Simulating Peers: Can Puppets Simulate Peer Interactions in Studies on Children's Socio-Cognitive Development?

Autor/inn/en	Stengelin, Roman; Haun, Daniel B. M.; Kanngiesser, Patricia
Titel	Simulating Peers: Can Puppets Simulate Peer Interactions in Studies on Children's Socio-Cognitive Development?
Quelle	In: Child Development, 94 (2023) 5, S.1117-1135 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stengelin, Roman) ORCID (Kanngiesser, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13913
Schlagwörter	Peer Relationship; Simulation; Puppetry; Preschool Children; Social Cognition; Foreign Countries; Interaction; Germany + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Simulation program; Simulationsprogramm; Puppenspiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition; Ausland; Interaktion; Deutschland
Abstract	Interactions with peers are fundamental to socio-cognitive development, but assessing peer interactions in standardized experiments is challenging. Therefore, researchers commonly utilize puppetry to simulate peers. This Registered Report investigated urban German children's (Age[subscript Range] = 3.5-4.5 years; N = 144; 76[male gender symbol]) mind ascriptions and social cognition to test whether they treat puppets like peers, adults, or neither. Children attributed less mind properties to puppets than peers or adults. However, children's social cognition (i.e., normativity, prosociality, and theory of mind) varied little across partners. Puppetry relies on children's ability for pretense, but can provide valid insights into socio-cognitive development. Implications for using puppets as stand-ins for peers in developmental research are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01