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ERIC Number: EJ1015246
Record Type: Journal
Publication Date: 2013-Jul
Pages: 31
Abstractor: As Provided
ISSN: ISSN-0272-930X
Pretend and Physical Play: Links to Preschoolers' Affective Social Competence
Lindsey, Eric W.; Colwell, Malinda J.
Merrill-Palmer Quarterly: Journal of Developmental Psychology, v59 n3 Article 4 p330-360 Jul 2013
This study investigated different forms of pretend and physical play as predictors of preschool children's "affective social competence" (ASC). Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a 2-year period. Children participated in emotion knowledge interviews, mothers rated children's emotion regulation skill, and observations were conducted of children's emotional expressiveness with peers in both Years 1 and 2. Naturalistic observations of children's peer play behavior were conducted to assess the proportion of time children spend in pretend and physical play in Year 1. Analyses revealed that sociodramatic play predicted children's emotional expressiveness, emotion knowledge, and emotion regulation 1 year later, after controlling for Year 1 ASC skills. Rough-and-tumble play predicted children's emotional expressiveness and emotion regulation 1 year later, whereas exercise play predicted only emotion regulation. Some associations between sociodramatic play and rough-and-tumble play and children's ASC were moderated by gender. (Contains 3 tables and 4 figures.)
Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Brief Intelligence Test; Oral and Written Language Scales; Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A