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Social dominance and cooperative play among preschoolers : = Gender comparisons.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Social dominance and cooperative play among preschoolers :/
Reminder of title:	Gender comparisons.
Author:	Neppl, Tricia Kay.
Description:	1 online resource (192 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 59-04, Section: A.
Contained By:	Dissertations Abstracts International59-04A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780591467673

Social dominance and cooperative play among preschoolers : = Gender comparisons.
Neppl, Tricia Kay.

Social dominance and cooperative play among preschoolers :Gender comparisons. - 1 online resource (192 pages)

Source: Dissertations Abstracts International, Volume: 59-04, Section: A.

Thesis (Ph.D.)--Kansas State University, 1997.

Includes bibliographical references

The purpose of this study was to investigate gender differences in social dominance and play patterns among preschoolers. What is the effect on social dominance when boys and girls play with same- and cross-gender play materials? How much social interaction will take place within same- and cross-gender dyads? What type of play themes will develop with same- and cross-gender play materials? Ninety children, ages 4 and 5, paired into either girl-girl, girl-boy, or boy-boy dyads engaged in both a traditionally masculine (cowboy ranch) and feminine (doll house) stereotyped activity. The children were recruited from six preschools serving economically diverse populations in Manhattan, Kansas. Results for social dominance found that children who have a dominant personality led children with low personality dominance during play. Also, when girls were paired with boys, girls led more during the feminine than the masculine activity. Social interaction revealed that girls had higher amounts of cooperative play than boys, while boys had higher parallel play than girls. There were also higher amounts of cooperative play during the feminine activity compared to the masculine, and more parallel play during the masculine compared to the feminine activity. Also, children within both same- and mixed-gender pairings displayed more cooperative than parallel play, a finding that is inconsistent with the literature. For play theme, girls exhibited more feminine themes than boys, while boys exhibited more masculine themes than girls. Boys also displayed more kabam (superhero) play than girls. More specifically, girls had more feminine themes in the feminine compared to the masculine activity, and overall there were more masculine themes in the masculine than the feminine activity. Boys expressed higher levels of kabam play than girls in both the feminine and masculine activities. The implications are that gender of child, gender of play partner, and the nature of the sex-typed activity, influence the social dominance and play patterns of preschool children. Implications for the classroom are discussed. Future research should continue to investigate how gender affects the play behaviors of young children.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780591467673Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Social dominance and cooperative play among preschoolers : = Gender comparisons.
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245 1 0 $a Social dominance and cooperative play among preschoolers : $b Gender comparisons.
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500 $a Source: Dissertations Abstracts International, Volume: 59-04, Section: A.
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502 $a Thesis (Ph.D.)--Kansas State University, 1997.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate gender differences in social dominance and play patterns among preschoolers. What is the effect on social dominance when boys and girls play with same- and cross-gender play materials? How much social interaction will take place within same- and cross-gender dyads? What type of play themes will develop with same- and cross-gender play materials? Ninety children, ages 4 and 5, paired into either girl-girl, girl-boy, or boy-boy dyads engaged in both a traditionally masculine (cowboy ranch) and feminine (doll house) stereotyped activity. The children were recruited from six preschools serving economically diverse populations in Manhattan, Kansas. Results for social dominance found that children who have a dominant personality led children with low personality dominance during play. Also, when girls were paired with boys, girls led more during the feminine than the masculine activity. Social interaction revealed that girls had higher amounts of cooperative play than boys, while boys had higher parallel play than girls. There were also higher amounts of cooperative play during the feminine activity compared to the masculine, and more parallel play during the masculine compared to the feminine activity. Also, children within both same- and mixed-gender pairings displayed more cooperative than parallel play, a finding that is inconsistent with the literature. For play theme, girls exhibited more feminine themes than boys, while boys exhibited more masculine themes than girls. Boys also displayed more kabam (superhero) play than girls. More specifically, girls had more feminine themes in the feminine compared to the masculine activity, and overall there were more masculine themes in the masculine than the feminine activity. Boys expressed higher levels of kabam play than girls in both the feminine and masculine activities. The implications are that gender of child, gender of play partner, and the nature of the sex-typed activity, influence the social dominance and play patterns of preschool children. Implications for the classroom are discussed. Future research should continue to investigate how gender affects the play behaviors of young children.
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538 $a Mode of access: World Wide Web
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650 4 $a Early childhood education. $3 557157
655 7 $a Electronic books. $2 local $3 554714
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