The Roles of Child Gender and Parental Knowledge of Child Development in Parent-Child Interactive Play

Marjanovic-Umek Ljubica; Fekonja-Peklaj Urska

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The Roles of Child Gender and Parental Knowledge of Child Development in Parent-Child Interactive Play

机译：儿童发展中子女发展中儿童互动戏剧中的儿童性别和父母的作用

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In our study, we aimed to analyse the effect of child gender on parental and child interactive play behaviour, as well as to determine relations between parental general knowledge of child development and parental play behaviour in two developmental periods, namely toddlerhood and early childhood. The sample included 99 children (50 toddlers 1-3 years-old; 49 preschoolers 3-5 years-old) and their parents. Parent-child interactive play with a standard set of toys was observed and assessed in the home setting. We found that parental and child play behaviours were closely related in both age groups. In addition, child's gender affected child, but not parental, play behaviour such that girls more frequently established the content of play, sustained play frame, and used more symbolic transformations during play than boys did. Parents' general knowledge of child development was associated with both parental education and parental play behaviour. The findings are applicable to different professionals working with children and their parents in the preschool period.

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来源
《Sex roles》 |2017年第8期|共14页
作者
Marjanovic-Umek Ljubica; Fekonja-Peklaj Urska;
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作者单位

Univ Ljubljana Dept Psychol Ljubljana Slovenia;

Univ Ljubljana Dept Psychol Ljubljana Slovenia;

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原文格式 PDF
正文语种 eng
中图分类两性问题;
关键词
Child gender; Parent-child play; Symbolic play; Parental knowledge of child development;

机译：儿童性别;亲子游戏;象征性的戏剧;儿童发展的父母知识;

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The Roles of Child Gender and Parental Knowledge of Child Development in Parent-Child Interactive Play

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