Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness

Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness

• Fung, Wing Kai Liverpool Hope University
• Chung, Kevin Kien Hoa The Education University of Hong Kong

European Early Childhood Education Research Journal, 2023

Routledge

2023

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development

Playfulness Prosocial Skills School Readiness Kindergarten Children

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

• View Full Text 全文連結

This study examined the interrelationships among playfulness, prosocial skills, and school readiness of Hong Kong kindergarten children across time. Participants were 106 local children (55.6% boys, mean age = 60.0 months) and their parents and teachers. At time 1, parents reported their child’s age, gender, and playfulness. Six months later at time 2, teachers reported children’s prosocial skills and school readiness. The structural equation model revealed that children’s playfulness at time 1 significantly predicted their prosocial skills at time 2, and that their prosocial skills and school readiness at time 2 were positively associated. The indirect relationship between playfulness and school readiness as mediated through prosocial skills was significant, whereas the direct relationship was non-significant. These findings suggest that children’s playfulness may contribute to school readiness by fostering prosocial skills. Practically, results highlight the utility of promoting children’s playfulness and prosocial skills to support their formal school transition. Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 1350293X

• 10.1080/1350293X.2023.2200018

https://bibliography.lib.eduhk.hk/en/bibs/b7fa8f38

2023-08-10