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1.
Tracy R. Gleason 《Learning & behavior》2017,45(4):432-440
Although social play is common to many species, humans are unique in their ability to extract some of the benefits of social play through imagination. For example, in play with imaginary companions (ICs), children often practice skills that might be useful for later adaptive social, relational, and emotional functioning. While play with ICs does not provide the same immediate feedback that play with real others affords, this imagined, quasisocial context allows children to experiment with or rehearse events that might occur in real relationships. This symbolic enactment of social relationships might afford opportunities to experience not just social situations but all manner of positive and negative emotions in a risk-free way. In addition, children’s interactions with real others around their ICs allow for negotiation of social roles in real relationships. ICs also provide a forum for psychological distance that might help young children manage their real relationships and engage in processes such as negotiation and cooperation, which are needed for successful social adaptation. Although play with ICs is clearly not of adaptive value in an evolutionary sense, for the children who create them, ICs might hold psychological significance for adaptive social development. 相似文献
2.
Laurie A. Dinnebeil Brook E. Sawyer Jessica Logan Jaclyn M. Dynia Edward Cancio Laura M. Justice 《Early childhood research quarterly》2013
A comprehensive research base exists concerning the congruence between parents’ and teachers’ ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents’ and teachers’ behavioral ratings of young children with disabilities are congruent. Additionally, previous research has not always correctly proportioned the variance to that between and within classrooms. The purpose of this study was to examine congruence (using hierarchical linear modeling) at the classroom level, rather than the individual student-level, between parents’ and teachers’ ratings of young children's social skills and problem behaviors. We also examined the potential impact of selected family and child demographic variables, including disability, on this congruence. Consistent with other researchers, we found moderate levels of congruence for children's social skills (as framed by strengths-based statements) and low levels of congruence for problem behaviors (as described using deficit-based terminology). Parents’ and teachers’ congruence was higher when rating the social skills of young children with disabilities as compared to young children without disabilities. 相似文献
3.
Richard Bailey 《Early Years: An International Journal of Research and Development》2002,22(2):163-173
Humans live in complex social environments. By the time they reach adulthood, most people have developed highly sophisticated social skills, including the ability to infer the 'invisible' mental states in others, and to act upon those inferences; they have become experts at 'social chess'. This paper draws upon research from developmental and evolutionary psychology, primatology, as well as studies of autistic children, to explore the processes by which children acquire the complex skills underpinning social interaction. It also examines obstacles to social skill acquisition. In light of ethological studies of social play in humans and other primates, it is argued that play is a fundamental medium for acquiring social skills. 相似文献
4.
The seven major observational techniques generally used in experimental or naturalistic settings are discussed within the context of research on dominance relationships in young children. In particular, findings related to sex differerces and developmental changes in children's social interactions are presented. The observational techniques used in these studies are described in terms of the type of data collected (frequency counts versus measures of duration of the behaviors), and the research questions answerable through use of each technique.Illustrations of other types of data (e.g., from questionnaires) are presented to show how the results relate to the findings from observational data. The use of more than one technique in many of the dominance relationship studies shows how different techniques can be used to examine various facets of complex social interactions.The strengths and weaknesses of each method are discussed within the framework of the illustrative studies. Problems associated with the use of One-zero or Time-Sampling techniques are discussed in detail. 相似文献
5.
Raphaela Heesen Emilie Genty Federico Rossano Klaus Zuberbühler Adrian Bangerter 《Learning & behavior》2017,45(4):390-405
Social play has a complex, cooperative nature that requires substantial coordination. This has led researchers to use social games to study cognitive abilities like shared intentionality, the skill and motivation to share goals and intentions with others during joint action. We expand this proposal by considering play as a joint action and examining how shared intentionality is achieved during human joint action. We describe how humans get into, conduct, and get out of joint actions together in an orderly way, thereby constructing the state of “togetherness” characteristic of shared intentionality. These processes play out as three main phases, the opening (where participants are ratified and joint commitments are established), the main body (where progress, ongoing commitments, and possible role reversals are coordinated), and the closing (where the intention to terminate the action is coordinated and where participants take leave of each other). We use this process in humans as a framework for examining how various animal species get into, maintain, and get out of play bouts. This comparative approach constitutes an alternative measure of those species’ possession of shared intentionality. Using this framework, we review the play literature on human children and different social species of mammals and birds in search of behavioral markers of shared intentionality in the coordination of play bouts. We discuss how our approach could shed light on the evolution of the special human motivation to cooperate and share psychological states with others. 相似文献
6.
