Peer Play Behavior Research Articles

Mediating Effect of Fathers’ Parenting Behavior on the Relationship Between Young Children’s Temperament and Peer Play Behavior

Objectives: Understanding peer play behaviors in young children is crucial because children's personal characteristics influence their peer play behaviors. In this study, we investigated the relationship between children’s temperament (4 years old), fathers’ parenting behavior (5 years old), and peer play behavior (6 years old) using longitudinal data from the Panel Study of Korean Children (PSKC). In addition, the mediating effect of fathers’ parenting behavior on the relationship between children’s temperament and peer play behavior was investigated.Methods: A total of 1,070 children and their fathers were extracted for analysis from the Korean Children's Panel Study (PSKC) 2012 (Year 5) to 2014 (Year 7). The correlations between the relevant variables and the mediating effects of fathers’ parenting behavior were analyzed using SPSS 25.0 and AMOS 25.0.Results: Correlation analysis showed that children’s emotionality and sociability were associated with fathers’ parenting behavior, whereas their sociality and activity were associated with their play disturbance. Next, there was no mediating effect of fathers’ warmth on the relationship between children’s temperament and children’s peer play interactions. The full mediating effects of the fathers’ control on the relationship between the child’s temperament (emotionality and sociability) and peer play behaviors such as disruption and disconnection were confirmed. Children’s activity had a direct effect on their peer play interaction and disruption.Conclusion: Peer play behavior revealed the importance of fathers’ controlling parenting behaviors and children’s temperament, especially in peer play disruption and disconnection. In particular, we confirmed the influence of father’s controlling parenting behavior on children’s sociability and emotionality temperament.

The Effects of Father’s Warm Parenting Behavior on Children’s Academic Achievement and School Adjustment During The Transition to Elementary School: The Mediating Role of Children’s Peer Play Behavior

Objectives: Children’s "Play" plays a central role in their development, and a father’s participation in raising children is as important as a mother's. This study examined the extent to which fathers’ parenting behavior with their preschool children influenced their academic achievement and school adjustment through children’s’ peer play behavior during the period of transition to elementary school.Methods: Using the Panel Study of Korean Children (PSKC), the present study included data on a total of 1,526 children and their father from 2013 (Time 6) to 2015 (Time 8). The hypothesized model was analyzed using structural equation modeling in Mplus 7.31.Results: Findings indicated that warmth of father’s parenting behavior at age five positively influenced children’s peer play behavior at age six, increasing interaction and reducing disconnection. It also influenced children’s school adjustment at age seven. Results indicated that the effects of the role of father’s warm parenting behavior on children’s academic achievement and school adjustment were mediated through peer play behavior. These results suggest the importance of father’s warm parenting behavior and children’s peer play behavior for their academic achievement and school adjustment during the transition to elementary school.Conclusion: These findings support the proposition that fostering a father’s parental warmth and encouraging children’s peer play would be a fruitful avenue to promote academic achievement and school adjustment during the transition to elementary school. In other words, this study explains the continuity of development from infancy to early school age and verifies that fathers’ parental warmth and children’s peer play in infancy are not limited to infancy through a series of long-term developmental pathways. Therefore, to improve school adaptation that affects social and cognitive development after entering elementary school, measures should be presented to support children’s play, and to support fathers’ warm parenting behavior in the future.

멀티미디어를 활용한 극놀이가 유아의 신체표현력, 언어표현력, 또래놀이행동에 미치는 효과

본 연구는 멀티미디어를 활용한 극놀이가 유아의 신체표현력, 언어표현력 그리고 또래 놀이행동에 미치는 영향을 보기 위한 것이다. 이를 위해 K시 H어린이집의 5세반 2개 학급 36명 유아를 대상으로 15주 동안 멀티미디어를 활용하여 극놀이를 실시하였다. 멀티미디어를 활용한 극놀이의 효과를 검증한 결과는 다음과 같다. 첫째, 멀티미디어를 활용한 극놀이가 유아의 신체표현력 전체 및 세부항목 모두에 긍정적인 효과를 나타내었다. 둘째, 멀티미디어를 활용한 극놀이는 유아의 언어표현력 향상에 긍정적인 효과가 있었으며, 그림보고 이야기 꾸미기의 세부항목에 대하여 유의미한 효과가 나타났다. 셋째, 멀티미디어를 활용한 극놀이는 유아의 또래놀이행동 세부항목 중 놀이방해, 놀이단절이 감소되는 것에 효과를 나타내었다. 멀티미디어를 활용한 극놀이가 유아들의 신체표현력, 언어표현력, 또래 놀이행동에 긍정적인 효과가 있다는 본 연구결과를 토대로 여러 다른 영역의 놀이에서 멀티미디어를 활용하는 방안에 대해 강구해 볼 수 있을 것으로 사료된다.

