Sullivan, Caroline (2003) The benefits of parent-child play for the social development of preschoolers with varying levels of anxiety problems. Masters thesis, Concordia University.
This study examined the contributions of parent play behaviors to children's positive social adjustment at preschool or daycare 4-6 months later. Fifty-five mothers and fathers were compared on their play behaviors, both in terms of types of play and roles used in play, to examine whether fathers make unique contributions to children's social development. Father contributions may be especially relevant for children with internalizing problems. Compared to mothers, fathers engaged in significantly more physical play, and were more likely to give their children control of play activities. Mothers' tendencies to observe rather than actively play with their children predicted teachers' reports that children were less socially competent and less well adjusted. On the other hand, fathers who engaged in fantasy play or who used play to teach their children about real-life things, had children who were rated as better adjusted overall, as reported by the children's teachers. Finally, mothers' use of a more peer-like approach in play predicted both social competence and general adaptation in their children. Taken together, the present findings indicate that children are having different play experiences with their mothers and their fathers, and the implications that these differential parent play behaviors have for children's development are outlined.
|Divisions:||Concordia University > Faculty of Arts and Science > Psychology|
|Item Type:||Thesis (Masters)|
|Pagination:||x,108 leaves : ill. ; 29 cm.|
|Degree Name:||Theses (M.A.)|
|Thesis Supervisor(s):||Hastings, Paul D|
|Deposited By:||Concordia University Libraries|
|Deposited On:||27 Aug 2009 17:26|
|Last Modified:||04 Nov 2016 19:56|
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