Relations among mastery assessed during problem solving, attachment security, and free-play behavior

1986 ◽  
Vol 9 ◽  
pp. 389
Author(s):  
B. Vaughn ◽  
R. Seifer ◽  
G. Lefever ◽  
C. Smith
Keyword(s):  
Problem Solving ◽  
Attachment Security ◽  
Free Play ◽  
Play Behavior

The Relation of Maternal Directiveness and Child Attachment Security to Social Competence in Preschoolers

1996 ◽  
Vol 19 (2) ◽  
pp. 309-325 ◽  
Author(s):  
Linda Rose-Krasnor ◽  
Kenneth H. Rubin ◽  
Cathryn L. Booth ◽  
Robert Coplan
Keyword(s):  
Problem Solving ◽  
Social Competence ◽  
Social Problem ◽  
Social Engagement ◽  
Attachment Security ◽  
Social Problem Solving ◽  
Free Play ◽  
Control Child ◽  
Problem Solving Skills ◽  
Mother Attachment

The primary focus of this study was the assessment of children's social competence in relation to two aspects of the mother-child relationshipattachment security and maternal directiveness. Specifically, we expected concurrent child-mother attachment security to be positively correlated with children's positive social engagement and social problem-solving skills and negatively related to aggression, whereas maternal directiveness was predicted to show the opposite pattern of correlations. Subjects were 111 mothers and their 4-year-old target children, each paired with a same-sex, same-age unfamiliar control child. Maternal directiveness was assessed in co-operative task and free-play sessions involving the target child, target mother, and control child. The target child's social engagement and social problem-solving skills were measured during dyadic free play with the control child. Multiple regression analyses assessed relative contributions of maternal directiveness and attachment security to the prediction of child behaviour with the peer. Attachment security predicted positive social engagement. Maternal directiveness was associated only with aspects of the children's social problem-solving. These results support previous research linking child-mother attachment security, maternal control patterns and children's social competence, although our findings showed the importance of separating the influences of attachment quality and the socialisation aspects of parenting.

scholarly journals Examining Physical Activity and Play Behavior Preferences between First Graders and Last Graders in Primary School Children in Tehran

2015 ◽  
Vol 12 (1) ◽  
pp. 17 ◽  
Author(s):  
Noura Marouf ◽  
Adi Irfan Che-Ani ◽  
Norngainy Mohd Tawil
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
First Graders ◽  
Age Groups ◽  
First Grade ◽  
Free Play ◽  
Play Behavior ◽  
Outdoor Environment ◽  
Primary School Children

<p>School grounds are critical places because they are some of the few play areas available for children to develop and transfer peer culture. Moreover, school playtime, which is often called “recess”, offers children daily opportunities for physical activity in the outdoor environment. During school years, age has always been presented in the studies on children as a fundamental component of their development. Children of different ages are interested in different play styles and have various play priorities. However, few studies have compared play patterns in children within age groups. This study explores play behaviors during recess in elementary school children overall, and secondly examines the differences in the play behavior of children, considering first graders who enter elementary school and the last graders. This study uses quantitative design and naturalistic observational approaches. An ethnogram recorded the observations of the play activities preferences of the children. The results of this study showed that girls spend the majority of their recess talking and socializing with peers generally. Older children, particularly those in grades fifth and sixth, spend more time socializing than other age groups. Children in the first grade spent much time in active free play, such as chasing and running, during recess and tend use their playtime as an opportunity to perform a physical activity; therefore the significance of combining recess and provisions for physical activity to reach health goals becomes clearer. These findings are interesting considerations for further research; such information could help to develop appropriate interventions to improve the recess.</p>

Cognitive and Social Play of Australian Preschoolers

1995 ◽  
Vol 20 (2) ◽  
pp. 42-46 ◽  
Author(s):  
Shirley R. Wyver ◽  
Susan H. Spence
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Perspective Taking ◽  
Impulse Control ◽  
Pretend Play ◽  
Social Play ◽  
Free Play ◽  
Play Skills ◽  
Early Childhood Programs ◽  
Problem Solving Skills

This paper reports on the play behaviours of preschoolers aged 49–64 months. The study was conducted in four Sydney preschools, with children being observed during their outdoor free play. Most participants engaged in a variety of play behaviours, many of which have been linked with cognitive development in previous research (constructive play, sociodramatic play, associative social play). However, thematic pretend play, which has been found to have an important role in many areas of development, including perspective taking, language, impulse control and divergent problem solving, was part of the play repertoire of only 20% of children observed. Likewise, only 24% of children engaged in cooperative social play, which has been found to have a role in the development of divergent problem solving skills. It is argued that staff working within early childhood programs may benefit from training in the use of programs designed to assist young children in the development of play skills.

scholarly journals Influence of a Socially Assistive Robot on Physical Activity, Play Behavior, and Toy-use Behaviors of Children in a Free Play Environment: A Within-Subjects Study

2021 ◽  
Author(s):  
Joseline Raja Vora ◽  
Ameer Helmi ◽  
Christine Zhan ◽  
Eliora Olivares ◽  
Tina Vu ◽  
...  
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Free Play ◽  
Play Behavior ◽  
Baseline Phase ◽  
Intervention Phase ◽  
Play Area ◽  
Assistive Robot ◽  
Socially Assistive Robot

Abstract Background: Play is critical for children’s physical, cognitive, and social development. Technology-based toys like robots are especially of interest to children. This pilot study explores the affordances of the play area provided by developmentally appropriate toys and a mobile socially assistive robot (SAR). The objective of this study is to assess the role of the SAR on physical activity, play behavior, and toy-use behavior of children during free play. Methods: Six children (5 females, Mage = 3.6 ± 1.9 years) participated in the majority of our pilot study’s seven 30-minute-long weekly play sessions (4 baseline and 3 intervention). During baseline sessions, the SAR was powered off. During intervention sessions, the SAR was teleoperated to move in the play area and offered rewards of lights, sounds, and bubbles to children. Thirty-minute videos of the play sessions were annotated using a momentary time sampling observation system. Mean percentage of time spent in behaviors of interest in baseline and intervention sessions were calculated. Paired-Wilcoxon signed rank tests were conducted to assess differences between baseline and intervention sessions. Results: There was a significant increase in children’s standing (~15%; Z = -2.09; p = 0.037) and a tendency for less time sitting (~19%; Z = -1.89; p = 0.059) in the intervention phase as compared to the baseline phase. There was also a significant decrease (~4.5%, Z = -2.70; p = 0.007) in peer interaction play and a tendency for greater (~4.5%, Z = -1.89; p = 0.059) interaction with adults in the intervention phase as compared to the baseline phase. There was a significant increase in children’s interaction with the robot (~11.5%, Z = -2.52; p = 0.012) in the intervention phase as compared to the baseline phase. Conclusions: These results may indicate that a mobile SAR provides affordances through rewards that elicit children’s interaction with the SAR and more time standing in free play. This pilot study lays a foundation for exploring the role of SARs in inclusive play environments for children with and without mobility disabilities in real-world settings like day-care centers and preschools.

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