2～5岁幼儿游戏的年龄特点研究 总被引：2，自引：1，他引：2
本研究采用现场观察与录像追踪观察的方法。对2—5岁幼儿在娃娃家、建构区两种游戏背景下发生的游戏行为进行了研究。结果表明：随着年龄的增长，幼儿游戏的社会性发展水平和认知发展水平逐步提高，但会受到游戏情境的显著影响；幼儿的游戏行为没有明显的性别差异；同伴互动能推动幼儿的游戏进程。 相似文献
7.
This exploratory study examined the cognitive and social play behaviors of hearing-impaired kindergarten children with regard to classroom instructional mode and communication strategies. Two classes were observed--one using sign communication and the other using an oral-based method of communication. Functional, constructive, dramatic, and social play behaviors were observed and documented. Statistically significant differences were found between the two groups of children with regard to social and dramatic play as well as with regard to levels of aggression. For example, children in the sign-based class demonstrated higher levels of social play behavior and lower levels of aggression than the children in the oral-based class. Guidelines and strategies to help children initiate and sustain play are suggested. 相似文献
8.
Emotion regulation in context: the jealousy complex between young siblings and its relations with child and family characteristics 总被引：1，自引：0，他引：1
Jealousy is a social emotion that has received little attention by developmental researchers. The current study examined sibling jealousy and its relations to child and family characteristics in 60 families with a 16-month-old toddler and an older preschool-age sibling. Sibling jealousy was elicited in social triads consisting of a parent (mother or father) and the two siblings. Positive marital relationship quality (i.e., love and relationship maintenance) was a particularly strong predictor of the older siblings' abilities to regulate jealousy reactions in the mother sessions. Younger siblings' jealous affect with mothers was linked to the child's temperament, whereas older siblings' jealous affect with mothers was related to the child's emotional understanding. Younger siblings displayed more behavioral dysregulation in the mother-sibling triads if there was greater sibling rivalry reported by mothers. Session order (i.e., which sibling was challenged first in the jealousy paradigm) had a strong effect on both the affect and behavioral dysregulation displayed by the older and younger siblings. Results are discussed with respect to the need for future research to consider social relationships as developmental contexts for young children's emotion regulation. 相似文献
9.
Groups of 20 normal and 20 hyperactive boys ranging in age from 6 to 12 years were observed interacting with their mothers in 15-min free-play and 15-min structured-task situations. Using a 15-sec interval coding procedure, 1 observer recorded the mother's response to specific antecedent behaviors of the child while a second observer recorded the child's response to specific behaviors of the mother. Hyperactive boys proved more active, less compliant, and less likely to remain on task than nonhyperactive peers. Mothers of hyperactive boys were less likely to respond positively to the child's social interactions, solitary play activities, or compliant on-task behavior. In addition, mothers of hyperactive boys imposed more structure and control on the child's play, social interactions, and task-oriented activities. It is suggested that the controlling intrusive style observed among the mothers of hyperactive boys, while initially a response to the child's overactive, impulsive, inattentive style, may further contribute to the child's behavioral difficulties. 相似文献
10.
Using longitudinal data from five Irish American families in the United States and nine Chinese families in Taiwan, in conjunction with an emerging body of evidence in the cultural psychology literature, we propose universal, culturally variable, and developmental dimensions of young children's pretend play. Possible universal dimensions include the use of objects, and the predominantly social nature of pretend play. Developmental dimensions include increases in the proportion of social pretend play initiated by the child, the proportion of partner initiations elaborated upon by the child, and caregivers' use of pretend play initiations to serve other, nonplay social functions. Culturally variable dimensions include the centrality of objects, the participation of specific play partners, the extent of child initiations of social pretend play with caregivers, the various functions of social pretend play in interaction, and specific themes. These findings raise the theoretical issue of how universal and variable dimensions of pretend play interact in specific communities to create distinctive development pathways. 相似文献
11.
