Preschool Play Behaviors and Sociometric Status.

Autor/in	Tschantz, Linda LeBlanc
Titel	Preschool Play Behaviors and Sociometric Status.
Quelle	(1985), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classroom Observation Techniques; Educational Environment; Peer Relationship; Play; Preschool Children; Preschool Education; Rejection (Psychology); Research Methodology; Research Problems + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ablehnung; Research method; Forschungsmethode; Forschungskritik
Abstract	A study was made of the relationship between children's play behaviors and sociometric status, with particular attention to the influence of play materials on behavior. Subjects were 95 children, ranging in age from 44 to 60 months, attending 10 preschool classrooms. Sixty observations were made of each child's play behaviors. Sociometric measures administered were positive nomination, negative nomination, and a play rating scale. All play materials and activities permitted by the classroom teacher during free play time were recorded and rated according to complexity and variety. Results indicated that a low but significant relationship existed between group-dramatic play and positive peer nominations. Complexity of materials was significantly negatively related to unoccupied behavior and solitary-functional play. Complexity was significantly positively related to all forms of constructive and group play. Variety of materials was significantly negatively correlated with unoccupied behavior and significantly positively related to group-constructive play. The number and type of children identified in each status group was found to be dependent upon the sociometric measure or combination of measures employed. Children who were disliked engaged in significantly less social play than popular children. No controversial group was identified, suggesting research problems. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC