The Contributions of Children's Social Competence, Aggression, and Anxiety to Their Play Behaviours with Peers

Autor/inn/en	Asik-Ozturk, Manolya; Ahmetoglu, Emine; Acar, Ibrahim H.
Titel	The Contributions of Children's Social Competence, Aggression, and Anxiety to Their Play Behaviours with Peers
Quelle	In: Early Child Development and Care, 191 (2021) 2, S.255-265 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asik-Ozturk, Manolya) ORCID (Ahmetoglu, Emine) ORCID (Acar, Ibrahim H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1614570
Schlagwörter	Preschool Children; Interpersonal Competence; Aggression; Anxiety; Play; Peer Relationship; Foreign Countries; Interaction; Correlation; Gender Differences; Child Development; Social Behavior; Turkey + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Angst; Spiel; Peer-Beziehungen; Ausland; Interaktion; Korrelation; Geschlechterkonflikt; Kindesentwicklung; Social behaviour; Soziales Verhalten; Türkei
Abstract	The purpose of this study was to investigate the contributions of children's social competence, aggression, and anxiety to their play behaviours with peers. A total of 149 preschoolers aged 36-73 months (M = 54.6 months, SD = 0.99; 50.3% girls) and their 46 teachers in Turkey recruited for the current study. Teachers reported on children's social competence, aggression, and anxiety. Children's peer relations during play were observed. Results from the regression models showed that children's social competence positively and anxiety negatively were associated with children's peer interactions during play. Children's gender was negatively associated with their play behaviours, indicating girls had higher levels of positive interactions with peers than boys did. Limitations and future directions of the current study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01