Sequences in the Development of Competent Play With Peers: Social and Social Pretend Play

In Study 1, 48 children participated in a longitudinal study of peer play development, from infancy through preschool. Children developed play forms in the expected sequence and at the expected ages. Children showed stability in both proportion and emergence of complex play. Children's pattern...

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Bibliographic Details
Published in:Developmental psychology 1992-09, Vol.28 (5), p.961-974
Main Authors: Howes, Carollee, Matheson, Catherine C
Format: Article
Language:English
Subjects:
Behavior
Child Day Care
Child development
Childhood Play Development
Classroom Environment
Comparative Analysis
Day Care Centers
Developmental Psychology
Human
Infants
Interpersonal Competence
Longitudinal Studies
Peer Relations
Peer Relationship
Preschool Children
Pretend Play
Rating Scales
Social Development
Social research
Test Validity
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Summary:In Study 1, 48 children participated in a longitudinal study of peer play development, from infancy through preschool. Children developed play forms in the expected sequence and at the expected ages. Children showed stability in both proportion and emergence of complex play. Children's pattern of play form emergence and proportion of time in more complex play forms related to subsequent indexes of social competence. In Study 2, we assessed the peer play of children ages 10 to 59 months. One sample ( n = 259) attended minimally adequate child-care centers. The other sample ( n = 48) attended a model child-care center. Children in the model center showed complex play form emergence at earlier ages and engaged in greater proportions of complex play than children in the minimally adequate centers.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.28.5.961