ERIC Number: ED170055
Record Type: RIE
Publication Date: 1978-Sep
Reference Count: 0
Sex Determined Consequences of Different Play Styles in Early Childhood.
Fagot, Beverly I.
The purpose of this 2-year study was to examine the relationship of choice of play-style and sex of child to the type of feedback (positive or negative) children receive from teachers and peer groups for their behavior. A list of 33 child behaviors and 15 teacher and peer reactions was used to observe the behavior of 67 children (32 boys and 35 girls, 18-58 months old). Each child was observed in a predetermined order once every 5 minutes for 5 seconds with the child behavior, the reactors (peer or teacher), and the reactions being coded. The results were discussed in terms of high and low scores on four factors: (1) high task complexity (2) high social cooperation (3) activity level, and (4) passive-withdrawn behavior. Among these results it was found that children high on factor 1 received more positive teacher feedback, while children low on this factor played alone significantly more and received more negative teacher feedback. Children high on factor 2 received more positive teacher and peer feedback; within this group, girls received more positive teacher feedback and they played alone less than boys. Children high on factor 3 received more peer comment and more teacher criticism. A significant sex difference was found on factor 4 with girls receiving more positive teacher feedback than other groups. Further analysis, in four different combinations of loadings on factors 1 and 3, was carried out on two girls and two boys who were above and below the mean for each of the four factors; results were discussed. (MP)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (86th, Toronto, Canada, August 28-September 1, 1978)