Alone at the playground
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/18008 https://doi.org/10.1080/17405629.2016.1145111 |
Resumo: | Starting pre-school is a major stepping stone for children’s peer relations. Yet, some children spend their recess time alone, albeit in the presence of playful peers. These solitary behaviours have been noted in the literature as an alarm signal for a maladaptive social development. In this study, we identified four kinds of non- social behaviours engaged at recess (reticent, solitary-pretend, -functional, and -passive); and we examined the extent to which these different behaviours were related to social solitude at the playground six months later. Therefore, 97 children (aged 4–6 years old) were observed at the playground and their social-emotional skills were tested. Solitude was assessed through an innovative measuring method, based on Radio Frequency Identification Devices. The results demonstrated that solitary-pretend play in girls was related to an increase in solitary behaviours later on. Nevertheless, children who engaged in non-social behaviours showed a general lack of emotional skills, which may explain their initial withdrawal. |
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Alone at the playgroundnon-social playsocial withdrawalsocial-emotional competenceplaygroundpre-schoolStarting pre-school is a major stepping stone for children’s peer relations. Yet, some children spend their recess time alone, albeit in the presence of playful peers. These solitary behaviours have been noted in the literature as an alarm signal for a maladaptive social development. In this study, we identified four kinds of non- social behaviours engaged at recess (reticent, solitary-pretend, -functional, and -passive); and we examined the extent to which these different behaviours were related to social solitude at the playground six months later. Therefore, 97 children (aged 4–6 years old) were observed at the playground and their social-emotional skills were tested. Solitude was assessed through an innovative measuring method, based on Radio Frequency Identification Devices. The results demonstrated that solitary-pretend play in girls was related to an increase in solitary behaviours later on. Nevertheless, children who engaged in non-social behaviours showed a general lack of emotional skills, which may explain their initial withdrawal.European Journal of Developmental Psychology2016-03-14T12:14:42Z2016-03-142016-02-17T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/18008http://hdl.handle.net/10174/18008https://doi.org/10.1080/17405629.2016.1145111porVeiga, G., Ketelaar, L, de Leng, W., Cachucho, R., Kok, J. N., Knobbe, A., Neto, C., & Rieffe, R. (2016). Alone at the playground. European Journal of Developmental Psychology. doi: 10.1080/17405629.2016.1145111gveiga@uevora.ptndndndndndndnd682Veiga, GuidaKetelaar, Lizetde Leng, WendyCachucho, RicardoKok, JoostKnobbe, ArnoNeto, CarlosRieffe, Carolieninfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:05:17Zoai:dspace.uevora.pt:10174/18008Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:09:44.414622Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Alone at the playground |
title |
Alone at the playground |
spellingShingle |
Alone at the playground Veiga, Guida non-social play social withdrawal social-emotional competence playground pre-school |
title_short |
Alone at the playground |
title_full |
Alone at the playground |
title_fullStr |
Alone at the playground |
title_full_unstemmed |
Alone at the playground |
title_sort |
Alone at the playground |
author |
Veiga, Guida |
author_facet |
Veiga, Guida Ketelaar, Lizet de Leng, Wendy Cachucho, Ricardo Kok, Joost Knobbe, Arno Neto, Carlos Rieffe, Carolien |
author_role |
author |
author2 |
Ketelaar, Lizet de Leng, Wendy Cachucho, Ricardo Kok, Joost Knobbe, Arno Neto, Carlos Rieffe, Carolien |
author2_role |
author author author author author author author |
dc.contributor.author.fl_str_mv |
Veiga, Guida Ketelaar, Lizet de Leng, Wendy Cachucho, Ricardo Kok, Joost Knobbe, Arno Neto, Carlos Rieffe, Carolien |
dc.subject.por.fl_str_mv |
non-social play social withdrawal social-emotional competence playground pre-school |
topic |
non-social play social withdrawal social-emotional competence playground pre-school |
description |
Starting pre-school is a major stepping stone for children’s peer relations. Yet, some children spend their recess time alone, albeit in the presence of playful peers. These solitary behaviours have been noted in the literature as an alarm signal for a maladaptive social development. In this study, we identified four kinds of non- social behaviours engaged at recess (reticent, solitary-pretend, -functional, and -passive); and we examined the extent to which these different behaviours were related to social solitude at the playground six months later. Therefore, 97 children (aged 4–6 years old) were observed at the playground and their social-emotional skills were tested. Solitude was assessed through an innovative measuring method, based on Radio Frequency Identification Devices. The results demonstrated that solitary-pretend play in girls was related to an increase in solitary behaviours later on. Nevertheless, children who engaged in non-social behaviours showed a general lack of emotional skills, which may explain their initial withdrawal. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-03-14T12:14:42Z 2016-03-14 2016-02-17T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10174/18008 http://hdl.handle.net/10174/18008 https://doi.org/10.1080/17405629.2016.1145111 |
url |
http://hdl.handle.net/10174/18008 https://doi.org/10.1080/17405629.2016.1145111 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Veiga, G., Ketelaar, L, de Leng, W., Cachucho, R., Kok, J. N., Knobbe, A., Neto, C., & Rieffe, R. (2016). Alone at the playground. European Journal of Developmental Psychology. doi: 10.1080/17405629.2016.1145111 gveiga@uevora.pt nd nd nd nd nd nd nd 682 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
European Journal of Developmental Psychology |
publisher.none.fl_str_mv |
European Journal of Developmental Psychology |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799136579558572032 |