Play and Communicative Processes within Long- and Short-Term Friendship Dyads

Abstract

Twenty-four dyads of 4-year-old children participated in this study. Six of the dyads were long-term friends (children who had been friends for three years), 12 dyads were short-term friends (friendships formed within the previous 6 months) and six of the dyads were never-friends. Children's joint play and communications were coded from videotapes. Dyads who more often used communicative behaviors to extend and clarify play also more often played in more complex ways. Long-term friendship dyads were more likely to use communicative behaviors that extended play and to play in a more complex way than either of the other two dyad types.

Playmate Preferences and Perceptions of Individual Differences Among Typically Developing Preschoolers

“…These generally have involved asking knowledgeable caregivers to report children's friendships (Buysse, 1993), documenting peer interactions using observational methods (Guralnick & Groom, 1988;Hartup, Laursen, Stewart & Eastensen, 1988), describing peer culture and play group entry through ethnography (Corsaro, 1981;1985;Peters, 1990;Preisler, 1993), obtaining peer ratings and friendship nominations using sociometric techniques (Asher, Singleton, Tinsley & Hymel, 1979;Dorval & Begin, 1985;Ladd & Mars, 1986;Musun-Miller, 1990;Quay &Jarrett, 1984), and multiple methods using combinations of these approaches (Gershman & Hayes, 1983;Guralnick & Groom, 1987;Hinde, Titmus, Easton & Tamplin, 1985;Howes, Droege & Matheson, 1994;McCandless & Marshall, 1957).…”

Understanding Indoor Play in Deaf Children: An Analysis of Play Behaviors

“…Additionally, research suggests that play behavior is influenced by the play contexts and play materials (Henniger, 1985;Larson et al, 1990;McLoyd, 1983;Pellegrini & Galda, 1982;Pellegrini et al, 1984;Shim et al, 2001) and play partners (Doyle et al, 1980;Matthews, 1978;Hadley & Rice, 1991;Hartup, 1978;Howes, 1983;Howes et al, 1994;Rice, 1993). Rubin's (2001) play observation scale included social play behavior categories (solitary, parallel, and cooperative play behaviors) and cognitive play behaviors categories (functional play, constructive play, pretend/dramatic play, and games with rules).…”

“…The findings in these studies were not entirely consistent and also demonstrated deaf children's play behaviors were inferior when compared to those of their hearing peers. Additionally, research suggests that play behavior is influenced by the play contexts and play materials, (Henniger, 1985;Larson, Greenfield & Land, 1990;McLoyd, 1983;Pellegrini & Galda 1982;Pellegrini, Galda & Rubin, 1984;Shim, Herwig & Shelley, 2001) and play partners (Doyle et al, 1980;Matthews, 1978;Hadley & Rice, 1991;Hartup, 1978Hartup, , 1983Howes, 1983;Howes et al, 1994;Rice, 1993).…”

Efectos de un programa de intervención en niños de 5 a 6 años: Evaluación del cambio proactivo en factores conductuales y cognitivos del desarrollo

“…Y así mismo ratifi can los estudios que han encontrado efectos positivos del juego en la inteligencia verbal, en la adquisición y desarrollo del lenguaje (Brown, 1990;Clawson, 2002;Gardner, 1993;Garaigordobil, 2005bc;Garaigordobil & Fagoaga, 2006;Howes et al, 1994;Iitaka et al, 1987;Lederer, 2002).…”

“…Además de los estudios realizados con los programas JUEGO, antecedentes del programa dirigido a preescolares, otras investigaciones también han confi rmado que el juego tiene efectos positivos en el desarrollo intelectual (Bjorklund & Brown, 1998), en concreto estimula la adquisición y desarrollo del lenguaje (Brown, 1990;Clawson, 2002;Gardner, 1993;Howes, Droege, & Matheson, 1994;Iitaka, Miyashita, & Kakuyama, 1987;Lederer, 2002), el aprendizaje y la madurez intelectual (McCune & Zanes, 2001;Sarle, 2000). Complementariamente, otros trabajos han constatado que, desde el punto de vista del desarrollo social, el juego estimula la capacidad de resolución cooperativa de los problemas de relación (Shores, Huster, & Strain, 1976), la competencia social relacionada con la empatía, la toma de perspectiva y las estrategias de interacción social (Creasey, Jarvis, & Berk, 1998;Haight & Miller, 1993), las habilidades sociales de interacción y comunicación social (Ballou, 2001;Rosberg, 1994;Riojas-Cortez, 2000), las habilidades de negociación (Doyle, Doehring, Tessier, & de Lorimier, 1992), y la conducta social positiva (Fall, Navelski & Welch, 2002;Honig, 1999;Seider, 2002).…”