Development of Preschoolers' Social-Cognitive Play Behaviors

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1109-1110 ◽  
Author(s):  
Anthony D. Pellegrini
Keyword(s):  
Social Cognitive ◽  
Dramatic Play ◽  
Time Sampling ◽  
Children's Play ◽  
Cognitive Behaviors ◽  
Functional Play ◽  
Children’S Play ◽  
Play Behaviors ◽  
Cognitive Play ◽  
Sampling Schedule

To investigate the development of preschoolers' social-cognitive play behaviors 10 preschoolers each at three ages, 2, 3, and 4 yr., were observed in their classrooms on 15 occasions by a time-sampling schedule. Children's social-cognitive behaviors were coded according to Parten and Smilansky's systems. Analyses indicated that children's play became more social as they grew older. 3- and 4-yr.-olds, however, engaged in more non-social dramatic play than did 2-yr.-olds. 3- and 4-yr.-old girls engaged in more non-social functional play than did boys. Boys, however, engaged in more non-social dramatic play than girls. Increased sampling is needed.

Mother-child interactional correlates of maltreated and nonmaltreated children's play behavior

1992 ◽  
Vol 4 (2) ◽  
pp. 257-270 ◽  
Author(s):  
Steven M. Alessandri
Keyword(s):  
Cognitive Complexity ◽  
Intervention Programs ◽  
Maternal Involvement ◽  
Children's Play ◽  
Play Session ◽  
Children’S Play ◽  
Play Behaviors ◽  
Verbal Strategies ◽  
Cognitive Play

AbstractThis study investigates maternal interactive styles and their relation to children's play and nonplay behaviors. Fifteen maltreated and 15 nonmaltreated preschool-aged children and their mothers were observed during a laboratory play session and during problem-solving situations. Children's play behaviors were later videotaped in the classroom and analyzed for the level of social participation and cognitive complexity. Results indicated that maltreated mothers were less involved with their children, used fewer physical and verbal strategies to direct their children's attention, and were more negative compared with nonmaltreated mothers. Higher levels of cognitive play were positively related to both maternal physical and verbal attention-directing behaviors, high maternal involvement, and positive affective tone. The role of maternal stimulation in children's play development and implications for intervention programs are discussed.

The Social Cognitive Ecology of Preschool Classrooms: Contextual Relations Revisited

1984 ◽  
Vol 7 (3) ◽  
pp. 321-332 ◽  
Author(s):  
Anthony D. Pellegrini
Keyword(s):  
Social Cognitive ◽  
Age Groups ◽  
Free Play ◽  
Learning Centers ◽  
Cognitive Behaviors ◽  
Number Of Children ◽  
Preschool Classrooms ◽  
The Social ◽  
Play Behaviors ◽  
Two Age Groups

In the present study children from two age groups (three and four years old) were observed in their preschool classrooms during free play. We were interested in the extent to which social cognitive aspects of their play behaviors varied according to two classroom contextual variables: presence in different learning centers and participants (number of children and adults present) in those centers. Results indicated that children behaved differently according to these variables. Children engaged in lower order social-cognitive behaviors in art centers than they did in blocks and housekeeping centers. Adult presence related to less mature forms of play whereas peer presence related to more mature forms of play.

Social-Cognitive Play Behaviors and Playmate Preferences in Same-Age and Mixed-Age Classrooms Over a 6-Month Period

1992 ◽  
Vol 29 (4) ◽  
pp. 757-776 ◽  
Author(s):  
Jaipaul L. Roopnarine ◽  
Mohammad Ahmeduzzaman ◽  
Seanna Donnely ◽  
Preeti Gill ◽  
Andrea Mennis ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Play Behaviors ◽  
Mixed Age ◽  
Cognitive Play

scholarly journals How Do the Children Play? The Influence of Playground Type on Children’s Play Styles

2021 ◽  
Vol 12 ◽  
Author(s):  
Tina L. Stanton-Chapman ◽  
Eric L. Schmidt
Keyword(s):  
Peer Relationships ◽  
Social Play ◽  
Children’S Perspectives ◽  
Children's Play ◽  
School And Community ◽  
Children’S Play ◽  
Play Behaviors ◽  
Parallel Play ◽  
Play Styles ◽  
Observation Results

Using a mixed-method design, the aims of the current study were to develop an in-depth understanding of (1) children’s social play behaviors on school and community playgrounds, (2) the duration with which children play within varying social play categories, and (3) assessing children’s perspectives of playground activities, their peer relationships, and recommendations for new playgrounds. Six participants were observed for five 30-min observations on a school playground and for five 30-min observations on a community playground. Participants were also interviewed about their experiences and preferences on school and community playgrounds. The direct observation results support and extend previous work, indicating that children’s play skill competence varies by setting. Children demonstrated higher levels of associative and cooperative play on the school playground, but higher levels of solitary and parallel play on the community playground. This difference in play styles by playground appears to be a function of available play partners and is explained by the interview data, which found that children are not comfortable playing with children they do not know.

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