Normativity and context in young children's pretend play

In two studies 3-year-olds’ understanding of the context-specificity of normative rules was investigated through games of pretend play. In the first study, children protested against a character who joined a pretend game but treated the target object according to its real function. However, they did not protest when she performed the same action without having first joined the game. In the second study, children protested when the character mixed up an object's pretend identities between two different pretend games. However, they did not protest when she performed the same pretend action in its correct game context. Thus, the studies show that young children see the pretence–reality distinction, and the distinction between different pretence identities, as normative. More generally, the results of these studies demonstrate young children's ability to enforce normative rules in their pretence and to do so context-specifically.     

Gender differences in children's problem behaviours in competitive play with friends

Disruptive behaviour disorders are much more common in boys than girls ( Office of National Statistics, 1999 ); in contrast, gender differences in normative problem behaviours are poorly understood. To address this issue, 228 6‐year‐olds (134 boys, 94 girls) were each observed playing a board game with a same‐gender friend. Ratings of aggression, disruption, arousal and negativity were used to index problem behaviours. Multiple‐groups confirmatory factor analyses demonstrated that the latent factor had the same metric for boys and girls, but a mean that was approximately half a standard deviation higher for boys than girls. In addition, the association between the latent factor and teachers’ ratings of total difficulties was significantly stronger for boys than girls.     

Social dominance and play patterns among preschoolers: Gender comparisons

Gender differences in dominance and play among preschoolers were examined. Forty-eight children in girl-girl or girl-boy dyads engaged in masculine and feminine stereotyped activities. Girl-girl dyads displayed more cooperative play than girl-boy dyads. Adventure themes predominated in boys during both activities but in girls only during the masculine activity. Boys had higher functional play compared to girls while engaged in the feminine activity, and lower constructive play overall. Girls engaged in more dramatic play during the feminine activity whereas boys engaged in more dramatic play during the masculine activity. There was a trend for boys to refuse to follow the leads of girls during the masculine activity. Implications and interventions in play are discussed. The authors wish to express appreciation to the directors of the preschools that participated in this study. We would also like to thank Sheri Wilhite for her help in the coding of the data.     

Social pretend play and social interaction in preschoolers

Social interaction was observed during social pretend play and nonpretend activities to determine whether positive and mature social behaviors were differentially associated with the pretend context. A within-subjects design and a semistructured play setting were used to control for individual differences, child and environmental effects. Thirty-seven 4- and 5-year-old children were observed in groups of four for 47.5 minutes, in a series of play sessions. Their interactions within social pretend play and social nonpretend activities were observed and compared. The results indicated that during pretend play, children's social interactions were more enjoyable, lasted longer, involved larger groups, and showed more play involvement and greater reciprocity. The results substantiate prior theoretical and empirical work which high- lights the educational significance of social pretend play in early childhoood. Social pretend play appears to provide a contextual framework within which mature social interaction can occur and social competencies may be acquired.     

Gender differences in the relationship between young children's peer-related social competence and individual differences in theory of mind

In this study, the author examined the relationship between theory-of-mind understanding and preschool-aged children's peer-related social competence. One hundred eleven 3- to 5-year-old children (48 boys, 63 girls) participated in 2 theory-of-mind tasks designed to assess their understanding of false belief. Teachers rated children's peer-related social behavior in terms of prosocial behavior, aggressive or disruptive behavior, and shy or withdrawn behavior. Results indicated that, after controlling for age, theory-of-mind understanding significantly predicted aggressive or disruptive behavior for boys and prosocial behavior for girls. Theory-of-mind understanding also was related to lower scores of shy or withdrawn behavior for boys. Results are discussed in terms of the gender differences in the factors contributing to early peer competence.     

Gender influences on preschool children's social problem-solving strategies

The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls' responses were more competent (i.e., reflective of successful functioning with peers) than those of boys, and girls' strategies were less likely to involve retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.     

A sciencing programme and young children's exploratory play in the sandpit

A six-week sciencing programme, directed at stimulating exploratory play, was implemented with 2- and 3-year-olds in a day-care centre. The core of the programme consisted of guided play with children in the centre's sandpit. The effectiveness of the programme was determined with ecologically valid methods consisting of pre- and post-observations of children's exploratory behaviour during free sandpit play in the experimental group as well as in a control group. A systematic observation scheme for exploratory play, the Exploratory Play Scale, was used for this purpose. The experimental group showed an increase in level of exploratory play from pre- to post-observations, while the control group did not. This study shows that a small-scale sciencing programme can have an effect on children's level of free exploratory play.     

