Social Play and Social Development

Nicolopoulou, Ageliki; Smith, Peter K.

doi:10.1002/9781119679028.ch29

Cited by 8 publications

(5 citation statements)

References 59 publications

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“…Play with peers is an important component of social development in early childhood (Coplan et al, 2015;Rubin et al, 2013). Through play, children engage in complex social interactions including sharing, pretending, competition, conflict resolution, and cooperation (Coplan & Arbeau, 2009;Nicolopoulou & Smith, 2022). These complex interactions can encourage social skills like perspective-taking and social problem-solving (Coplan & Arbeau, 2009;Göncü, Patt, & Kouba, 2002;Rubin, Bukowski, Parker, & Bowker, 2008).…”

Section: Parallel and Social Play In Early Childhoodmentioning

confidence: 99%

“…Early childhood is a critical period for social development, and learning to play with peers is central to the formation and maintenance of social skills (Coplan, Ooi, Kirkpatrick, & Rubin, 2015;Rubin, Coplan, Chen, Bowker, & McDonald, 2013). As play skills develop, children learn to communicate with one another, share toys, resolve conflict, and cooperate to achieve common goals (Coplan & Arbeau, 2009;Nicolopoulou & Smith, 2022). For many children, preschool provides one of the first and most significant opportunities to engage with same-age peers (Corsaro, 1988;Hanish et al, 2021;Martin, Fabes, Hanish, & Hollenstein, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Understanding the Developmental Transition between Parallel and Social Play During Preschool: A Multiplex Social Network Analysis

Neal,

Brutzman

et al. 2024

Preprint

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Preschoolers are expected to transition from parallel play, where they engage in similar activities next to peers, to social play, where they engage in direct interactions with peers. We use longitudinal, multiplex social network analysis to examine the transition between observed parallel and social play over a school year in a 3-year-old classroom (N = 25, 45% girls, 48% White) and a 4-year-old classroom (N = 28, 42.86% girls, 60.71% White). In both classrooms, the existence of a parallel play relationship between two children predicted the formation of a social play relationship between the same two children over time but not vice versa. Findings provide support for a unidirectional, sequential transition from parallel to social play with the same peers.

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Section: Parallel and Social Play In Early Childhoodmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Understanding the Developmental Transition between Parallel and Social Play During Preschool: A Multiplex Social Network Analysis

Neal,

Brutzman

et al. 2024

Preprint

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“…If play is part of this context where young children’s social-emotional learning happens, it is crucial to make play ‘visible’ and take into account the elements that would make it more effective in supporting social-emotional skill development, such as the degree of children’s control over the flow of play, the existence of rules and the opportunities to establish new rules, etc. ( Burdette and Whitaker, 2005 ; Hewes, 2014 ; Jarvis et al, 2014 ; Nicolopoulou and Smith, 2022 ).…”

Section: Locating Play In the Space Of Sel Interventionsmentioning

confidence: 99%

Play is a play, is a play, is a play… or is it? Challenges in designing, implementing and evaluating play-based interventions

Bodrova¹,

Leong²,

Yudina

2023

Front. Psychol.

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When a social-emotional learning (SEL) intervention is implemented in an early childhood classroom, it often involves play. Some interventions even list play as its main component. However, the advocates of play arguing for the return of play in early childhood education (ECE) classrooms still have difficulty convincing the proponents of more rigorous academic instruction. These proponents cite research pointing to the insufficient evidence of the positive effect of play on children’s short- and longer-term social, emotional, cognitive, and behavioral outcomes as well as their overall well-being. We believe that there are multiple issues with play-based interventions’ design, implementation, and evaluation that might account for this insufficient evidence. In our paper, we discuss the numerous ways play does (or does not) feature in SEL interventions and how it might affect the outcomes of these interventions. We also examine the methodological challenges of having child-controlled play as a component of an SEL intervention. While we are not proposing a specific protocol for re-evaluation of the results of existing interventions, we outline some ways such re-evaluation can be possible in the future, along with the development and evaluation of new play-based SEL interventions.

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“…Social development involves acquiring skills to interact and build social bonds with others, whereas cognitive development refers to developing skills related to thinking and reasoning processes (1,2). Research in these two subdisciplines focuses on a diverse range of abilities, such as attachment (3), imitation (4), play (5,6), memory (7), theory of mind (8), social cognition (4), and language acquisition (9,10).…”

Section: Introductionmentioning

confidence: 99%

Social robots in research on social and cognitive development in infants and toddlers: A Scoping review

Flatebø,

Tran,

Wang

et al. 2024

Preprint

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There is currently no systematic review of the growing body of literature on using social robots in early developmental research. Designing appropriate methods for early childhood research is crucial for broadening our understanding of young children’s social and cognitive development. This scoping review systematically examines the existing literature on using social robots to study social and cognitive development in infants and toddlers aged between 2 and 35 months. Moreover, it aims to identify the research focus, findings, and reported gaps and challenges when using robots in research. We included empirical studies published between 1990 to May 29, 2023. We searched for literature in PsychINFO, ERIC, Web of Science, and PsyArXiv. Twenty-nine studies met the inclusion criteria and were mapped using the scoping review method. Our findings reveal that most studies were quantitative, with experimental designs conducted in a laboratory setting where children were exposed to physically present or virtual robots in a one-to-one situation. We found that robots were used to investigate four main concepts: animacy concept, action understanding, imitation, and early conversational skills. Many studies focused on whether young children regard robots as agents or social partners. The studies demonstrated that young children could learn from and understand social robots in some situations but not always. For instance, children’s understanding of social robots was often facilitated by robots that behaved interactively and contingently. This scoping review highlights the need to design social robots that can engage in interactive and contingent social behaviors for early developmental research.

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Social Play and Social Development

Cited by 8 publications

References 59 publications

Understanding the Developmental Transition between Parallel and Social Play During Preschool: A Multiplex Social Network Analysis

Understanding the Developmental Transition between Parallel and Social Play During Preschool: A Multiplex Social Network Analysis

Play is a play, is a play, is a play… or is it? Challenges in designing, implementing and evaluating play-based interventions

Social robots in research on social and cognitive development in infants and toddlers: A Scoping review

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