Publikation:

Fostering children’s social pretend play competence and social skills through play tutoring : what is the mechanism of change?

Lade...
Vorschaubild

Dateien

Kalkusch_2-1c1vysslgixdx9.pdf
Kalkusch_2-1c1vysslgixdx9.pdfGröße: 290.33 KBDownloads: 138

Datum

2022

Herausgeber:innen

Kontakt

ISSN der Zeitschrift

Electronic ISSN

ISBN

Bibliografische Daten

Verlag

Schriftenreihe

Auflagebezeichnung

ArXiv-ID

Internationale Patentnummer

Link zur Lizenz

Angaben zur Forschungsförderung

Projekt

Open Access-Veröffentlichung
Open Access Hybrid
Core Facility der Universität Konstanz

Gesperrt bis

Titel in einer weiteren Sprache

Publikationstyp
Zeitschriftenartikel
Publikationsstatus
Published

Erschienen in

International Journal of Behavioral Development. Sage Publications. 2022, 46(5), pp. 461-471. ISSN 0165-0254. eISSN 1464-0651. Available under: doi: 10.1177/01650254221108163

Zusammenfassung

Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups (N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention group (play tutoring), the material group (half-dose), and the control group (treatment as usual). Weekly treatment sessions took place for six consecutive weeks. Pre-tests, post-tests, and a follow-up were made. Playgroup educators reported on children’s pretend play competence and social skills using a questionnaire. Children’s pretend play quality during treatment sessions was assessed by standardized behavioral observations. Using latent change models with indirect effects, we investigated whether the intervention effects of play tutoring on children’s pretend play competence and social skills are mediated by their social pretend play quality shown during the intervention sessions. The results indicate mediating effects of social pretend play quality on children’s change in social pretend play competence and self-oriented social skills (sociability and setting limits). The study supports social pretend play as a beneficial ground to promote social development but also indicates a more complex interplay of different change mechanisms.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen

Schlagwörter

Social development, social pretend play quality, mechanism of change, pretend play tutoring, social skills

Konferenz

Rezension
undefined / . - undefined, undefined

Forschungsvorhaben

Organisationseinheiten

Zeitschriftenheft

Zugehörige Datensätze in KOPS

Zitieren

ISO 690KALKUSCH, Isabelle, Ann-Kathrin JAGGY, Carine BURKHARDT BOSSI, Barbara WEISS, Fabio STICCA, Sonja PERREN, 2022. Fostering children’s social pretend play competence and social skills through play tutoring : what is the mechanism of change?. In: International Journal of Behavioral Development. Sage Publications. 2022, 46(5), pp. 461-471. ISSN 0165-0254. eISSN 1464-0651. Available under: doi: 10.1177/01650254221108163
BibTex
@article{Kalkusch2022-09Foste-58241,
  year={2022},
  doi={10.1177/01650254221108163},
  title={Fostering children’s social pretend play competence and social skills through play tutoring : what is the mechanism of change?},
  number={5},
  volume={46},
  issn={0165-0254},
  journal={International Journal of Behavioral Development},
  pages={461--471},
  author={Kalkusch, Isabelle and Jaggy, Ann-Kathrin and Burkhardt Bossi, Carine and Weiss, Barbara and Sticca, Fabio and Perren, Sonja}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/58241">
    <dc:creator>Weiss, Barbara</dc:creator>
    <dcterms:abstract xml:lang="eng">Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups (N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention group (play tutoring), the material group (half-dose), and the control group (treatment as usual). Weekly treatment sessions took place for six consecutive weeks. Pre-tests, post-tests, and a follow-up were made. Playgroup educators reported on children’s pretend play competence and social skills using a questionnaire. Children’s pretend play quality during treatment sessions was assessed by standardized behavioral observations. Using latent change models with indirect effects, we investigated whether the intervention effects of play tutoring on children’s pretend play competence and social skills are mediated by their social pretend play quality shown during the intervention sessions. The results indicate mediating effects of social pretend play quality on children’s change in social pretend play competence and self-oriented social skills (sociability and setting limits). The study supports social pretend play as a beneficial ground to promote social development but also indicates a more complex interplay of different change mechanisms.</dcterms:abstract>
    <dcterms:title>Fostering children’s social pretend play competence and social skills through play tutoring : what is the mechanism of change?</dcterms:title>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/58241"/>
    <dc:contributor>Weiss, Barbara</dc:contributor>
    <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:creator>Perren, Sonja</dc:creator>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2022-08-04T13:37:22Z</dc:date>
    <dc:creator>Burkhardt Bossi, Carine</dc:creator>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/58241/1/Kalkusch_2-1c1vysslgixdx9.pdf"/>
    <dc:contributor>Perren, Sonja</dc:contributor>
    <dc:contributor>Kalkusch, Isabelle</dc:contributor>
    <dc:contributor>Burkhardt Bossi, Carine</dc:contributor>
    <dc:creator>Jaggy, Ann-Kathrin</dc:creator>
    <dc:creator>Kalkusch, Isabelle</dc:creator>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/58241/1/Kalkusch_2-1c1vysslgixdx9.pdf"/>
    <dc:language>eng</dc:language>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dc:contributor>Jaggy, Ann-Kathrin</dc:contributor>
    <dcterms:issued>2022-09</dcterms:issued>
    <dc:rights>Attribution 4.0 International</dc:rights>
    <dc:creator>Sticca, Fabio</dc:creator>
    <dc:contributor>Sticca, Fabio</dc:contributor>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2022-08-04T13:37:22Z</dcterms:available>
  </rdf:Description>
</rdf:RDF>

Interner Vermerk

xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter

Kontakt
URL der Originalveröffentl.

Prüfdatum der URL

Prüfungsdatum der Dissertation

Finanzierungsart

Kommentar zur Publikation

Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Ja
Begutachtet
Ja
Diese Publikation teilen