Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA, USA.
Int J Psychol. 2021 Oct;56(5):716-720. doi: 10.1002/ijop.12752. Epub 2021 Mar 9.
Engagement in sociodramatic play has been shown to positively impact young children's learning and development. By definition, this type of social play occurs in groups; however, research to date has primarily sought to understand sociodramatic play engagement by focusing on individual factors. Little work has considered the role of the peer group in sociodramatic play engagement. This concurrent correlational study investigated relations between types of peer group membership and the amount of children's sociodramatic play engagement, using hierarchical cluster analyses, chi-square tests and multiple regression to analyse naturalistic data of preschoolers' free play. Findings suggest that membership in a highly cohesive peer subgroup may be important for sociodramatic play engagement. This study illustrates how social ethological perspectives can be useful for understanding social play in early childhood.
社会戏剧性游戏的参与已被证明对幼儿的学习和发展有积极影响。从定义上讲，这种社会游戏发生在群体中；然而，迄今为止的研究主要通过关注个体因素来寻求理解社会戏剧性游戏的参与。很少有工作考虑同伴群体在社会戏剧性游戏参与中的作用。本同步相关研究使用层次聚类分析、卡方检验和多元回归分析了学龄前儿童自由游戏的自然数据，调查了同伴群体成员类型与儿童社会戏剧性游戏参与程度之间的关系。研究结果表明，在高度凝聚的同伴亚群体中的成员身份可能对社会戏剧性游戏的参与很重要。这项研究说明了社会生态学观点如何有助于理解幼儿时期的社会游戏。