The effects of naloxone and cage size on social play and activity in isolated young rats

The effects of large and small housing environments as well as naloxone on social play (as defined by pinning behavior) in isolated postweanling male rats were investigated. Animals housed in small cages played significantly more than those housed in larger cages. This effect was not observed when cage size was reversed. Administration of 0.5, 1.0, and 5.0 mg/kg of naloxone resulted in significant decreases in play behavior as compared to saline controls, both before housing environments were switched, and after. Animals in both isolation conditions were also compared to animals that were socially housed. Isolation was found to increase social play as well as the time spent in active social interaction, but had no effect on locomotor activity. While housing in a small cage increases play behavior, it had no effect on the amount of time spent in active social interaction or on activity. While administration of 0.5, 1.0, and 5.0 mg/kg naloxone to habituated animals differentially housed did not result in an overall decrease in activity, when compared with saline controls, only those animals housed in small cages and injected with the high dose of naloxone differed significantly from controls. In animals having no prior play experience, the activity of animals housed in the large and small cages differed significantly from each other only in the saline and 5.0 mg/kg naloxone conditions. Since naloxone's effect on play behavior was strong, but its effect on activity was not profound, our data suggest that naloxone primarily affects the affective component of play rather than altering activity levels.     

Preschool children's joint block building during a guided play activity

Although children build in block areas both individually and jointly, little is known about the nature of children's behavior and communication in this play context with peers. We observed 4- and 5-year-old same-age, same-sex dyads (n = 38) during a guided play activity, which involved building a house with large colorful blocks. We analyzed children's communication and building behaviors, as well as the role of their coordinated behavior in the structures that they built. Children's spatial talk was associated with the features of a house included in structures, whereas children's building behavior was associated with the complexity of the structures. However, children's coordinated behavior during the interaction mediated the relations between spatial talk and the structures they built. Results are discussed in terms of the importance of encouraging joint guided block play activities in early childhood classrooms to provide children with opportunities to practice and expand their language, math, and spatial skills.     

Gender, gender relations, and the social dynamics of children's conversations

The authors investigated the effects of gender on the social dynamics and outcomes of conversations involving 120 children (mean age = 8 years 7 months). Children were taught particular values for different shaped counters and placed in same-gender or mixed-gender pairs with children who were taught different values. Pairs were asked to add the counters together to make a total of 100. Conversations were coded in terms of communication acts and simultaneous speech acts. Boys used more controlling acts overall and more negative interruptions in mixed-gender pairs. Girls used more affiliating acts. All children used more collaborative communication in same-gender pairings. Children whose perspective dominated used more controlling and comparatively fewer affiliating acts. When children reached a compromise, conversations were more collaborative.     

Starting small: Revisiting young children's perceptions of social withdrawal in China

In this reply to the commentaries by Xinyin Chen, Charissa Cheah, Yiyuan Xu, and Dawn Watling, we further discuss the conceptual and methodological challenges that arise when attempting to study beliefs about social withdrawal (1) in the unique cultural context of China and (2) in the unique developmental age period of early childhood.     

Perceiving high social mindfulness during interpersonal interaction promotes cooperative behaviours

Social mindfulness refers to individual's respect and protection of others’ options in interpersonal interaction. The object‐choosing task is a traditional paradigm to assess social mindfulness. Individuals with high social mindfulness would choose the nonunique object so that others would have more options; on the contrary, individuals with low social mindfulness would choose the unique object, which limits others’ choices. No prior study has examined whether perceiving people with different levels of social mindfulness affects one's cooperation. Based on this background, two experiments were conducted to address this question. In both experiments, a confederate participant's (Player A's) social mindfulness was manipulated by setting the frequency that Player A chose the unique and the nonunique objects. Then, participants were asked to interact with Player A in the public goods game (Experiment 1) or in the centipede game (Experiment 2). Convergent results showed that compared to those interacting with a socially unmindful person, participants interacting with a person perceived as socially mindful contributed more resources in the public goods game and chose to pass on more rounds in the centipede game. These findings suggest that perception of others’ high social mindfulness enhances one's own cooperative behaviour.     

Adults' social cues facilitate young children's use of signs and symbols

Three experiments investigated the effect of an adult's social cues on 2- and 3-year-old children's ability to use a sign or symbol to locate a hidden object. Results showed that an adult's positive, engaging facial expression facilitated children's ability to identify the correct referent, particularly for 3-year-olds. A neutral facial expression and the presence of the adult's hand also facilitated performance, but to a lesser degree than did an engaging facial expression. The effect of the adult's social cues was greater for relatively unfamiliar signs and symbols (replica or arrow) than it was for a more familiar sign (pointing finger). These findings indicate that non-directional social cues such as facial expression help to convey communicative intent and facilitate children's comprehension of signs and symbols.     