통합 상황의 소집단 사회성기술훈련 프로그램이 자폐성장애 유아의 사회성기술과 또래놀이행동에 미치는 영향

연구목적: 본 연구에서는 통합 상황에서 적용한 사회성기술 훈련 프로그램이 자폐성장애 유아의 사회성 기술과 또래놀이행동에 어떠한 영향을 미치는지를 알아보고자 하였다. 연구방법: 연구 대상은 경기도 소재 어린이집에 재원 중인 두 명의 자폐성장애 유아와 두 명의 일반발달유아이다. 중재는 회기당 40분씩 주 1회, 총 11회기로 구성되었으며 센터내의 그룹치료실과 일상생활 장면인 실내·외놀이터에서 진행되었다. 중재의 효과를 알아보기 위해 중재 전과 후에 자폐성장애 유아의 사회성기술(K-SSRSP)검사와 또래 놀이행동(PIPPS)검사를 실시하였다. 또한 매회기 기록한 관찰일지를 분석하여 결과를 보완하였다. 연구결과: 첫째, K-SSRSP 사전·사후 검사 결과 자폐성장애 유아의 사회성기술과 하위 4개 영역에서 향상되었다. 둘째, PIPPS 검사에서는 놀이 상호작용은 향상되었고, 놀이 붕괴와 놀이 단절은 감소되었다. 결론: 통합 상황에서 소집단으로 이루어진 사회성 기술훈련 프로그램은 자폐성장애 유아의 사회성기술향상과 또래놀이행동의 변화에 긍정적 영향을 줄 수 있다는 것을 알 수 있었다.

The Effect of Co-parenting Style on Preschoolers’Behavior Problem Tendency both at Homes and in Preschool and Peer Play Behavior

The Effect of Co-parenting Style on Preschoolers’Behavior Problem Tendency both at Homes and in Preschool and Peer Play Behavior

The Effect of Child-Teacher Relationship and Ego-Resilience on Preschooler’s Peer Play Behavior

The Effect of Child-Teacher Relationship and Ego-Resilience on Preschooler’s Peer Play Behavior

The Influence of Marital Satisfaction on Child's Peer-Play Behavior and Problem Behavior: The Mediated Effects of Father’s and Mother’s Parenting Behavior

The Influence of Marital Satisfaction on Child's Peer-Play Behavior and Problem Behavior: The Mediated Effects of Father’s and Mother’s Parenting Behavior

The Effects of Father’s Play Beliefs on Play Flow and Peer Play Behavior of Young Children, with Particular Focus on the Mediating Effects of Father’s Play Participation

The Effects of Father’s Play Beliefs on Play Flow and Peer Play Behavior of Young Children, with Particular Focus on the Mediating Effects of Father’s Play Participation

유아의 정서지능, 셀프리더십, 놀이성이 또래놀이행동에 미치는 영향

유아의 정서지능, 셀프리더십, 놀이성이 또래놀이행동에 미치는 영향

유아의 수줍음이 또래놀이행동에 미치는 영향: 교사-유아관계의 조절효과를 중심으로

유아의 수줍음이 또래놀이행동에 미치는 영향: 교사-유아관계의 조절효과를 중심으로

The Effects of a Constructive Play Activity Using a Fairy tale on Young Children’s Spatial Ability and Peer Play Behavior

The Effects of a Constructive Play Activity Using a Fairy tale on Young Children’s Spatial Ability and Peer Play Behavior

Effects of Young Child's Attachment to Mother and Teacher on Peer Acceptance and Peer Play Behaviors

Effects of Young Child's Attachment to Mother and Teacher on Peer Acceptance and Peer Play Behaviors

Effects of Behavioral and Emotional Regulation on Preschool Children’s Peer Play Behavior: Focusing on Gender Differences

The purpose of this study was to analyze the effects of preschool children`s behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instruments used in this study were the Child Behavior Rating Scale, Emotion Regulation Checklist, and Penn Interactive Peer Play Scale. The collected data were analyzed using a Student`s t-test, Pearson`s partial correlation, and multiple regressions with the SPSS software ver. 16.0. The main results of this study are as follows: first, there was a significant gender difference in preschool children`s behavioral regulation, emotional control, play interaction, and play disruption. However, there was no gender difference in preschool children`s play disconnection. Second, preschool children`s emotional control and behavioral regulation had positive effects on their play interaction irrespective of gender. Third, preschool children`s emotional instability and emotional control had a positive influence on their play disruption irrespective of gender. Finally, the factors of behavioral regulation and emotional instability significantly predicted the boys` play disconnection, while for the girls, the significant predictor was emotional control. Further, implications for the use of early intervention targeting specific behavioral and emotional regulation problems have been discussed.

