Through race-colored glasses: Preschoolers’ pretend play and teachers’ ratings of preschooler adjustment

Yates, Tuppett M.; Marcelo, Ana K.

doi:10.1016/j.ecresq.2013.09.003

Cited by 48 publications

(35 citation statements)

References 73 publications

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“…In line with expectations and with Kaugars and Russ' (2009) study, no gender Kogan's (1965) adaptation of the Guilford's Alternate Uses Task; CBQ = Children's Behavior Questionnaire Teacher Short-Form; PSBS-T = Preschool Social Behavior Scale-Teacher Report differences emerged. Although recent studies using the APS-P found that girls report higher rates of positive affect and score lower on negative affect than boys Yates and Marcelo 2014), the current sample did not show any differences in frequency and variability of affective themes across genders, probably because it refers to the total amount of affective themes. Furthermore, the use of factor scores instead of sum scores maybe held responsible for our results.…”

Section: Discussioncontrasting

confidence: 61%

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Delvecchio

Mabilia

et al. 2015

J Child Fam Stud

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Despite the emerging literature supporting the\ud central role of pretend play for children’s cognitive, affective\ud and social development, there is a paucity of standardized\ud and validated measures devoted to assess it,\ud especially for preschoolers. In addition, most of the existing\ud tools failed in their attempt to assess the interplay\ud among the different developmental domains which are involved\ud in playing activities. The Affect in Play Scale-\ud Preschool version is a semi-structured measure to assess\ud cognitive and affective pretend play processes in children\ud aged 4–5 using a 5-min standardized play task. This study\ud was aimed to evaluate the construct and external validity of\ud the scale in a sample of Italian preschoolers. A multi-group\ud factor analysis confirmed the adequacy of the two-factor\ud model with cognitive and affective factor for both 4- and\ud 5-year-old children. No differences were found between\ud boys and girls whereas older children reported higher play\ud abilities. Correlations between pretend play, divergent\ud thinking, teacher’s measures of temperament and prosocial\ud behavior were carried out. Results supported the use of\ud APS-P as a valid tool for assessing the interplay of cognitive\ud and affective abilities in Italian children

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Section: Discussioncontrasting

confidence: 61%

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Delvecchio

Mabilia

et al. 2015

J Child Fam Stud

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“…Empirical studies about the validity of the STRS are mostly based on findings from the U.S (Pianta, 1992), Spain (Garcia & Martinez-Arias, 2008), and other countries, from mostly White, middle-class samples (e.g. Decker, Dona, & Christenson, 2007;Garner & Mahatmya, 2015;Saft & Pianta, 2001;Tsigilis & Gregoriadis, 2008;Yates & Marcelo, 2014). Maldonado and Carrillo (2006) showed that in Colombia the scores of closeness, conflict and dependency, and total quality of the relationship are similar to the scores reported by Pianta (1992) using the U.S. norms of the long version of the STRS (28 items).…”

Section: Children's Interactions With Their Teachers In the Preschoolmentioning

confidence: 99%

Quality Of Colombian Early Childhood Education: An Exploratory Study Of Teacher-Child Interactions

Escalante-Barrios¹,

Acar²,

Suárez³

et al. 2019

The European Proceedings of Social and Behavioural Sciences

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Quality of adult-child relationships could be influence by children's individual characteristics such as temperament. The examination of the association between temperament and teacher-child relationship has been limited within Latino population. Does regulatory temperament moderate the association between reactive temperament and teacher-child relationships in the Colombian early childhood education environment? Global research studies highlight the importance of quality of relationships to promote quality of early childhood education (ECE). Colombian ECE national evaluation reported association among teachers' interactions and child outcomes. From the ecological perspective, the present study aimed to examine how child temperament contribute to the teacher-child relationships in Colombian ECE environments. The sample included 316 children (58.3% Girls) and their teachers. Data were collected using Student-Teacher Relationship Scale (STRS) and Child Behavior Questionnaire (CBQ). First, a confirmatory factor analysis of STRS for the Colombian sample was conducted. Second, regression analysis was conducted to determine the strength of the relationship between the variables. Results from regression analyses showed that children's negative affectivity predicted teacher-child closeness (b= .06, β= .15, t = 2.46, p = .01). In addition, children's temperamental surgency predicted teacher-child conflict (b= .08, β= .12, t = 1.97, p = .04). Results from the current study highlights the importance of children's temperament in their relationships with teachers in the Colombian early childhood education environment. Intervention programs targeting improvement of teachers-child relationships could consider child temperament as children establish different patterns of relationships with teachers depending on their temperament.

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“…For instance, in school, African American students tend to have less time for creative play and spend more time in teacher-directed settings (Early et al, 2010). In addition, teachers perceived African American students' pretend play skills as negative but later perceived their white peers, who had similar play behaviors and skills, as positive (Yates & Marcelo, 2014). Some teachers' and policymakers' deficit perceptions of African American students have created disparate narratives about learning and school readiness, especially because 84% of today's teaching workforce consists of white women (Hrabowski & Sanders, 2015).…”

Section: Digital Play As Purposeful Productive Literacies In African mentioning

confidence: 99%

“…For instance, in school, African American students tend to have less time for creative play and spend more time in teacher‐directed settings (Early et al., ). In addition, teachers perceived African American students' pretend play skills as negative but later perceived their white peers, who had similar play behaviors and skills, as positive (Yates & Marcelo, ).…”

mentioning

confidence: 99%

Digital Play as Purposeful Productive Literacies in African American Boys

Ellison¹,

Solomon²

2017

The Reading Teacher

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Digital literacies abound in playing a foundational role in the rhythm and pattern of our lives, yet debates continue about how to harness them to teach and learn literacy. In an effort to humanize digital literacies, this department column offers a vast array of topics, from participatory work that pushes educators and researchers to communicate in local and global spaces to ways of redefining core reading and literacy skills through a screen‐based, multimodal logic. This column also provides a venue for research and practical applications that depict technology use as a part of the fabric of being human. The column helps educators reconceptualize the ways that children learn with technology, media, and new communication systems; honors educator success stories and burning questions and issues; and reimagines literacy futures.

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Through race-colored glasses: Preschoolers’ pretend play and teachers’ ratings of preschooler adjustment

Cited by 48 publications

References 73 publications

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version

Quality Of Colombian Early Childhood Education: An Exploratory Study Of Teacher-Child Interactions

Digital Play as Purposeful Productive Literacies in African American Boys

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