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Effect of school pretend play on preschoolers' social competence in peer interactions: Gender as a potential moderator

Resource Type: Reports & Papers
Author(s): Fung, Wing-kai; Cheng, Rebecca Wing-yi
Date Issued: January, 2017
Description: This study investigated the moderating effect of gender on the causal relationships between different school play activities (pretend and non-pretend play) and social competence in peer interactions among a sample of Hong Kong children. Participants were 60 Hong Kong preschoolers (mean age = 5.44, 36.67 % female). Children with matched home pretend play time period were randomly assigned to pretend or non-pretend play groups to take part in pretend or non-pretend play activities respectively in the 1-month kindergarten play training. Children's pre- and post-training social competences were assessed by their teachers. Results revealed a trend that girls who participated in school pretend play tended to be less disruptive during peer interactions after the training than those who participated in non-pretend play, while boys were similarly benefited from the two play activities. The implications for play-related research and children's social competence development are discussed. (author abstract)
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Journal Title: Early Childhood Education Journal
Volume Number: 45
Issue Number: 1
Page Range: 35-42
Topics: Children & Child Development > Child Characteristics > Gender

Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

International Child Care & Early Education > Single-Country Studies
Country: Hong Kong
ISSN: 1573-1707 Online
1082-3301 Paper
Peer Reviewed: yes
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