Preschool Children’s Pretend and Physical Play and Sex of Play Partner: Connections to Peer Competence

Preschool Children’s Pretend and Physical Play and Sex of Play Partner: Connections to Peer... This study was designed to examine associations between preschool children’s pretend and physical play with same-sex, other-sex, and mixed sex peers and children’s social competence with peers. Sixty predominately middle-class preschoolers (33 boys, 51 European-American) were observed on the playground at their school over a period of 4 months. Children’s same-sex, other-sex, and mixed-sex peer play was observed, and teachers and peers provided assessments of children’s social competence. Analyses revealed that children who engaged in more same-sex pretend play were better liked by peers and were viewed by teachers as being socially competent. In addition, girls who engaged in same-sex exercise play and boys who engaged in same-sex rough-and-tumble play were better liked by peers, whereas boys who engaged in rough-and-tumble play with other-sex peers were less liked by peers. The results suggest that child gender and gender of playmate are important factors in the association between pretend play and rough-and-tumble play and children’s social competence with peers. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Preschool Children’s Pretend and Physical Play and Sex of Play Partner: Connections to Peer Competence

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Publisher
Kluwer Academic Publishers-Plenum Publishers
Copyright
Copyright © 2005 by Springer Science + Business Media, Inc.
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/s11199-005-3716-8
Publisher site
See Article on Publisher Site

Abstract

This study was designed to examine associations between preschool children’s pretend and physical play with same-sex, other-sex, and mixed sex peers and children’s social competence with peers. Sixty predominately middle-class preschoolers (33 boys, 51 European-American) were observed on the playground at their school over a period of 4 months. Children’s same-sex, other-sex, and mixed-sex peer play was observed, and teachers and peers provided assessments of children’s social competence. Analyses revealed that children who engaged in more same-sex pretend play were better liked by peers and were viewed by teachers as being socially competent. In addition, girls who engaged in same-sex exercise play and boys who engaged in same-sex rough-and-tumble play were better liked by peers, whereas boys who engaged in rough-and-tumble play with other-sex peers were less liked by peers. The results suggest that child gender and gender of playmate are important factors in the association between pretend play and rough-and-tumble play and children’s social competence with peers.

Journal

Sex RolesSpringer Journals

Published: Jan 1, 2005

References

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