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Research on intergroup relations by Tafel and others (e.g. Tafel et al., 1971; Billig and Taifel, 1973) has indicated that there are two opposing norms governing intergroup behaviour-a norm for discrimination and a norm for fairness. The behaviour that results from social categorization represents a compromise between these opposing norms. The norm for discrimination is explained in terms of social comparison processes and the need to achieve a positive ingroup identity (Turner, 1975). Along similar lines, another study suggests that discrimination is strongest on the part of the self-perceived underdog in order to assert its independent and individual identity (Branthwaite and Jones, 197.5
This correlational study examined the relationship between the frequency of participation in specific play activities prior to the kindergarten year and the performance of school readiness skills as measured by the Daberon-2 Screening Device for School Readiness. A researcher-adapted Kindergarten Questionnaire was used to elicit information from parents about the frequency of their child's engagement in 19 different play activities. Ten of the play activities, most notably those considered fine motor in nature, correlated significantly with subsections of the Dabron-2. Although constraints in the design of the study limit generalization to other populations, the results suggest that frequent engagement in specific types of play is associated with enhanced performance of kindergarten readiness skills.
This correlational study examined the relationship between the frequency of participation in specific play activities prior to the kindergarten year and the performance of school readiness skills as measured by the Daberon-2 Screening Device for School Readiness. A researcher-adapted Kindergarten Questionnaire was used to elicit information from parents about the frequency of their child's engagement in 19 different play activities. Ten of the play activities, most notably those considered fine motor in nature, correlated significantly with subsections of the Dabron-2. Although constraints in the design of the study limit generalization to other populations, the results suggest that frequent engagement in specific types of play is associated with enhanced performance of kindergarten readiness skills.
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