Structural Relationships among Socioeconomic Status, Home Environment Stimulation and Language Ability on Young Children’s Peer Play Behavior

This study explore the structural relationships among socioeconomic status, home environment stimulation, and language ability on young children"s peer play behavior. The 2011 data of the Panel Study on Korean Children were used. The sample for this analysis was 671 young children of aged 35 to 42 months and their classroom teachers.<BR> The results of this investigation reveal the following: (1) Socioeconomic status(income, father"s occupation, and father"s educational level significantly affected home environment stimulation(learning materials, language stimulation, physical environment, responsiveness, learning stimulation, and variety of materials). (2) The relationship between socioeconomic status and young children"s language ability(receptive vocabulary and expressive vocabulary) are significantly mediated by home environment stimulation. (3) The relationship between socioeconomic status and young children"s peer play behavior are significantly mediated by home environment stimulation and young children"s language ability. Future research is needed to examine associations with variables related to teachers and explore moderating factors between poverty and young children"s peer play behavior.

Emotion Regulation, Language Ability, and the Stability of Preschool Children's Peer Play Behavior

Research Findings: This study examined the stability of preschoolers' peer play behavior across the school year and the relations between emotion regulation, receptive vocabulary, and the trajectory of social competence deficits. Participants were 331 preschool children attending Head Start; they were primarily African American and from a low-SES background. Peer play behavior was moderately stable from fall to spring. Analyses revealed that emotional lability in the fall was associated with consistently maladaptive and declining social competence. Furthermore, children who exhibited stable maladaptive behavior had lower receptive language skills and emotion regulation in the fall than children who exhibited consistently adaptive behavior. Preschool children with comorbid externalizing and internalizing behaviors during peer play were at the greatest risk for consistent peer play difficulties or declining social competence over the course of the year compared to their peers. Practice: The present study informs practices for identifying at-risk preschoolers shortly after entry into an early education experience. Moreover, the findings suggest that without effective interventions, those at-risk children are likely to exhibit consistently poor social competence over time. Implications for the use of early intervention and prevention targeting specific behavioral and peer problems are discussed.

The relation of children's everyday nonsocial peer play behavior to their emotionality, regulation, and social functioning.

The relations of children's nonsocial behavior to their emotionality, regulation, and social functioning were examined in a short-term longitudinal study. Parents (primarily mothers) and teachers rated children's effortful regulation, emotionality, asocial behaviors, problem behaviors, and social acceptance, and children's nonsocial play behaviors were observed for two semesters. Peers also rated likability. Children's observed reticent activities were related to adults' ratings of high regulation, low externalizing problems, and high asocial behavior, as well as to low anger and low positive emotion. On the other hand, solitary play was associated with low positive emotion and low regulation over time and with high asocial behavior and high peer exclusion. Peer rejection mediated the relation of internalizing emotions (anxiety, low positive emotion) and regulation to solitary play later in the school year, and asocial play mediated the relation of internalizing emotions to both solitary and reticent play behavior.

The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children.

Relationships between parental report of children's peer play at home and indicators of children's school readiness were examined. Behavior ratings and observational data were collected for 242 preschool children from a large urban Head Start program. Relationships between children's home-based, peer-play behaviors and 4 measures of children's classroom behaviors (i.e., school-based peer play, approaches to learning, self-regulation, and behavior problems) were analyzed using bivariate correlational and multivariate methods. Play competencies exhibited in the home environment were significantly associated with prosocial behavior in the classroom, motivation to learn, task persistence, and autonomy. Disruptive or disconnected play behaviors were significantly related to patterns of disruptive and dysregulated experiences in the classroom with peers and with the learning process.

Emotional Reactivity and Emotional Regulation Strategies as Predictors of Social Behavior with Peers During Toddlerhood

Fifty‐six mothers and their 24‐month‐old toddlers were observed on two occasions in a series of laboratory procedures designed to assess relations between emotional functioning (emotional reactivity and emotion regulation) in an individual assessment and social behavior with a same‐sex peer. Emotional reactivity was assessed using two frustration tasks designed to elicit distress. Emotional regulation was assessed by examining the child's behaviors (venting, distraction, focal‐object focus, self‐orientation, and mother‐orientation) when confronted by the two distress‐eliciting tasks. Peer play behaviors were coded for social participation and peer‐directed conflict (aggressive) behavior. The results indicated that both emotional reactivity and emotion regulation were important predictors of at least two types of social behavior: conflict and cooperation. Distress to frustration, when accompanied by high venting or high focal‐object focus, was significantly related to conflict with peers but not when accompanied by distraction, mother‐orientation or self‐focused behaviors. These findings are discussed in terms of the adaptive value of emotion regulation skills in early development, and the importance of identifying the causal relations between child regulation and early social competence.