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

• Fung, Wing Kai The Hong Kong Institute of Education
• Cheng, Rebecca The Hong Kong Institute of Education

Early Childhood Education Journal, 45(1), 35-42, 2017

Springer Netherlands

2017

• A 人的成長與發展
  • AJ 性別差異、兩性教育差異、教育中的性別偏見
• F 教與學
  • FA 一般教學方法、各種施教方法
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

Imaginative Play Symbolic Play Preschool Children Preschool Education Social Interaction

• Hong Kong

• 1997.7 onwards

• 學前教育

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.

• 英文

期刊論文

• 10823301

https://bibliography.lib.eduhk.hk/tc/bibs/e8c4a9bc

2017-10-09