Subtypes of Nonsocial Play and Psychosocial Adjustment in Malaysian Preschool Children

Autor/inn/en	Choo, Mei Sze; Xu, Yiyuan; Haron, P. Fatimah
Titel	Subtypes of Nonsocial Play and Psychosocial Adjustment in Malaysian Preschool Children
Quelle	In: Social Development, 21 (2012) 2, S.294-312 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2011.00630.x
Schlagwörter	Play; Hyperactivity; Preschool Children; Gender Differences; Males; Social Adjustment; Emotional Adjustment; Foreign Countries; Factor Analysis; Teacher Attitudes; Social Behavior; Rejection (Psychology); Peer Relationship; Attention Control; Behavior Problems; Anxiety; Malaysia + Suchen Sie Ihr Suchwort? Spiel; Hyperaktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Geschlechterkonflikt; Male; Männliches Geschlecht; Soziale Anpassung; Emotionale Anpassung; Ausland; Faktorenanalyse; Lehrerverhalten; Social behaviour; Soziales Verhalten; Ablehnung; Peer-Beziehungen; Aufmerksamkeitstest; Angst
Abstract	This study examined subtypes of nonsocial play and their relation to psychosocial adjustment in Malaysian preschool children (N = 141, 72 boys, M age = 4.65 years). Confirmatory factor analyses revealed that a three-factor model that distinguished social reticence, solitary-active play, and solitary-passive play fit the data reasonably well, and also fit the data better than the alternative one- and two-factor models. The distinction among the three subtypes of nonsocial play was found for both boys and girls. Controlling for children's age, gender, and parents' education, social reticence was related to teachers' ratings of anxious behavior, unsociability, and peer exclusion. Solitary-active play was associated with parents' ratings of inattentiveness, child difficultness, and teachers' ratings of hyperactivity-distractibility. Solitary-passive play was related to teachers' ratings of unsociability. The findings provide support for a multidimensional view of nonsocial play in Malaysian children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10