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Parent beliefs about play: Relations...

Fogle, Livy Marie.

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Parent beliefs about play: Relations with parent-child play interactions and child peer play competence.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Parent beliefs about play: Relations with parent-child play interactions and child peer play competence./
作者:	Fogle, Livy Marie.
面頁冊數:	106 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: B, page: 3558.
Contained By:	Dissertation Abstracts International64-07B.
標題:	Psychology, Developmental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3098661

Parent beliefs about play: Relations with parent-child play interactions and child peer play competence.
Fogle, Livy Marie.

Parent beliefs about play: Relations with parent-child play interactions and child peer play competence. - 106 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: B, page: 3558.

Thesis (Ph.D.)--University of South Carolina, 2003.

A rating scale measuring parent beliefs about play was developed and validated with a sample of 224 low-income, African American mothers of preschool children attending a Head Start program. Principal components analyses of the Parent Play Beliefs Scale (PPBS) revealed two factors, Play Support and Academic Focus, which capture parent attitudes regarding the developmental significance of play. Play Support reflects parent beliefs that play is an enjoyable activity with many developmental benefits to children. The Academic Focus factor represents beliefs that play may not be as valuable to preschool children's development as more academically oriented activities, like reading. These factors demonstrated limited relations with observed parent-child play interactions, but correlated strongly with children's peer play competence. Parent levels of Play Support were somewhat influenced by ratings of children's temperament and correlated positively with parent education. Findings support the inclusion of parent beliefs in conceptual models of children's social competence and inform intervention efforts targeted at low-income families of preschool children.Subjects--Topical Terms:

1017557
Psychology, Developmental.

Parent beliefs about play: Relations with parent-child play interactions and child peer play competence.
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520 $a A rating scale measuring parent beliefs about play was developed and validated with a sample of 224 low-income, African American mothers of preschool children attending a Head Start program. Principal components analyses of the Parent Play Beliefs Scale (PPBS) revealed two factors, Play Support and Academic Focus, which capture parent attitudes regarding the developmental significance of play. Play Support reflects parent beliefs that play is an enjoyable activity with many developmental benefits to children. The Academic Focus factor represents beliefs that play may not be as valuable to preschool children's development as more academically oriented activities, like reading. These factors demonstrated limited relations with observed parent-child play interactions, but correlated strongly with children's peer play competence. Parent levels of Play Support were somewhat influenced by ratings of children's temperament and correlated positively with parent education. Findings support the inclusion of parent beliefs in conceptual models of children's social competence and inform intervention efforts targeted at low-income families of preschool children.
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