Journal Articles
Effect of school pretend play on preschoolers' social competence in peer interactions: Gender as a potential moderator
- Effect of school pretend play on preschoolers' social competence in peer interactions: Gender as a potential moderator
- Early Childhood Education Journal, 45(1), 35-42, 2017
- Springer Netherlands
- 2017
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- Hong Kong
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- 1997.7 onwards
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- Pre-Primary Education
- This study investigated the moderating effect of gender on the causal relationships between different school play activities (pretend and non-pretend play) and social competence in peer interactions among a sample of Hong Kong children. Participants were 60 Hong Kong preschoolers (mean age = 5.44, 36.67 % female). Children with matched home pretend play time period were randomly assigned to pretend or non-pretend play groups to take part in pretend or non-pretend play activities respectively in the 1-month kindergarten play training. Children's pre- and post-training social competences were assessed by their teachers. Results revealed a trend that girls who participated in school pretend play tended to be less disruptive during peer interactions after the training than those who participated in non-pretend play, while boys were similarly benefited from the two play activities. The implications for play-related research and children's social competence development are discussed.
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- English
- Journal Articles
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- 10823301
- https://bibliography.lib.eduhk.hk/bibs/e8c4a9bc
- 2017-10-09
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