Parents' Perceptions of Play: A Comparative Study of Spousal Perspectives

Autor/inn/en	Warash, Barbara G.; Root, Amy E.; Devito Doris, Meghan
Titel	Parents' Perceptions of Play: A Comparative Study of Spousal Perspectives
Quelle	In: Early Child Development and Care, 187 (2017) 5-6, S.958-966 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1237511
Schlagwörter	Parent Attitudes; Play; Spouses; Comparative Analysis; Gender Differences; Preschool Children; Academic Education; Learning Processes; Child Development; Mothers; Fathers; Parent Surveys; Correlation; Attitude Change; Laboratory Schools; Attitude Measures; Statistical Analysis + Suchen Sie Ihr Suchwort? Elternverhalten; Spiel; Ehepartner; Geschlechterkonflikt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Akademische Bildung; Learning process; Lernprozess; Kindesentwicklung; Mother; Mutter; Korrelation; Attitudinal change; Einstellungsänderung; Laborschule; Statistische Analyse
Abstract	Play is essential for growth and learning during early childhood. However, the current focus on academics in preschool education has resulted in less emphasis placed on play as a learning tool. In the current study, parents' value of play was investigated. Parent gender, child gender, and child age were examined as potential influences on parents' value of play. Participants included 38 mothers and 38 fathers of preschool-aged children. Parents completed surveys about the value of play (play support) and the value of academic activities (academic focus). Results indicated that mothers rated play support higher than fathers. In addition, child age was negatively associated with parents' ratings of play support, and the relation between child age and academic focus differed by child gender. The findings suggest that parents in this study perceive play as valuable, but these perceptions change as children approach formal schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01