The Role of Pretend Play in Social Interactions: Evidence From Peer-Dyadic Play in Singaporean Preschoolers

• In Event: 25.041 - Young Children's Cognition, Play, and Learning Experience

Abstract

This study examined the development of pretend play behavior, its relationship with social competencies and the effect of partner’s gender, in Singaporean preschoolers. Peer dyadic play among 70 children, aged between 3 and 5 years, was observed in standardised play context. Videotaped recordings of the play were analysed using three behavior scales. The results indicated strong association between pretend play development and children’s sociability but no main effect for gender composition of dyads. However, remarkably significant gender composition effects were identified in certain age groups, with same-gender dyads outperforming mixed-gender dyads. The period between ages 3 and 4 was identified as critical for pretend play development, and the 5th year of life as critical for gender segregation in play behaviours.

Authors

• Mengguo Jing, The University of Wisconsin- Madison

• Qiang Hao, Western Washington University

• Hui Li, University of Hong Kong