Pretend play begins very early in human life. A key question is why, when figuring out reality is young children’s major developmental task, they engage in its deliberate falsification. A second key question is how children know that pretend events are not real. Here we report three experiments addressing the latter question and providing indirect evidence for speculation on the first question. Children (N = 96) were shown actors eating or pretending to eat from covered bowls, and they had to indicate, on the basis of the actors’ behavioral signs, which actor was pretending to eat or had the real food. Even 24-month-olds could do so when the contents of the bowls were shown before the actions, and even when substitute objects were shown. However, when one of the bowls contained imaginary objects (i.e., was empty), even 30-month-olds could not indicate which actor was pretending. These studies show how the ability to interpret pretending from behavioral cues develops gradually as children’s representational abilities become more free of contextual support. We propose that, from an evolutionary and ontogenetic standpoint, pretend play might serve to heighten children’s sensitivity to social signs. This sensitivity could assist the development of theory of mind, with which social pretend play is associated. In this way, pretend play in humans might serve a similar purpose to play fighting in other species: In both cases, play might sensitize the organism to social signs that will allow for sophisticated coordination of social behavior later in life. 相似文献
12.
《International Journal of Educational Research》1998,29(3):263-276
This study identified preschool children’s social factors based on their cognitive style. Sex and age were also considered. Children’s cognitive style and play were assessed. Two dimensions of social behaviors in the different forms of play for field dependent (FD) and field independent (FI) children were identified through factor analysis. FD children engaged in more social activities and forms of play than did FI children. FD children, more than FI children, have more play behaviors, participate more in all the play areas, select social play areas, and engage more in associative play. 相似文献
13.
Shelley Stagg Peterson Shakina Rajendram Nazila Eisazadeh 《Early Years: An International Journal of Research and Development》2019,39(4):392-407
AbstractThis research explores young Indigenous children’s multimodal meaning-making to carry out social intentions in dramatic and construction/materials play settings. The participants are two teachers and 21 children from two Northern Canadian Indigenous communities. Underpinned by social semiotic theory, the research involves inductive analyses of six videos of children’s play. Our findings show a richness in Indigenous children’s meaning-making, as they used verbal and non-verbal modes to carry out 26 specific social intentions that we grouped into four broad social intention categories: Getting Along, Expressing Emotion/Interest, Satisfying Own Needs and Directing. The social intention carried out most frequently was showing interest in an activity. Participating children were more likely to use non-verbal modes, particularly in construction/materials play contexts. They also combined verbal and non-verbal modes to achieve their social intentions, but did not use verbal modes exclusively. When children used verbal modes to any great extent, it was primarily in a dramatic play context where the teacher took a role in children’s dramatic play. Our research indicates a need for greater attention by educators, curriculum developers and researchers to multimodal meaning-making in Indigenous children’s play, given the cultural importance of non-verbal communication and participating Indigenous children’s remarkable multimodal meaning-making during play. 相似文献
14.
There is a robust association between prenatal smoking and disruptive behavior disorders, but little is known about the emergence of such behaviors in early development. The association of prenatal smoking and hypothesized behavioral precursors to disruptive behavior in toddlers (N=93) was tested. Exposed toddlers demonstrated atypical behavioral patterns, including (1) escalating externalizing problems from 18 to 24 months and (2) observed difficulty modulating behavior in response to social cues. Specification of exposure-related behaviors is a first step toward generating testable hypotheses about putative mechanisms of effect. While it remains unclear whether prenatal exposure plays an etiologic role in the emergence of disruptive behavior, atypical exposure-related behavioral patterns are evident in the first years of life and demonstrate developmental coherence. 相似文献
15.
Understanding playful pedagogies,play narratives and play spaces 总被引：2，自引：1，他引：1
This paper is a tentative attempt to unwrap and understand one aspect of playful practice and the influences which determine its existence in early years settings. ‘Storying’ events, those occasions when teachers and children together ‘make up’ stories or parts of stories, develop roles or co‐construct fantasies, occur moment by moment in some settings and with some teachers. Understanding the place of such playful pedagogies at a moment in history when both curriculum content and teaching methods are the focus of considerable political dominance is also important. This paper will consider both the nature of storying events and the nature of the practice in which storying is allowed to occur. Influences on teaching will be examined, including architecture and play spaces, politics and policy, as well as the idea that storying with children is possibly intuitive practice. The notion that teachers' own values and principles have a key role to play in making and shaping pedagogical choices will also be considered. The term ‘teacher’ has been used in an inclusive way to encompass all those adults working in educational settings with young children. 相似文献
16.
