The Effects of Sex, Structure, and Social Interaction on Preschoolers' Make-Believe in a Naturalistic Setting.

Autor/in	Brenner, Mark
Titel	The Effects of Sex, Structure, and Social Interaction on Preschoolers' Make-Believe in a Naturalistic Setting.
Quelle	(1976), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Classroom Environment; Cognitive Development; Day Care; Early Childhood Education; Educational Equipment; Educational Research; Middle Class; Observation; Play; Preschool Children; Pretend Play; Sex Differences; Sex Role; Social Development; Social Relations; Whites + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Tagespflege; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausrüstung; Bildungsforschung; Pädagogische Forschung; Mittelschicht; Beobachtung; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Simulationsspiel; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Soziale Entwicklung; Soziale Beziehung; White; Weißer
Abstract	This study examined the effects of sex, structure, and social interaction on 18 white middle class children, nine boys and nine girls, attending a daycare center. The children were observed over a 6-week period during a 2 1/2-hour free-play time. Results showed that both sexes equally apportion all types of free-play time behavior, show the same amount of make-believe play, and identically utilize a given play area (such as householding or blocks/trucks) for make-believe. Different play areas generated different amounts of make-believe, with the household areas generating the most make-believe. In addition, make-believe in the household area was found to elicit a greater proportion of social interaction than other types of behavior and other play areas. The only sex difference found was that boys engage in more make-believe than girls in nonstructured areas like open floor spaces. It is suggested that these findings seem to disconfirm various modeling hypotheses. Educational implications of the findings are discussed. (MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC