scholarly journals Role Substitution in Preschoolers’ Play with Toy Characters

2021 ◽  
Vol 26 (1) ◽  
pp. 41-50
Author(s):  
I.A. Ryabkova ◽  
E.G. Sheina
Keyword(s):  
Gender Differences ◽  
Everyday Life ◽  
Role Playing ◽  
Free Play ◽  
Specific Function ◽  
Children's Play ◽  
Number Of Children ◽  
Children’S Play ◽  
Family Home

This paper is a part of the research devoted to observing free play with different role-playing materials in preschool children.Here we describe the results of our observations of preschoolers’ play with toy characters (dolls, figures, soft toys, etc.).It was found that there are significant gender differences in this type of play: boys either do not play at all or play in the director’s position; at the same time, if they take on a role, they tend to ignore toy characters.As it is shown, the number of role-playing names is quite high in the children’s play with toy characters.This may reflect the specific function of this type of material in play.Among the prevailing play topics are family, home, pets, everyday life and motives of care and attention in general.Age analysis showed that the number of children with roles increases at 6 years, while at 5 years — when play is at its peak – role substitution in playing with toy characters is rather ignored by children.

scholarly journals Age Specifics of Role-Playing with Play Tools in Preschool Children

2019 ◽  
Vol 24 (5) ◽  
pp. 5-15
Author(s):  
I.A. Ryabkova ◽  
E.O. Smirnova ◽  
E.G. Sheina
Keyword(s):  
Preschool Children ◽  
Age Groups ◽  
Role Playing ◽  
Children's Play ◽  
Play Activity ◽  
Number Of Children ◽  
Children’S Play ◽  
Real Objects

This paper is part of a larger research focused on observations of preschool children in free make-believe play with different objects. This paper presents the outcomes of observations of children’s play with toys that imitate real objects (cups, swords, irons and so on).The dynamics of play activity in different age groups (3, 4, 5 and 6 years) is shown. In the two younger groups, role renaming is extremely rare and is accompanied by play actions, while children do not change their appearance in accordance with the role. From the age of 5, the number of renaming increases sharply: two-thirds of children call themselves some kind of a role name, many dress up, and the vast majority plays a role. At 6 years, there is a slight decline in the number of children with role renaming and a slight increase in the number of children who change their appearance as compared to 5-year-olds.In the environment with toys imitating real objects, the role emerges in response to toys, which significantly differs from how the role appears in the environment with open-ended materials. The paper describes the roles that were employed in the play with toys.

Preschool children’s play and alignments in a bracketed framing of a music-technological breakdown

2018 ◽  
Vol 2 (1) ◽  
pp. 120-142
Author(s):  
Pernilla Lagerlöf ◽  
Louise Peterson
Keyword(s):  
Social Interaction ◽  
Everyday Life ◽  
Detailed Analysis ◽  
Music Technology ◽  
Popular Media ◽  
Media Culture ◽  
Children's Play ◽  
Experimental Activity ◽  
Children’S Play

Music technologies are becoming important in children's play in everyday life, but research on children's communication and interaction in such activities is still scarce. This study examines three children's social interaction in an 'experimental' activity in preschool, when the music technology breaks down. Detailed analysis is carried out by using a Goffmanian approach. The findings illustrate the children's interpretive framings of the adult's introduction and their orientation to the technological material in order to perform different alignments and how they change footings. The children's social interaction is organised according to the playful framing of the bracketed activity. This suggests the significance to pay attention to children's definitions of situations and to consider children's experiences of participation in popular media culture.

scholarly journals BOYS AND GIRLS COME OUT TO PLAY: GENDER DIFFERENCES IN CHILDREN’S PLAY PATTERNS

2017 ◽  
Author(s):  
Dee O'Connor ◽  
Marlene McCormack ◽  
Christine Robinson ◽  
Vicky O'Rourke
Keyword(s):  
Gender Differences ◽  
Children's Play ◽  
Children’S Play

Similarities and Differences between West and East German Primers, 1945–1949

2018 ◽  
Vol 11 (1) ◽  
pp. 73-96
Author(s):  
Verena Stürmer
Keyword(s):  
Comparative Analysis ◽  
Everyday Life ◽  
Turning Point ◽  
History Of Reading ◽  
Children's Play ◽  
Children’S Play ◽  
History Of ◽  
East German ◽  
Similarities And Differences ◽  
Almost All

The ban on almost all previously approved textbooks in occupied Germany in 1945 brought about a turning point in the history of reading primers in this country. This article examines the requirements that textbooks had to fulfill in order to be approved by the authorities of the various occupation zones. In spite of differing sociopolitical and pedagogical attitudes and conditions, reading primersin all occupied zones shared the theme of children’s play and harmonious everyday life. However, a comparative analysis of the primers reveals significant differences that cannot be explained exclusively as a consequence of influence exerted by occupying powers. Rather, these differences resulted from the context in which each primer appeared.

scholarly journals TheCorrelation and Influence between Mother’s Play Beliefs on Child’s Playfulness and Happiness

2021 ◽  
Vol 10 (10) ◽  
pp. 31-41
Author(s):  
Mi-Young An ◽  
◽  
Susie Yoon* ◽  
Bogyeong Yun ◽  
◽  
...  
Keyword(s):  
Parent Education ◽  
Participation Rate ◽  
Children's Play ◽  
Number Of Children ◽  
Significant Difference ◽  
Learning Centered ◽  
Children’S Play ◽  
Parent Groups ◽  
The One ◽  
The Relationship

This study was conducted with 157 mothers with children aged 3 to 5 who were living in attending a daycare center in J city to examine the correlation and influence between mothers' play beliefs and play participation on children's play performance and happiness. Specifically, we sought to answer the following: (1) Do mothers' play beliefs, children's playfulness, and infant happiness differ depending on the children's background variables? (2) What correlations and influences do mothers' play beliefs and the degree of play participation have on children's play performance? (3) What is the relationship between mothers' play beliefs, playfulness of children, and happiness of children? The data collection period was about two weeks from the fourth week of September to the first week of October 2018. For the collected data, t-test, Pearson's correlation analysis, multiple regression analysis, and one-way ANOVA were performed using the SPSS 22.0 program. The research results are as follows. First, according to the background variables of the children, the mother's play beliefs, the infant's playfulness, and the infant's happiness were different. The play support beliefs, there was no significant difference in the age of young children but mothers of 5-year-old children showed that they supported learning-centered beliefs more, and the level of play performance and happiness of 5-year-olds was the highest. According to the number of children, the two-child and multi-child parent groups supported the play support belief, and the one-child parents supported the learning support belief, and the children's playfulness and happiness were found to be highest in the order of multiple children, two children, and one child. Second, play support belief showed a significant correlation with play participation and children's play performance. The higher the mother's play support belief was, the higher the play participation rate and the higher the infant's playfulness were. Conversely, the more mothers held the learning-centered belief, the lower the play participation rate was. Third, the higher the mother's belief in play support, the higher the level of playfulness of children, and the level of playfulness were, the higher the happiness of children was. This study is meaningful in recognizing the importance of parents having the correct perception of children's play and in providing basic data for parent education to promote the development of playfulness and happiness in children.

scholarly journals Do Children Need Adult Support During Sociodramatic Play to Develop Executive Functions? Experimental Evidence

2021 ◽  
Vol 12 ◽  
Author(s):  
Nikolai Veresov ◽  
Aleksander Veraksa ◽  
Margarita Gavrilova ◽  
Vera Sukhikh
Keyword(s):  
Executive Functions ◽  
Positive Impact ◽  
Free Play ◽  
Control Group ◽  
Learning And Development ◽  
Sociodramatic Play ◽  
Children's Play ◽  
Historical Approach ◽  
Study Results ◽  
Children’S Play

The cultural-historical approach provides the deep theoretical grounds for the analysis of children’s play. Vygotsky suggested three critical features of play: switching to an imaginary situation, taking on a play role, and acting according to a set of rules defined by the role. Collaboration, finding ideas and materials for creating an imaginary situation, defining play roles, and planning the plot are complex tasks for children. However, the question is, do children need educator’s support during the play to develop their executive functions, and to what extent? This experimental study was aimed at answering this inquiry. The four modes of sociodramatic play were created which differed in the adult intervention, from non-involvement in the play to its entire organization. The play could be child-led (with adult help), adult-led, or free (without any adult intervention); and there was also a control group where the children heard the same stimulus stories as the other groups but then followed them up with a drawing activity instead of a play activity. The study revealed that, firstly, the ways of educator’s involvement in the play differed in their potential in respect to the development of executive functions, and, secondly, this influence was not equal for different components of executive functions. Free play in the experiment was not a beneficial condition for the development of any of the studied components of executive functions, compared to the conditions involving the participation of an adult in the play. Furthermore, the type of adult intervention stimulated the development of various executive functions. The entire organization of the play by the adult had a positive impact of their general development. In contrast, the adult’s assistance in the organization of the children’s play had a positive effect on the development of inhibitory control. The study results can be helpful when considering educational practices within a cultural-historical approach to engaging the potential of play in children’s learning and development around the world.

Gender, Descriptive Language and Scientific Reporting

1981 ◽  
Vol 53 (2) ◽  
pp. 483-489
Author(s):  
John G. Richardson ◽  
Elayne Damron
Keyword(s):  
Gender Differences ◽  
Children's Play ◽  
Children’S Play ◽  
Descriptive Language ◽  
Scientific Reporting

Descriptive terms taken from studies reporting gender differences in children's play are examined for the degree to which they are perceived as gender-linked. Fully 30 of the 36 terms presented are rated by subjects as masculine or feminine. It is suggested that such terms are linked to gender as a socially determined classification, exerting an influence upon observation and interpretation of gender-related behaviors.

scholarly journals The Role of Physical Activity and Touch in Children’s Social Bonding

2018 ◽  
Vol 31 ◽  
Author(s):  
Megan Jefferies ◽  
Bahar Tunçgenç ◽  
Emma Cohen
Keyword(s):  
Physical Activity ◽  
Helping Behavior ◽  
Social Bonding ◽  
Free Play ◽  
Future Research ◽  
Emotional States ◽  
Observation Study ◽  
Children's Play ◽  
Touch Condition ◽  
Children’S Play

Physical activity (PA) and touch, long known to facilitate interpersonal affiliation in adults and non-human primates, are common elements of children’s free play. However, no research has examined how children’s play involving PA and touch is linked with social bonding (i.e., positive emotional states and behaviors that help create, maintain and characterize affiliation and attachment among individuals). This paper reports on two novel studies designed to explore these links in children’s play. In two studies, we investigated associations between PA, touch and prosociality in 5-to-8-year-old children. In a naturalistic observation study (N = 50), we assessed the amount of PA, smiling/laughing, touch, and prosociality in children’s play behavior during school breaks. PA levels were also measured indirectly via heart rate monitors (HRM). The findings revealed that observed-PA was associated with the amount of smiling/laughing. PA (observed and HRM) was also associated with the amount of touch. In a second study (N = 84), we experimentally tested the effect of touch on helping behavior in the context of physically-active play. In pairs, children ran to collect felt shapes which they placed either onto each other (touch condition) or onto a board (no-touch condition). Subsequent helping behavior was assessed in a separate task. There was a non-significant trend towards more helping in the touch condition. We discuss the findings in terms of the significance of PA and touch for social bonding in childhood and offer suggestions for future research in this underexplored area.

scholarly journals Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway

2021 ◽  
pp. 79-93
Author(s):  
Hanne Værum Sørensen
Keyword(s):  
Social Relations ◽  
Kindergarten Teachers ◽  
Free Play ◽  
Children's Play ◽  
Cultural Formation ◽  
Video Observations ◽  
Children’S Play ◽  
Primary Focus ◽  
And Gender ◽  
Outdoor Playtime

AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.

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