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Social interaction among gifted pres...

Goldman, Nancy Taylor.

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Social interaction among gifted preschoolers during sociodramatic play.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Social interaction among gifted preschoolers during sociodramatic play./
作者:	Goldman, Nancy Taylor.
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2881.
Contained By:	Dissertation Abstracts International54-08A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9400561

Social interaction among gifted preschoolers during sociodramatic play.
Goldman, Nancy Taylor.

Social interaction among gifted preschoolers during sociodramatic play. - 236 p.

Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2881.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992.

This study was designed to observe the social interaction of homogeneously grouped gifted preschoolers during sociodramatic play in two areas of the preschool classroom (housekeeping and blocks) at two sites.Subjects--Topical Terms:

626654
Education, Sociology of.

Social interaction among gifted preschoolers during sociodramatic play.
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500 $a Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2881.
500 $a Sponsor: James H. Borland, III.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
520 $a This study was designed to observe the social interaction of homogeneously grouped gifted preschoolers during sociodramatic play in two areas of the preschool classroom (housekeeping and blocks) at two sites.
520 $a The methodology employed was direct observation. Seven sets of playscripts were recorded during sociodramatic play at each site. Entry, maintenance, and termination behaviors were observed in order to analyze how young gifted children engaged in play with their peers. Social problem solving was considered a maintenance behavior.
520 $a Social play was the norm at both sites, and sociodramatic play was conducted in both the blocks and housekeeping areas. Sociodramatic play was a group rather than a dyadic event, with an average participation rate of five children per area over the observed play segments.
520 $a Sociodramatic play was highly complex with a distinct set of entry and maintenance behaviors at each site. Play was maintained among the children until play time was over. Teachers rather than children terminated play. Maintenance of play occurred despite conflict and the temporary leavetaking of individual children. Play was relatively conflict-free; three of the seven play segments observed at each site contained no conflicts. Nine conflicts occurred at one site; five occurred at the other site.
520 $a Sociodramatic play was highly verbal. Children held elaborate discussions concerning role and play theme. Group consensus often determined both role and theme. More than half of the play segments contained three or more themes. Both conflicts and their resolutions occurred verbally. More than half of the conflicts were resolved by the children without adult intervention. Metacommunications occurred at both sites.
520 $a Gender and site differences were examined. Children at both sites engaged in cross-gender play in housekeeping. Same-gender play was observed in blocks at one site. Role concepts among the children appeared verbally stereotypic but were not limited by gender in actual practice. Gender and site differences were found regarding rate of conflict, with conflicts among boys at play occurring at double the rate of that among girls.
520 $a Sociodramatic play among these subjects was complex, highly verbal, collaborative, and predominantly conflict free. These tentative conclusions, derived from a limited sample, need to be tested further among other groups of young children at play in the natural setting of the gifted and non-gifted preschool classroom.
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