Useful Early Childhood Assessment: Play‐Based, Interviews and Multiple Intelligences

Lowenthal, Barbara

doi:10.1080/030044397012901004

Cited by 11 publications

(9 citation statements)

References 1 publication

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“…Thus, inhibited children may not necessarily be engaging in fewer social interactions at preschool than others. Most preschool curriculums encourage social play as a tool to encourage children's academic and social development (Gagnon & Nagle, 2004; Lowenthal, 1997; Pellegrini, 1998). As well, teachers tend to initiate social interactions with shy and inhibited children at preschool (Coplan & Prakash, 2003).…”

Section: Discussionmentioning

confidence: 99%

The social behaviours of inhibited children in and out of preschool

Coplan

DeBow

Schneider

et al. 2009

British J of Dev Psycho

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The goal of the present study was to explore the social behaviours of inhibited children in familiar social contexts, including: (1) free play with peers at preschool and (2) social activities at home and in the community. The initial participants were N = 248 preschool children between the ages of 42 and 66 months. From this initial data, two smaller groups of inhibited (N = 12) and uninhibited comparison (N = 12) children were identified. These children were observed during free play at preschool and parents completed daily logs of children's social activities outside of school. Among the findings, inhibited children were observed to display more reticent (on looking, unoccupied) and anxious behaviours during free play preschool than uninhibited children. As well, inhibited children participated less in structured social activities outside school and were more likely to engage in dyadic play at home with a single friend as compared to their uninhibited counterparts.

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Section: Discussionmentioning

confidence: 99%

The social behaviours of inhibited children in and out of preschool

Coplan

DeBow

Schneider

et al. 2009

British J of Dev Psycho

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“…Play-based assessment provides information on developmental skills, reveals children's patterns of interactions with caregivers and peers, and focuses on play as a primary context for learning and development (Paget, 1999). Play-based assessment is also functional, because the results can be linked immediately to intervention strategies (Lowenthal, 1997). Because play proceeds through a regular developmental sequence during childhood, evaluations of children's play can provide indications of maturation and social competence.…”

Section: Preschool Play-based Assessmentmentioning

confidence: 99%

Parent and Teacher Ratings of Peer Interactive Play and Social-Emotional Development of Preschool Children at Risk

Gagnon

Nagle

Nickerson

2007

Journal of Early Intervention

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Estimates of agreement and consistency between parent and teacher ratings of peer-interactive play and social emotional development were examined in a sample of preschool children at risk for academic difficulties. Eighty-three pairs of parents and teachers of 4-year-old children completed the Penn Interactive Peer Play Scale (PIPPS) and 69 of these pairs also were interviewed with the Vineland Social-Emotional Early Childhood Scales (SEEC). Significant mean differences were found between parent and teacher scores on the PIPPS, but not on the SEEC. No noteworthy correlations were found between raters on the PIPPS, though low to moderate correlations were revealed between parent and teacher responses on the SEEC. Multivariate techniques revealed statistically significant and noteworthy correlations between parent and teacher responses on the SEEC but not on the PIPPS. Results are discussed within the context of conducting multifaceted, ecological assessments with preschool children. Implications for early childhood educators and interventionists are noted regarding the importance of gathering and interpreting multiple sources of information that contribute to an understanding of young children's behavior.

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“…The reason for the emphasis on social-emotional development in the research conducted in the literature regarding play is shaping children's social life, which is one of the major needs of children, through play. The child starts to learn the roles in life, keep up with his/her playmates, know them better and have stronger relationships through play (Lowenthal, 1997;Poyraz, 2011;Girmen, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Predictive Power of Preschool Children’s Social Behaviors on Their Play Skills

Ergin¹,

Ergin²

2017

JETS

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The aim of this research study is to investigate children’s play skills in terms of social behaviours (physical aggression, relational aggression, positive social behaviors, and depressive feelings). The participants in this study consisted of 300 children between 60 and 72 months studying at preschool education institutions. The research data were collected via the “Preschool Social Behaviour Scale-Instructer Form” and the “Play Skills Assessment Scale”. Pearson’s correlsation analysis and simple linear regression analysis were performed to evaluate the data. The results of the research study indicate that there is a significant positive correlation between children’s positive social behaviours and play skills while there is a significant negative relationship between children’s play skills and the subscales of physical aggression, relational aggression, and depressive feelings. Besides, the results indicate that children’s social behaviours (physical aggression, relational aggression, positive social behaviors and depressive feelings) are predictive of play skills. It can be concluded that 16.8% of total variance is explained by the subscales “positive social behaviors”, 9.6% is explained by “relational aggression”, 2.4% is explained “physical aggression” and 1.2% is explained by “depressive feelings”.

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Useful Early Childhood Assessment: Play‐Based, Interviews and Multiple Intelligences

Cited by 11 publications

References 1 publication

The social behaviours of inhibited children in and out of preschool

The social behaviours of inhibited children in and out of preschool

Parent and Teacher Ratings of Peer Interactive Play and Social-Emotional Development of Preschool Children at Risk

The Predictive Power of Preschool Children’s Social Behaviors on Their Play Skills

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