Quality of play, social acceptance and reciprocal friendship in preschool children

Contribution of Systematic Exploration of Artworks in Raising Children’s Critical Thinking and Empathy about Friendship and Difference through Early Years

“…In particular, the findings suggest that post-intervention children had a more enhanced understanding of friendship despite gender, origin, race and external appearance, an increased level of mutual acceptance despite external differences they might have, and a better appreciation of socializing positively with peers through loving, helping, trusting, spending quality time with others. Considering relevant theory and research, children were engaged in deeper understandings about friendship and difference, experiencing an early childhood psycho-educational art-based intervention which may be associated with reduced intergroup bias (Skinner & Meltzoff, 2019) and developmentally positive interactions (Avgitidou, 1997;Coelho, Torres, Fernandes, & Santos, 2017;Fink & Hughes, 2019) Analysis per child and per point of view showed that the application of the method contributed significantly in enriching each child's perceptions of friendship and difference with various perspectives through the empowerment of creative, critical and empathetic thinking on the issues at hand. Children showed an enhanced interest in questioning about meanings driven from stories and artworks they hear, share and explore through reflective dialogue as well as participating in meaningful and engaging experiences and cooperating with others in creative learning activities.…”

“…A school environment nurturing peer-relations and development of friendships based on mutual acceptance provides a powerful context for fostering these skills. A considerable body of psychological research supports the central role that friendships play in children's capacity to grow and develop socially, emotionally and cognitively (Avgitidou, 1997;Coelho, Torres, Fernandes, & Santos, 2017;Fink & Hughes, 2019). Friendship "is defined as a mutually reciprocated dyadic relationship" while it is mentioned that special emphasis should be given on the consequences of being rejected by the peer group and feeling a lack of belonging among children (Fink & Hughes, 2019, p. 29).…”

Participation in play activities in the children’s peer culture

“…The outcome of a play is not important but the activity and agency of a child as well as the emotional skills and interaction that lays the foundation of emerging friendships through playing (Coelho, Torres, Fernandes, & Santos, 2017). Children need emotional skills and abilities to verbalize their experiences, emotions, and observations.…”

Evaluation of childrens' play

“…The PIECES is an assessment tool that can be used to identify strengths and weaknesses in the area of play skills, and to plan intervention with the Child Learning in Play System (CLIPS), providing different intervention strategies for play skills. (Choi & Shin, 2008); Portuguese (Coelho et al, 2017); Spanish (Castro et al, 2002);Turkish (Ahmetoğlu et al, 2016) Context Psychology Target population 36-to 63-month-old low-income minority children 9-to 13-year old children with autism Objectives Play-based assessment Short description The PIPPS is an evaluation tool designed to assess the social competence of preschool children by observing their play interaction with peers. This instrument is aimed at identifying the children's behavioural strengths and needs within the context of peer play in the classrooms or home environments.…”