A short-term longitudinal study of children's playground games across the first year of school. Implications for social competence and adjustment to school.

Autor/inn/en	Pellegrini, Anthony D.; u.a.
Titel	A short-term longitudinal study of children's playground games across the first year of school. Implications for social competence and adjustment to school.
Quelle	In: American educational research journal, 39 (2002) 4, S. 991-1015Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 62; Tabellen 6
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312039004991
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Anpassung; Junge; Geschlechtsspezifischer Unterschied; Kind; Spiel; Schule; Soziale Kompetenz; Spielplatz; Mädchen; Schulanfänger; USA
Abstract	This longitudinal study describes playground games of children progressing across their first year of schooling. Boys, in comparison with girls, played more games, especially chase and ball games, and played a greater variety of games. Also, the variety of boys' games increased across the school year. Girls played more verbal games than boys. The study found that facility with games forecast boys' social competence and both boys' and girls' adjustment to first grade. Children's groups remained ethnically segregated across the school year. Results are discussed in terms of the role of games as an important developmental task during middle childhood. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)