares: um espaço de ressignificação cultural

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