Literaturnachweis - Detailanzeige
| Autor/inn/en | Coplan, Robert J.; Wichmann, Cherami; Lagace-Seguin, Daniel G. |
|---|---|
| Titel | Solitary-Active Play Behavior: A Marker Variable for Maladjustment in the Preschool? |
| Quelle | In: Journal of Research in Childhood Education, 15 (2001) 2, S.164-72Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0256-8543 |
| Schlagwörter | Academic Ability; Behavior Problems; Childhood Attitudes; Comparative Analysis; Emotional Adjustment; Personality; Play; Preschool Children; Shyness; Social Adjustment; Student Adjustment; Student Behavior Emotionale Anpassung; Personalität; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schüchternheit; Soziale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten |
| Abstract | Explored preschoolers' solitary-active play in the presence of peers as a marker for maladjustment among 153 children. Found that, compared to peers, children with frequent solitary-active behaviors were temperamentally less attentive, were more difficult to soothe, behaved more shyly, displayed more externalizing problems, performed more poorly on assessments of academic skills, and had a less positive attitude toward school. Found no differences in receptive vocabulary. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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