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

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.

Predicting Preschoolers' Social-Cognitive Play Behavior: Attachment, Peers, Temperament, and Physiological Regulation

2009 ◽  
Vol 104 (2) ◽  
pp. 517-528 ◽  
Author(s):  
Christin L. Porter
Keyword(s):  
Social Cognitive ◽  
Social Withdrawal ◽  
Function Analysis ◽  
Social Play ◽  
Network Size ◽  
Individual Characteristics ◽  
Social Regulation ◽  
Play Behaviors ◽  
Physiological Markers ◽  
Cognitive Play

Research on children's social–cognitive play typologies (i.e., active and passive forms of solitary and social play) suggests links of early play behaviors and later social development and risk status. To date, few studies have examined simultaneously suspected links between children's social–cognitive play types and factors believed to shape these early social-play behaviors. This study examined a simultaneous model of individual (temperament, physiology) and relational variables (attachment, peer networks) believed to influence children's social–cognitive play types, including individual characteristics drawn from the Child Behavior Questionnaire which measures dimensions of shyness and impulsivity, a lab-based assessment of social withdrawal, and physiological markers linked to social regulation (cardiac vagal tone and vagal regulation). Children's attachment status to parents was gathered using Q-Sort methodology, and a measure of previous peer network size was obtained from parents' reports to examine potential links between relational history and social–cognitive play types. Predictive discriminant function analysis showed that children's ( N = 54, age range 35 to 58 months) social–cognitive play was better predicted on the basis of multiple independent variables than individual, zero-order relations. When predicting children's social–cognitive play typologies, a multidimensional view which encompasses both individual characteristics and social-relational variables may best predict social –cognitive play types and help understanding of children's social trajectories.

A Close Look at the Cognitive Play of Preschoolers with Visual Impairments in the Home

1998 ◽  
Vol 64 (4) ◽  
pp. 451-462 ◽  
Author(s):  
Margaret Hughes ◽  
Jamie Dote-Kwan ◽  
Janet Dolendo
Keyword(s):  
Visual Impairments ◽  
Symbolic Play ◽  
Play Behaviors ◽  
Cognitive Play ◽  
Children With Visual Impairments ◽  
At Home

The cognitive play of 13 children with visual impairments approximately 40 months of age was observed while playing alone in their homes. Three play categories adapted from Belsky and Most's (1981) hypothesized sequence of development of exploration and play for typical children and nonplay were coded for frequency and duration. The findings revealed that children with visual impairments showed significant differences in play compared to the earlier documented play schemes for sighted children in the Belsky and Most's study (1981). Over half of the play behaviors were in the category of exploration and sensorimotor play, and symbolic play accounted for less than 4% of play. These findings are discussed in terms of interventions at home and in school.

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.

scholarly journals Tool for Observing Play Outdoors (TOPO): A New Typology for Capturing Children’s Play Behaviors in Outdoor Environments

2020 ◽  
Vol 17 (15) ◽  
pp. 5611
Author(s):  
Janet Loebach ◽  
Adina Cox
Keyword(s):  
Social Cognitive ◽  
Outdoor Play ◽  
Significant Advance ◽  
High Quality ◽  
Healthy Development ◽  
Outdoor Spaces ◽  
Wide Range ◽  
Outdoor Environments ◽  
Play Behaviors ◽  
Observation Tools

Engagement in play has been definitively linked to the healthy development of children across physical, social, cognitive, and emotional domains. The enriched nature of high-quality outdoor play environments can afford a greater diversity of opportunities for play than indoor settings. To more effectively design outdoor play settings, we must better understand how the physical environment supports, or hinders, the different types of play which suit children’s needs and interests. However, play typologies or observation tools available to date do not adequately capture the unique characteristics of outdoor play. This paper outlines the development and testing of the Tool for Observing Play Outdoors (TOPO), a new typology of outdoor play, as well as a systematic field observational protocol which can be used to effectively depict children’s behaviors in outdoor spaces, as well as evaluate the play environment itself. The tool can be deployed in either a collapsed or expanded form to serve the needs of a wide range of studies and environments. This new tool represents a significant advance in the ability to fully and effectively study and plan outdoor play environments to provide more diverse, high-quality play settings that will support the healthy development of children across the spectrum.

scholarly journals Exploring Play of Children with Sensory Impairments in Special Schools at Karachi, Pakistan

2015 ◽  
Author(s):  
Arisha Qayyum ◽  
Ayesha Khan ◽  
Rizwan Rais
Keyword(s):  
Child Development ◽  
Sampling Procedure ◽  
Play Behavior ◽  
Speech Impairments ◽  
Hearing Impairments ◽  
Special Schools ◽  
Sensory Impairments ◽  
Play Behaviors ◽  
Group Play ◽  
Cognitive Play

Prevalence of disabilities in Pakistan is 2.4 % (3.2 million), with 7 % population suffering from hearing impairments. This study focuses on many aspects of development including physical development, which have never been studied exclusively in developing countries. This pilot study was aimed to explore play pattern of children with hearing & speech impairments in school settings, Karachi, Pakistan. In this article play behaviors of 53 children with sensory impairments aged 8-12 years were explored. Observations were recorded through semi-structured checklist, using norm-based time sampling procedure, recording various types of behavior in a group play context. Three major play categories were observed and recorded under: a) Social Play; proximity and attentiveness b) Cognitive Play; level of child’s involvement and purpose for engaging in the activity c) Non- Play; marked by absence of focus. Frequently observed play behavior was; group play under cognitive play; games with rules and functional play behavior; engagement of child in physical activities for the enjoyment of physical sensation and in non-play behavior active conversation, rough and tumble play, recorded. Study findings reveal the importance of play as an essential component for healthy child development. Dire need of capacity building of school staff and of caregivers regarding child development and importance of play was felt at larger scale.

scholarly journals Associations between Fathers’ Prebirth Pregnancy Intentions and Involvement with Their Child 15 Months Later: A Propensity Score Analysis

2020 ◽  
pp. 0192513X2098338
Author(s):  
Katie Massey Combs ◽  
Heather Knauer ◽  
Inna Altschul ◽  
Shawna J. Lee
Keyword(s):  
Propensity Score ◽  
Low Income ◽  
Father Involvement ◽  
Social Cognitive ◽  
Propensity Score Analysis ◽  
Pregnancy Intentions ◽  
Interpersonal Factors ◽  
Score Analysis ◽  
Cognitive Play ◽  
Child Engagement

Objective: This study examined whether fathers’ prebirth pregnancy intentions were associated with fathers’ involvement with his child 15 months later. Method: Propensity score matching was used to assess the effects of fathers’ pregnancy intentions (self-reported before the birth of the child) on three measures of father involvement (residency with child, engagement in caregiving activities, and engagement in social cognitive play) in a large sample of young, diverse, and low-income fathers ( N = 2,008). Results: In this sample matched on sociodemographic and interpersonal factors, fathers reporting an intended pregnancy had significantly higher levels of social and cognitive play with their child, compared to fathers reporting an unintended pregnancy. However, intentions were not significantly associated with fathers’ residency with child or caregiving activities. Conclusion: Results suggest that fathers’ pregnancy intentions are predictive of certain types of father involvement and emphasize the importance of controlling for factors associated with both fathers’ intentions and involvement.

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