Interpersonal movement synchrony facilitates pro‐social behavior in children's peer‐play

The emergence of pro‐social behaviors and social interaction skills is a major focus of research on children's development. Here, we consider one important feature of human social interactions, interpersonal movement synchrony, and explore its effects on pro‐sociality among young children. Coordinated movements are a crucial part of mother–infant interactions, with important social effects extending well into childhood. Musical interactions are also known to facilitate bonding between infants and caretakers and pro‐sociality among peers. We specifically examine the pro‐social effects of interpersonal movement synchrony in a naturalistic peer‐play context among 4‐ to 6‐year‐old children. We assessed the amount of helping behavior between pairs of children following an activity that they performed synchronously or non‐synchronously. Children who engaged in synchronous play, as compared with non‐synchronous play, showed significantly more subsequent spontaneous helping behavior. Further, more mutual smiling and eye contact were observed in the synchronous condition and amounts of mutual smiling and eye contact during the movement task correlated with amount of helping behavior observed. Neither measure mediated the condition‐wise effects on helping, however. These results are discussed in terms of their contribution to existing literature and their broader implications for the development of pro‐sociality and coordinated movements in early childhood.     

Constructing an understanding of mind: the development of children's social understanding within social interaction

Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.     

The developmental approach to young children's strategic social cognition and behaviour

This study explores the development of strategic behaviour related to kindness and intelligence dimensions in 3‐ to 8‐year‐old children. Previous research systematically highlighted the affective bias that limited young children's thinking and behaving in strategic terms. We argue that young children are able to grasp specific dimensions of social affordances from personality traits and behaviour exemplifying these traits. The results obtained in the partner choice paradigm revealed a developmental increase in social utility understanding. This supports our hypothesis of early social affordances understanding and provides empirical evidence that affective bias did not drastically influence strategic partner choice in 4‐ to 8‐year‐old children. Copyright © 2002 John Wiley & Sons, Ltd.     

Effect of contingent and non-contingent social reinforcement on the cooperative play of a preschool child

The effect of adult social reinforcement on the cooperative play of a five-year old girl in a preschool setting was assessed under two conditions: (1) presented randomly throughout the school day, and (2) presented contingent on cooperative play. Only in the latter condition was a significant change in cooperative play observed.     

The effects of three different television programs on young children's peer interactions and toy play

The current study investigated the impact of different television programming on the social interactions and toy play of preschool children. Same-sex pairs of young children were observed during three types of television programs: cartoons, Sesame Street, and situation comedies. Children were also observed when the television screen was black. Children visually attended to the cartoons the most, Sesame Street less often, and the situation comedy the least. Cartoons dramatically depressed social interaction. Sesame Street elicited the most verbal imitation. Both Sesame Street and the situation comedy allowed the children to divide activity among their peers, the toys, and the television program. Girls verbally imitated program content more than boys. This pattern of findings remained after the children's visual attention to the television was statistically controlled. Several developmental trends were detected. The image of children “mesmerized” in front of the television set, foresaking social interactions and active involvement with their object environment, held true for only one type of programming, namely, cartoons. During the other programs, the children remained active and socially involved.     

Aggressive behavior in children's dolls' house play

The present study addressed the question of whether there are gender and age differences in aggressive behavior when it is studied as the spontaneous expression of mental contents and not as the result of immediate social interaction. This study also investigated whether aggression, in terms of mental content, is related to temperamental aspects. Aggressive behaviors were examined in make‐believe play, in relation to age, gender, and temperament in a near‐ecological context, i.e., the Dolls' House Play. The participants, 55 boys and 47 girls, subdivided into three age levels (4 years–4 years and 6 months; 5–6 years; and 7 years and 6 months–8 years and 6 months) were requested to represent what happens in their family 1) during Mealtimes; 2) at Bedtime; 3) on the Saddest day; and 4) the Happiest day; their Dolls' House Play was then recorded. Children's temperaments were measured with the TABC‐Teachers' form [Martin, The Temperament Assessment Battery for Children, Brandon, VT: Clinical Psychology Publishing, 1998]. Data analysis was conducted considering aggressive behaviors in their distinct expressions—physical, verbal, direct, and indirect. Results revealed no statistical differences between boys and girls when all aggressive behaviors were compounded. However, when the distinct types of aggressiveness were considered, boys presented statistically higher levels of physical aggression than girls did. Moreover, boys and girls reacted with different types of aggression in the different emotional contexts created by the four episodes. Few age differences were observed. Surprisingly, there was a significantly greater presence of indirect verbal aggressiveness in younger children. With respect to temperament, a higher level of negative emotivity was significantly linked to a greater degree of aggressive behaviors in some of the episodes. In conclusion, this paper confirms gender differences in the type of aggressive behavior children display even in the absence of any immediate social interaction, which might itself trigger aggression. Aggr. Behav. 30:504–519, 2004. © 2004 Wiley‐Liss, Inc.