Father-child play interaction and subjectivity

1998 ◽  
Vol 13 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Chantal Zaouche-Gaudron ◽  
Hélène Ricaud ◽  
Ania Beaumatin
Keyword(s):  
Child Play ◽  
Play Interaction

Establishing validity among pre-school children

2018 ◽  
Vol 7 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Kati Hannken-Illjes ◽  
Ines Bose
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Child Play ◽  
Multimodal Analysis ◽  
Function Of Argumentation ◽  
Play Interaction ◽  
Epistemic Function ◽  
Working Out ◽  
Theoretical Considerations ◽  
Natural Child

Abstract This paper lays out theoretical considerations and first analyses on the giving of and asking for reasons among preschool children age 3–7 in natural child-child play interaction. We attempt to give an integrated, multimodal analysis of the verbal, paraverbal and extraverbal means of these reasoning activities. In our data we find many instances of younger children who are giving reasons during play interaction. Often these reasoning activities do not occur in an open conflict and are not primarily directed at working out a local dissensus. Rather, these interactions seem to foreground the epistemic function of argumentation. We will argue that these practices should be understood and researched as early forms of argumentation.

scholarly journals Contrasting lexical biases in bilingual English–Mandarin speech: Verb-biased mothers, but noun-biased toddlers

2021 ◽  
pp. 1-24
Author(s):  
Peipei SETOH ◽  
Michelle CHENG ◽  
Marc H. BORNSTEIN ◽  
Gianluca ESPOSITO
Keyword(s):  
Lexical Acquisition ◽  
Book Reading ◽  
Minor Role ◽  
Lexical Development ◽  
Child Play ◽  
Widespread Phenomenon ◽  
Play Interaction ◽  
Noun Bias ◽  
A Minor

Abstract Is noun dominance in early lexical acquisition a widespread or a language-specific phenomenon? Thirty Singaporean bilingual English–Mandarin learning toddlers and their mothers were observed in a mother-child play interaction. For both English and Mandarin, toddlers’ speech and reported vocabulary contained more nouns than verbs across book reading and toy playing. In contrast, their mothers’ speech contained more verbs than nouns in both English and Mandarin but differed depending on the context of the interaction. Although toddlers demonstrated a noun bias for both languages, the noun bias was more pronounced in English than in Mandarin. Together, these findings support early noun dominance as a widespread phenomenon in the lexical acquisition debate but also provide evidence that language specificity also plays a minor role in children's early lexical development.

scholarly journals Getting into the Same Boat – Enabling the Realization of the Disabled Child’s Agency in Adult–Child Play Interaction

2021 ◽  
Vol 23 (1) ◽  
pp. 272-283
Author(s):  
Johanna Olli ◽  
Sanna Salanterä ◽  
Liisa Karlsson ◽  
Tanja Vehkakoski
Keyword(s):  
Adult Child ◽  
Child Play ◽  
The Disabled ◽  
Play Interaction

Bridging the Gap: Parent-Child Play Interaction and Peer Interactive Competence

1984 ◽  
Vol 55 (4) ◽  
pp. 1265 ◽  
Author(s):  
Kevin MacDonald ◽  
Ross D. Parke
Keyword(s):  
Child Play ◽  
Play Interaction ◽  
Parent Child

scholarly journals A Longitudinal Study of the Relation between Childhood Activities and Psychosocial Adjustment in Early Adolescence

2021 ◽  
Vol 18 (10) ◽  
pp. 5299
Author(s):  
Rosa S. Wong ◽  
Keith T. S. Tung ◽  
Nirmala Rao ◽  
Frederick K. W. Ho ◽  
Ko Ling Chan ◽  
...  
Keyword(s):  
Early Adolescence ◽  
Psychosocial Development ◽  
Video Game ◽  
Screen Time ◽  
Early Life ◽  
Internalizing Symptoms ◽  
Parent Report ◽  
Child Play ◽  
Externalizing And Internalizing Problems ◽  
Parent Child

Background: Although an increasing body of research shows that excessive screen time could impair brain development, whereas non-screen recreational activities can promote the development of adaptive emotion regulation and social skills, there is a lack of comparative research on this topic. Hence, this study examined whether and to what extent the frequency of early-life activities predicted later externalizing and internalizing problems. Methods: In 2012/13, we recruited Kindergarten 3 (K3) students from randomly selected kindergartens in two districts of Hong Kong and collected parent-report data on children’s screen activities and parent–child activities. In 2018/19, we re-surveyed the parents of 323 students (aged 11 to 13 years) with question items regarding their children’s externalizing and internalizing symptoms in early adolescence. Linear regression analyses were conducted to examine the associations between childhood activities and psychosocial problems in early adolescence. Results: Early-life parent–child activities (β = −0.14, p = 0.012) and child-alone screen use duration (β = 0.15, p = 0.007) independently predicted externalizing problems in early adolescence. Their associations with video game exposure (β = 0.19, p = 0.004) and non-screen recreational parent–child activities (β = −0.14, p = 0.004) were particularly strong. Conclusions: Parent–child play time is important for healthy psychosocial development. More efforts should be directed to urge parents and caregivers to replace child-alone screen time with parent–child play time.

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