Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms

1987 ◽  
Vol 24 (3) ◽  
pp. 463-476 ◽  
Author(s):  
Nina S. Mounts ◽  
Jaipaul L. Roopnarine
Keyword(s):  
Social Cognitive ◽  
Preschool Classrooms ◽  
Mixed Age ◽  
Cognitive Play

Social-Cognitive Play Behaviors and Playmate Preferences in Same-Age and Mixed-Age Classrooms Over a 6-Month Period

1992 ◽  
Vol 29 (4) ◽  
pp. 757-776 ◽  
Author(s):  
Jaipaul L. Roopnarine ◽  
Mohammad Ahmeduzzaman ◽  
Seanna Donnely ◽  
Preeti Gill ◽  
Andrea Mennis ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Play Behaviors ◽  
Mixed Age ◽  
Cognitive Play

Sex-Typed Socialization in Mixed-Age Preschool Classrooms

1984 ◽  
Vol 55 (3) ◽  
pp. 1078 ◽  
Author(s):  
Jaipaul L. Roopnarine
Keyword(s):  
Preschool Classrooms ◽  
Mixed Age

Development of Preschoolers' Social-Cognitive Play Behaviors

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1109-1110 ◽  
Author(s):  
Anthony D. Pellegrini
Keyword(s):  
Social Cognitive ◽  
Dramatic Play ◽  
Time Sampling ◽  
Children's Play ◽  
Cognitive Behaviors ◽  
Functional Play ◽  
Children’S Play ◽  
Play Behaviors ◽  
Cognitive Play ◽  
Sampling Schedule

To investigate the development of preschoolers' social-cognitive play behaviors 10 preschoolers each at three ages, 2, 3, and 4 yr., were observed in their classrooms on 15 occasions by a time-sampling schedule. Children's social-cognitive behaviors were coded according to Parten and Smilansky's systems. Analyses indicated that children's play became more social as they grew older. 3- and 4-yr.-olds, however, engaged in more non-social dramatic play than did 2-yr.-olds. 3- and 4-yr.-old girls engaged in more non-social functional play than did boys. Boys, however, engaged in more non-social dramatic play than girls. Increased sampling is needed.

The Social Cognitive Ecology of Preschool Classrooms: Contextual Relations Revisited

1984 ◽  
Vol 7 (3) ◽  
pp. 321-332 ◽  
Author(s):  
Anthony D. Pellegrini
Keyword(s):  
Social Cognitive ◽  
Age Groups ◽  
Free Play ◽  
Learning Centers ◽  
Cognitive Behaviors ◽  
Number Of Children ◽  
Preschool Classrooms ◽  
The Social ◽  
Play Behaviors ◽  
Two Age Groups

In the present study children from two age groups (three and four years old) were observed in their preschool classrooms during free play. We were interested in the extent to which social cognitive aspects of their play behaviors varied according to two classroom contextual variables: presence in different learning centers and participants (number of children and adults present) in those centers. Results indicated that children behaved differently according to these variables. Children engaged in lower order social-cognitive behaviors in art centers than they did in blocks and housekeeping centers. Adult presence related to less mature forms of play whereas peer presence related to more mature forms of play.

scholarly journals Classroom Age Composition and Preschoolers’ School Readiness: The Implications of Classroom Quality and Teacher Qualifications

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841875830 ◽  
Author(s):  
Kelly M. Purtell ◽  
Arya Ansari
Keyword(s):  
School Readiness ◽  
Classroom Quality ◽  
Teacher Qualifications ◽  
Older Children ◽  
Learning And Development ◽  
Age Composition ◽  
Preschool Classrooms ◽  
The Family ◽  
Nationally Representative ◽  
Mixed Age

Recent research has shown that the age composition of preschool classrooms influences children’s early learning. Building on prior research, this study examines whether the association between classroom age composition and children’s learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children’s academic skills was dependent on classroom quality and that classroom quality was less predictive of children’s skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children.

The social and behavioral ecology of mixed-age and same-age preschool classrooms: A natural experiment

2002 ◽  
Vol 23 (3) ◽  
pp. 305-330 ◽  
Author(s):  
Adam Winsler ◽  
Sarah L Caverly ◽  
Angela Willson-Quayle ◽  
Martha P Carlton ◽  
Christina Howell ◽  
...  
Keyword(s):  
Behavioral Ecology ◽  
Natural Experiment ◽  
Preschool Classrooms ◽  
The Social ◽  
Mixed Age

scholarly journals Associations between Fathers’ Prebirth Pregnancy Intentions and Involvement with Their Child 15 Months Later: A Propensity Score Analysis

2020 ◽  
pp. 0192513X2098338
Author(s):  
Katie Massey Combs ◽  
Heather Knauer ◽  
Inna Altschul ◽  
Shawna J. Lee
Keyword(s):  
Propensity Score ◽  
Low Income ◽  
Father Involvement ◽  
Social Cognitive ◽  
Propensity Score Analysis ◽  
Pregnancy Intentions ◽  
Interpersonal Factors ◽  
Score Analysis ◽  
Cognitive Play ◽  
Child Engagement

Objective: This study examined whether fathers’ prebirth pregnancy intentions were associated with fathers’ involvement with his child 15 months later. Method: Propensity score matching was used to assess the effects of fathers’ pregnancy intentions (self-reported before the birth of the child) on three measures of father involvement (residency with child, engagement in caregiving activities, and engagement in social cognitive play) in a large sample of young, diverse, and low-income fathers ( N = 2,008). Results: In this sample matched on sociodemographic and interpersonal factors, fathers reporting an intended pregnancy had significantly higher levels of social and cognitive play with their child, compared to fathers reporting an unintended pregnancy. However, intentions were not significantly associated with fathers’ residency with child or caregiving activities. Conclusion: Results suggest that fathers’ pregnancy intentions are predictive of certain types of father involvement and emphasize the importance of controlling for factors associated with both fathers’ intentions and involvement.

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