Michael J. Guralnick Mary A. Hammond Robert T. Connor 《Early education and development》2006,17(2):203-228
It has been well established that young children with communication disorders (CD) have considerable difficulties interacting socially with peers in free-play settings. The central purpose of this study was to determine whether behavioral adaptations of children with CD could contribute to their peer interaction problems. To accomplish this, the behavioral patterns of reticent, solitary-passive, and solitary-active subtypes of nonsocial play of children with CD were observed in unstructured playgroup settings and compared to the nonsocial play of matched groups of typically developing children. Also examined was whether the associations with peer social interaction measures and child and family characteristics differed among the reticent, solitary-passive, and solitary-active subtypes and whether the context factors of the developmental status and familiarity of peers influenced these patterns. Results revealed that preschool children with CD do not exhibit distinct patterns of nonsocial play and provide no evidence for situation-specific (i.e., with peers) behavioral adaptations despite difficulties interacting with peers. The developmental characteristics of or familiarity with one's peers did not influence these results. Moreover, the peer social interaction patterns corresponding to each subtype, as well as child and family characteristics associated with each subtype, were also similar for both groups of children. Recommendations for preventive intervention programs to minimize future peer interaction problems emphasizing social-information and emotional regulation processes were presented. 相似文献
17.
Bert van Oers 《Educational Studies in Mathematics》2010,74(1):23-37
In the attempt to improve mathematical thinking for safeguarding our future societal needs, there is a worldwide tendency in schools to start training mathematical and arithmetical operations at an earlier age in children’s development. Recent theoretical developments and empirical research have pointed to alternative ways of approaching early mathematical thinking. In these latter approaches, mathematical development in the early developmental stages is seen as an emerging process in the context of children’s own activities that contributes to meaningful learning and stimulation of children’s cultural identity (Bildung approach). The discussion between the training approach versus the ‘Bildung’ approach is still intemperately going on. In this article, some outcomes of a research programme (based at the Free University Amsterdam) are discussed that present empirical studies and their theoretical background (cultural–historical theory, elaborated in an educational concept called ‘Developmental Education’) that demonstrates the promising potentials of promoting mathematical thinking through supporting young children’s appropriation of schematic representations and notations in the context of play. 相似文献
18.
Carol Taylor Schrader 《Early Childhood Education Journal》1990,17(3):22-25
Effective teachers of young children include symbolic play in their early education curricula. They design and prepare play environments, knowing that children learn through play. Piaget's (1962) research contributed greatly to teachers' understanding of how such play functions as a medium for learning, as a vehicle for understanding and constructing knowledge. For example, the child who has experienced meal preparation and child care at home will use those experiences in the housekeeping center with available props and adultlike behavior and language. According to Piaget (1962), this symbolic representation is a way of abstracting elements from life experiences and manipulating them so the learner can facilitate his or her construction of knowledge.Carol Taylor Schrader is an assistant professor at The University of Maryland at College Park. 相似文献
19.
《Early childhood research quarterly》1998,13(3):411-431
The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. PIPPS were collected on 523 urban African American Head Start children. The PIPPS scales were confirmed, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnection. The 32-item PIPPS represented a significant improvement over the 36-item version. Scale validity was established using conceptually related indicators of social competence including teacher report, peer report, and direct play observation data. Children who evidenced high interactive play ratings received high social skill ratings from teachers, and were well liked by peers and engaged during play sessions. Children who were disruptive in play received ratings of low self-control and were more likely to be engaged in solitary play. Disconnection in play was associated with low acceptability by peers and lack of involvement in play sessions. Practical use of the PIPPS and further study of developmentally appropriate social competencies for African American Head Start children are discussed. 相似文献
20.
A H Parmelee 《Child development》1986,57(1):1-10
The theme of this presentation concerns the potential beneficial effects of children's illnesses on their behavioral development. Illnesses of a minor nature such as colds and gastrointestinal upsets are frequent events in the lives of all children at every age, but are most frequent in the preschool period. They are generally not life threatening and are managed within the family, day-care center, or school. These illnesses, like other life perturbations, can expand children's personal and social experiences in ways beneficial to their behavioral development. They provide many opportunities for children to increase their knowledge of self, other, prosocial behavior, and empathy, as well as a realistic understanding of the sick role. This knowledge is gained, not only from their personal feelings and social experiences while ill, but also by their observations of siblings, parents, and peers as they become ill and recover, often in quick succession after their own experience. This important subject has seldom been studied from a developmental point of view. The conceptualizations as presented are based on the author's clinical experiences and the existing related research. It is the author's hope that in the future developmental psychologists, sociologists, anthropologists, and other behavioral scientists will study children's illnesses as part of normal behavioral development. 相似文献