TY - JOUR
T1 - Preschool children's pretend and physical play and sex of play partner
T2 - Connections to peer competence
AU - Colwell, Malinda J.
AU - Lindsey, Eric W.
N1 - Funding Information:
This investigation was supported by faculty development grants from the College of Human Sciences at Texas Tech University to both the first and second author. The authors thank Laura Villa, Malathi Apparala, Jennifer Chapman, Erin Oats, Ginny Fowler, and Jennifer Meschi for their help in various phases of data collection and coding. We are grateful to the children and teachers of the Texas Tech Child Development Research Center for their time and participation.
PY - 2005/4
Y1 - 2005/4
N2 - This study was designed to examine associations between preschool children's pretend and physical play with same-sex, other-sex, and mixed sex peers and children's social competence with peers. Sixty predominately middle-class preschoolers (33 boys, 51 European-American) were observed on the playground at their school over a period of 4 months. Children's same-sex, other-sex, and mixed-sex peer play was observed, and teachers and peers provided assessments of children's social competence. Analyses revealed that children who engaged in more same-sex pretend play were better liked by peers and were viewed by teachers as being socially competent. In addition, girls who engaged in same-sex exercise play and boys who engaged in same-sex rough-and-tumble play were better liked by peers, whereas boys who engaged in rough-and-tumble play with other-sex peers were less liked by peers. The results suggest that child gender and gender of playmate are important factors in the association between pretend play and rough-and-tumble play and children's social competence with peers.
AB - This study was designed to examine associations between preschool children's pretend and physical play with same-sex, other-sex, and mixed sex peers and children's social competence with peers. Sixty predominately middle-class preschoolers (33 boys, 51 European-American) were observed on the playground at their school over a period of 4 months. Children's same-sex, other-sex, and mixed-sex peer play was observed, and teachers and peers provided assessments of children's social competence. Analyses revealed that children who engaged in more same-sex pretend play were better liked by peers and were viewed by teachers as being socially competent. In addition, girls who engaged in same-sex exercise play and boys who engaged in same-sex rough-and-tumble play were better liked by peers, whereas boys who engaged in rough-and-tumble play with other-sex peers were less liked by peers. The results suggest that child gender and gender of playmate are important factors in the association between pretend play and rough-and-tumble play and children's social competence with peers.
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U2 - 10.1007/s11199-005-3716-8
DO - 10.1007/s11199-005-3716-8
M3 - Article
AN - SCOPUS:18744379220
SN - 0360-0025
VL - 52
SP - 497
EP - 509
JO - Sex Roles
JF - Sex Roles
IS - 7-8
ER -