Social Play

Power, Thomas G.

doi:10.1002/9781444390933.ch24

Cited by 4 publications

(3 citation statements)

References 81 publications

(68 reference statements)

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“…In addition to the above-mentioned predictor variables, we included age, gender and ToM skills as control variables in the analyses, as gender differences in the type of play and in the activities and themes of choice were also found (Power, 2011). Furthermore, studies indicate that there are significant associations between children's ToM skills and their pretend play level (Lillard et al, 2013;Qu et al, 2015).…”

Section: The Current Studymentioning

confidence: 99%

Let us play together! Can play tutoring stimulate children’s social pretend play level?

Perren

Sticca

Weiss-Hanselmann³

et al. 2019

Journal of Early Childhood Research

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Social pretend play may have a positive impact on children’s social development because it involves positive peer interactions and challenges their social-cognitive abilities. The current study aimed to investigate whether variations in play tutors’ active support and play management are associated with variations in children’s social pretend play level in the context of a pretend play tutoring intervention. Moreover, the moderating role of children’s social skills (cooperative behaviour and sociability) was examined. In total, 50 children from eight playgroups participated in the study (50% females, mean age at T1 = 46.6 months, SD = 4.3). Six play tutoring sessions took place during normal playgroup sessions (30–40 minutes each). Both the play tutors’ active support and play management and the children’s social pretend play were videotaped and rated for each 10-minute interval. Furthermore, teachers rated children’s social skills before the intervention. The study showed that active support – but not play management – was positively associated with children’s social pretend play level. Furthermore, children’s sociability positively predicted children’s social pretend play level during the intervention and also intensified the positive effect of active support on children’s social pretend play level. In contrast, children’s cooperative behaviour was not significantly associated with their social pretend play level. These results suggest that play tutoring in a group setting needs to be tailored to children’s needs and should actively aim to include withdrawn children, so that they can also profit more strongly from the intervention.

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Section: The Current Studymentioning

confidence: 99%

Let us play together! Can play tutoring stimulate children’s social pretend play level?

Perren

Sticca

Weiss-Hanselmann³

et al. 2019

Journal of Early Childhood Research

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“…Females seem more interested in verbal social interaction while males seem more interested in physical social interactions and large motor skills that are difficult be performed within the intimate space. Power tends to supports these findings through displaying that socio dramatic play differed from other forms of social object play in terms of more positive and negative affect, longer behavior sequences, more activity talk, more attempts to influence another's behavior, and more shared play focus (Power, 2011). Reviewed studies show that the increase of social coordination of play during the preschool years can increase social and developmental skills such as planning, meta-communication, information getting and sharing, and verbal responsiveness (Power, 2011).…”

Section: Chapter 6 Conclusionmentioning

confidence: 93%

“…Several European researchers compared how children's behavior during free play differed from behavior during teacher structured activities (Power, 2011). These studies showed that child behavior was more sophisticated during free play.…”

Section: Social Interaction As a Development Tool Peer Relations Andmentioning

confidence: 99%

Spatial influences on socialization in preschool classrooms

Alaswad

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Understanding the influences of the physical environment on social interaction of preschool children is essential for creating classroom environments that provide for social development. This research hypothesizes that providing an "Intimate Space" within the preschool classroom can lead to decreased classroom interruptions and contribute to sustaining longer attention spans, which eventually improve the quality and duration of social interactions between children. The study proceeds into performing a quasi-experiment within a preschool classroom to evaluate the physical attributes of its environment. It also evaluates child behavior through observation before and after introducing the "Intimate Space" as a new activity center. Results of the experiment are analyzed to prove the hypothesis and conclude modifications to the classroom layout and design.

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Social Play and Social Development

Nicolopoulou¹,

Smith²

2022

The Wiley‐Blackwell Handbook of Childhood Social Development

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Social Play

Cited by 4 publications

References 81 publications

Let us play together! Can play tutoring stimulate children’s social pretend play level?

Let us play together! Can play tutoring stimulate children’s social pretend play level?

Spatial influences on socialization in preschool classrooms

Social Play and Social Development

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