The Importance of Peer Relations

Putallaz, Martha; Dunn, Susanne E.

doi:10.1007/978-1-4615-7142-1_18

Cited by 17 publications

(7 citation statements)

References 51 publications

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“…Studies suggest that cooperative games can increase sharing (Orlick, 1981b) and encourage stronger peer relationships (Acton & Zarbatany, 1988;Rogers, Miller, & Hennigan, 1981). Given that poor peer relationships in childhood are a predictor of maladjustment in adolescence and adulthood (Puttalaz & Dunn, 1990), frequent use of cooperative games in the preschool could play an important preventive role. Furthermore, there is a practical advantage to modifying behavior with antecedent conditions such as games.…”

Section: Discussionmentioning

confidence: 99%

Cooperative Games: A Way to Modify Aggressive and Cooperative Behaviors in Young Children

Bay-Hinitz

Peterson

Quilitch

1994

J of App Behav Analysis

106

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We investigated the effects of competitive and cooperative games on aggressive and cooperative behaviors of 70 children (4 to 5 years old) from four dasses in three preschools. The experimental design induded both multiple baseline and reversal components. Behaviors were measured during game conditions and in subsequent free-play periods. Results showed that cooperative behavior increased and aggression decreased during cooperative games; conversely, competitive games were followed by increases in aggressive behavior and decreases in cooperative behavior. Similar effects were also found during free-play periods. r DESCRIPTORS: cooperative games, preschool children, aggressive behavior, competition, generalization There is general agreement on the importance of children's development of strong positive social skills. The ability to interact in positive, nonaggressive, collaborative ways with others is one of the most fundamental goals of development and provides a basis for success in friendships, marriage, and careers. Much ofthe learning ofthese behaviors is done through play (Bruner, 1975). In effect, play is the child's workshop, a place where rules, behaviors, and consequences are explored, changed, and learned.Games are a central aspect of children's play. Considerable research has focused on how games influence behavior. For example, Murphy, Hutchison, and Bailey (1983) found that the aggressive playground behaviors ofelementary school children were reduced when free (unstructured) play was replaced by organized games (rope jumping and foot races) and a time-out procedure.

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Section: Discussionmentioning

confidence: 99%

Cooperative Games: A Way to Modify Aggressive and Cooperative Behaviors in Young Children

Bay-Hinitz

Peterson

Quilitch

1994

J of App Behav Analysis

106

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“…In general, the tools used to assess behavior of preschoolers have been riddled with serious problems, including (but not limited to) poor reliability and validity, high false positive rates, and inadequate standardization procedures (see Bracken, 1987;Malcom, 1993;Parker & Asher, 1987;Pullatz & Dunn, 1990). As a result, the need for quality instruments to assess young children has openly been acknowledged for several years.…”

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confidence: 99%

Teacher Ratings of Young Children With and Without ADHD: Construct Validity of Two Child Behavior Rating Scales

Carney

Merrell

2005

Assessment for Effective Intervention

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This study examined teachers' behavioral ratings of young children (ages 5 and 6) with and without attention-deficit/hyperactivity disorder (ADHD). A study group consisting of 30 children with formal diagnoses of ADHD and a comparison group of 30 children without ADHD were developed using randomized matching procedures. Teachers of these children rated their behavior at the end of the school year using two child behavior rating instruments: The Preschool and Kindergarten Behavior Scales (PKBS; Merrell, 1994) and ADHD Symptoms Rating Scale (ADHD-SRS; Holland, Gimpel, & Merrell, 2001). Correlations between scores on the two measures were statistically significant and strong. Differences between behavior rating scores of the two groups were statistically significant and large, and the combination of scores from both measures efficiently predicted group classification. These results support the use of the PKBS and ADHD-SRS as screeners for the presence of ADHD-related behavior in young children and provide additional information on the characteristics of ADHD symptoms in young children. Implications for research and practice are discussed.

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“…Friendship development is a critical social experience for children (Ginsberg, Gottman, & Parker, 1986;Hartup, 1970). Peer relations and feeling a sense of belonging to a group are needs of all children growing up (Hartup, 1970(Hartup, , 1983Putallaz & Dunn, 1990). Friendships may be facilitated by increasing opportunities for mutual or shared interests with peers.…”

Section: Implications For Practicementioning

confidence: 99%