Literaturnachweis - Detailanzeige
| Autor/inn/en | Köngäs, Mirja; Määttä, Kaarina; Uusiautti, Satu |
|---|---|
| Titel | Participation in Play Activities in the Children's Peer Culture |
| Quelle | In: Early Child Development and Care, 192 (2022) 10, S.1533-1546 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Uusiautti, Satu) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4430 |
| DOI | 10.1080/03004430.2021.1912743 |
| Schlagwörter | Peer Groups; Play; Group Activities; Child Behavior; Nonverbal Communication; Positive Attitudes; Emotional Response; Psychological Patterns; Peer Acceptance; Culture; Antisocial Behavior; Young Children; Child Care Centers; Foreign Countries; Finland |
| Abstract | This research describes the rules and ways of forming playgroups in the children's peer culture. The data were obtained through observation by videoing children's activities in various play situations. The data were analysed through ethnographic thick description by using microanalysis and participation framework. The analysis was focused on who could participate in play and what kind of behaviours inhibit participation. In addition, children's actions in order to get in play activities were observed as a part of the children's peer culture. To become included, four various methods were noticed: (1) Prowling the play activities; (2) Nonverbal communication; (3) Abstaining from critiquing; and (4) Showing enthusiasm and worming one's way to play with a toy. Furthermore, tattlers, emotionally incompetent, or dominating children were not accepted in play activities. This research provides information and increases understanding about children's behaviours and how to guide their emotional skills development. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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