Changes in Children’s Spacing Behaviour with Nursery School Experience

McGrew, Penny L; McGrew, W.C.

doi:10.1159/000271257

Cited by 7 publications

(17 citation statements)

References 7 publications

(9 reference statements)

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“…In contrast, psychological study of locomotor (or physical) play in children is rare, to such an extent that it has been claimed that ‘psychologists have ignored one of the most common forms of play’ (Pellegrini 2009 , p. 137). This is surprising given that playgrounds are a staple of western neighbourhoods and it is estimated that children spend around 20% of their time engaged in locomotor play, which includes climbing, swinging, chasing, balancing, jumping and other playful physical activity (McGrew 1972 ; Smith and Connolly 1980 ).…”

Section: Adventurous Playmentioning

confidence: 99%

Adventurous Play as a Mechanism for Reducing Risk for Childhood Anxiety: A Conceptual Model

Dodd

Lester

2021

Clin Child Fam Psychol Rev

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In this conceptual article, we draw upon the literature regarding cognitive and behavioural factors that underpin childhood anxiety to outline how a range of these risk markers might be targeted through adventurous play. When children play in an adventurous way, climbing trees, riding their bikes fast downhill and jumping from rocks, they experience feelings of fear and excitement, thrill and adrenaline. We propose that the positive, thrilling and playful emotions associated with this type of child-led play facilitate exposure to fear-provoking situations and, in doing so, provide opportunities for children to learn about physiological arousal, uncertainty and coping. We hypothesise that these learning opportunities will, over time, reduce children’s risk for elevated anxiety by increasing children’s expectations and ability to cope with anxiety, decreasing intolerance of uncertainty and preventing catastrophic misinterpretations of physiological arousal. If our conceptual model is correct, then ensuring that children have the physical and psychological space required to play in an adventurous way may help to decrease their risk for elevated or clinical anxiety.

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Section: Adventurous Playmentioning

confidence: 99%

Adventurous Play as a Mechanism for Reducing Risk for Childhood Anxiety: A Conceptual Model

Dodd

Lester

2021

Clin Child Fam Psychol Rev

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“…Early research on entry situations indicated that children needed to be alert for opportunities to enter the play of others (McGrew, 1972;Washburn, 1932). Further research suggested that children were more likely to be accepted into the ongoing activity of a group if they used entry bids that communicated an understanding of the group's frame of reference (i.e., their present play theme; Phillips, Shenker, & Revitz, 1951;Putallaz, 1983).…”

Section: Attention Deployment Patterns and Group Entrymentioning

confidence: 99%

Children's Responses to Entry Failure: Attention Deployment Patterns and Self-Regulation Skills

Wilson

Petaja

Stevens

et al. 2011

The Journal of Genetic Psychology

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In this study the authors investigated associations among children's observed responses to failure in an analogue entry situation, their attention deployment patterns, and skills and processes associated with self-regulation. Participants were 54 kindergarten and first-grade students who were either aggressive-rejected or low aggressive-popular based on peer nominations. Inhibitory control predicted the tendency to respond to entry failure by stopping and watching the group's activity. Baseline vagal tone and other-directed attention predicted children's tendency to change entry strategies after failure. Parent-rated attention skills moderated the relation between children's attention deployment patterns during the entry task and their responses to entry failure. Children who engaged in more other-directed attention were less likely to turn to solitary play after entry failure but only if they had high or moderate levels of attentional control. Other-directed attention was related to repeating previous entry bids without modification after entry failure but only when children had high levels of attention problems.

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“…(1) Unoccupied activity (e,g, aimless wandering) (2) Onlooker activity (watching peers without interacting and without playing) (3) Independent play (playing apart from peers in ways different from peers) (4) Parallel play (playing next to a peer or peers in similar ways but without being engaged with peers) (5) Associative play (playing and being engaged with one or more peers but without continually affecting or being affected by a peer) (6) Integrative play (playing and being engaged with one or more peers in such a way that a child simultaneously and continuously affects and is affected by a peer) (7) Conversation (extended talking with one or more peers that is both friendly and not part of a play sequence) (8) Fighting (e,g, strugglingover possession of a toy) (9) Adult engaged (being engaged with an adult but not a peer when the adult does not inhibit the child's choosing to play alone or with a peer) Categories describing how children space themselves from others were taken from a study by McGrew and McGrew (1972), They were as follows:…”

Section: Categories For Describingmentioning

confidence: 99%

Social Isolation From Agemates Among Nursery School Children

Scarlett

1980

Child Psychology Psychiatry

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IN EVERY group of preschool children at play one can observe considerable individual variation in the amount of interaction with others. However, a few children seem to fall outside this range of expected variation; they stand out because of the paucity of their social contacts. The focus of this study was on preschool children who rarely interact with peers (i.e. who are socially isolated from peers) but who are considered to fall within a normal range of intelligence and emotional stability. These children are of interest in their own right. In addition the fact that they fall within a normal range of intelligence and emotional stability allows for a focus upon what factorsother than basic skills in thinking and communicating-are required for the development of early peer relations.The central aims of this study were to describe how isolates as compared to non-isolates behave during nursery school free play sessions, how they are treated by peers and teachers, and how isolates and non-isolates react to changes in group size and structure. The goal of describing social isolates was adopted in part because there have been very few descriptive studies of infrequently interacting preschoolers and because isolates were thought to have been characterized in the literature in global and sometimes misleading ways. Terms such as shy, apathetic, withdrawn, passive, immature and dependent have been used to describe such children but without adequately specifying their behavioral referents. Although all of these terms may apply to social isolates, the terms are at such a high level of abstraction as to imply a wide variety of possible behaviors and behavior patterns, many of which may not be typical or representative of socially isolated young children. Also, describing the behavior and treatment of isolates was intended to contribute to a description base necessary for eventually accounting for social isolation from peers.The comparison of isolates and non-isolates was intended in part to specify the relation (if any) between the way young children behave towards peers and the way they are treated by peers. In the literature, the few descriptive studies of preschoolers' social behavior do not provide a consistent picture of how behavior patterns relate or fail to relate to peer •sociability. For example. Beaver (1932) found no relation between the character of preschoolers' treatment of peers and treatment by peers whereas Kohn (1966) found that ", . .the child gets what he puts out" *Reprint requests and requests for scoring manuals to: W, (

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Changes in Children’s Spacing Behaviour with Nursery School Experience

Cited by 7 publications

References 7 publications

Adventurous Play as a Mechanism for Reducing Risk for Childhood Anxiety: A Conceptual Model

Adventurous Play as a Mechanism for Reducing Risk for Childhood Anxiety: A Conceptual Model

Children's Responses to Entry Failure: Attention Deployment Patterns and Self-Regulation Skills

Social Isolation From Agemates Among Nursery School Children

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