Children's playground behavior: connections with social competence

Detalhes bibliográficos
Autor(a) principal: Veiga, Guida
Data de Publicação: 2015
Outros Autores: Rieffe, Carolien, Cachucho, Ricardo, Neto, Carlos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10174/17678
Resumo: Achieving emotional competence depends on socialization. Especially in preschool, where children are introduced to a broader social group, interacting with peers is quite a challenge. Recess is the context which children naturally chose to foster their relationships. Yet, emotions can run high during recess and for some children it is difficult to adopt adaptive behaviors, ending up alone. To date, only few studies have tried to understand the course of social and nonsocial behaviors shown in the beginning of the school year. For example, it is unknown to what extent different forms of social play, e.g. physical play or pretend play, are related to later social skills, or whether nonsocial behaviors are related to more later solitude. Besides, given the importance of emotional competence within peer relationships, it is also important to examine the possible mediating role that children’s emotional competence might have in the pathway to later solitude. To address these questions we developed a study with 97 Portuguese preschoolers. Play behaviors were videotaped at the playground. Social solitude was assessed through an innovative measuring method, based on RFID devices. Emotional functioning (theory of mind, empathy, emotion understanding, aggression) and social skills were obtained through tasks, parent and teacher reports. The results showed that nonsocial behaviors were related to a general lack of emotional skills, which may explain the initial withdrawal. Solitary and social pretend play were related to later solitude and to lower ratings of social skills, contrary to physical play that was positively associated with social skills.
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spelling Children's playground behavior: connections with social competenceplayemotional competencesocial competenceemotional learningAchieving emotional competence depends on socialization. Especially in preschool, where children are introduced to a broader social group, interacting with peers is quite a challenge. Recess is the context which children naturally chose to foster their relationships. Yet, emotions can run high during recess and for some children it is difficult to adopt adaptive behaviors, ending up alone. To date, only few studies have tried to understand the course of social and nonsocial behaviors shown in the beginning of the school year. For example, it is unknown to what extent different forms of social play, e.g. physical play or pretend play, are related to later social skills, or whether nonsocial behaviors are related to more later solitude. Besides, given the importance of emotional competence within peer relationships, it is also important to examine the possible mediating role that children’s emotional competence might have in the pathway to later solitude. To address these questions we developed a study with 97 Portuguese preschoolers. Play behaviors were videotaped at the playground. Social solitude was assessed through an innovative measuring method, based on RFID devices. Emotional functioning (theory of mind, empathy, emotion understanding, aggression) and social skills were obtained through tasks, parent and teacher reports. The results showed that nonsocial behaviors were related to a general lack of emotional skills, which may explain the initial withdrawal. Solitary and social pretend play were related to later solitude and to lower ratings of social skills, contrary to physical play that was positively associated with social skills.2016-03-01T14:32:53Z2016-03-012015-07-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/17678http://hdl.handle.net/10174/17678porVeiga, G., Rieffe, C., Cachucho, R., Neto, C. (2015). Children's playground behavior: connections with social competence. In C. Simões, K. Evans & P. Lebre, Social Emotional Learning and Culture. Lisbon: FMH Edições.gveiga@uevora.ptndndnd682Veiga, GuidaRieffe, CarolienCachucho, RicardoNeto, Carlosinfo: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:10174/17678Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:09:44.288647Repositório 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 Children's playground behavior: connections with social competence
title Children's playground behavior: connections with social competence
spellingShingle Children's playground behavior: connections with social competence
Veiga, Guida
play
emotional competence
social competence
emotional learning
title_short Children's playground behavior: connections with social competence
title_full Children's playground behavior: connections with social competence
title_fullStr Children's playground behavior: connections with social competence
title_full_unstemmed Children's playground behavior: connections with social competence
title_sort Children's playground behavior: connections with social competence
author Veiga, Guida
author_facet Veiga, Guida
Rieffe, Carolien
Cachucho, Ricardo
Neto, Carlos
author_role author
author2 Rieffe, Carolien
Cachucho, Ricardo
Neto, Carlos
author2_role author
author
author
dc.contributor.author.fl_str_mv Veiga, Guida
Rieffe, Carolien
Cachucho, Ricardo
Neto, Carlos
dc.subject.por.fl_str_mv play
emotional competence
social competence
emotional learning
topic play
emotional competence
social competence
emotional learning
description Achieving emotional competence depends on socialization. Especially in preschool, where children are introduced to a broader social group, interacting with peers is quite a challenge. Recess is the context which children naturally chose to foster their relationships. Yet, emotions can run high during recess and for some children it is difficult to adopt adaptive behaviors, ending up alone. To date, only few studies have tried to understand the course of social and nonsocial behaviors shown in the beginning of the school year. For example, it is unknown to what extent different forms of social play, e.g. physical play or pretend play, are related to later social skills, or whether nonsocial behaviors are related to more later solitude. Besides, given the importance of emotional competence within peer relationships, it is also important to examine the possible mediating role that children’s emotional competence might have in the pathway to later solitude. To address these questions we developed a study with 97 Portuguese preschoolers. Play behaviors were videotaped at the playground. Social solitude was assessed through an innovative measuring method, based on RFID devices. Emotional functioning (theory of mind, empathy, emotion understanding, aggression) and social skills were obtained through tasks, parent and teacher reports. The results showed that nonsocial behaviors were related to a general lack of emotional skills, which may explain the initial withdrawal. Solitary and social pretend play were related to later solitude and to lower ratings of social skills, contrary to physical play that was positively associated with social skills.
publishDate 2015
dc.date.none.fl_str_mv 2015-07-01T00:00:00Z
2016-03-01T14:32:53Z
2016-03-01
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status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10174/17678
http://hdl.handle.net/10174/17678
url http://hdl.handle.net/10174/17678
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Veiga, G., Rieffe, C., Cachucho, R., Neto, C. (2015). Children's playground behavior: connections with social competence. In C. Simões, K. Evans & P. Lebre, Social Emotional Learning and Culture. Lisbon: FMH Edições.
gveiga@uevora.pt
nd
nd
nd
682
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