Quality of Play, Social Acceptance and Reciprocal Friendship in Preschool Children

Autor/inn/en	Coelho, Leandra; Torres, Nuno; Fernandes, Carla; Santos, António J.
Titel	Quality of Play, Social Acceptance and Reciprocal Friendship in Preschool Children
Quelle	In: European Early Childhood Education Research Journal, 25 (2017) 6, S.812-823 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2017.1380879
Schlagwörter	Play; Peer Relationship; Interpersonal Competence; Preschool Education; Early Childhood Education; Preschool Children; Peer Acceptance; Friendship; Correlation; Interaction; Sociometric Techniques; Child Behavior; Age Differences; Foreign Countries; Interviews; Photography; Gender Differences; Statistical Analysis; Portugal + Suchen Sie Ihr Suchwort? Spiel; Peer-Beziehungen; Interpersonale Kompetenz; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Freundschaft; Korrelation; Interaktion; Soziometrie; Age; Difference; Age difference; Altersunterschied; Ausland; Interviewing; Interviewtechnik; Fotografie; Geschlechterkonflikt; Statistische Analyse
Abstract	Playing with peers is one of the most important contexts for the acquisition of social competencies in early childhood. This study examined the relation between children's play behavior, social acceptance in the peer group, and number of reciprocal friendships. One hundred and twenty eight children, aged between three and five years, participated in the study. Social acceptance and number of reciprocal friendships were assessed using two sociometric measures: nomination and comparison among peers. Children's behavior during play activities was assessed by a Portuguese version of the Penn Interactive Peer Play Scale. Global results showed positive and significant correlations between positive interaction and sociometric measures, indicating that children who manifest positive play behaviors are more accepted by peers and have more reciprocal friendships. On the other hand, play disruption and disconnection were negatively correlated with sociometric measures, indicating that children who show these types of play behaviors have lower social acceptance and fewer reciprocal friendships. Parsing the correlations by the three age groups, results show distinct patterns of associations between quality of play, social acceptance and friendship in function of age. Our results stress that already at an early age, behavior during play is related to friendship and social reputation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01