Emperical Article Review

Emperical Article Review - Nonsocial Play and Adjustment in...

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Running Head: Nonsocial Play and Adjustment in Kindergarten Empirical Article Review of: When Girls Versus Boys Play Alone: Nonsocial Play and Adjustment in Kindergarten November 5, 2007 Nonsocial Play and Adjustment in Kindergarten 1
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When Girls Versus Boys Play Alone: Nonsocial Play and Adjustment in Kindergarten Overview of the Study: Background: In this study called “When Girls Versus Boys Play Alone: Nonsocial Play and Adjustment in Kindergarten” researchers Coplan, Gavinski-Molina, Lagacė-Sėguin, and Wichmann (2001), were interested in the differences of nonsocial play of a selected group of kindergarten students. The differences that the researchers focused on were the adjustments that the children made throughout the course of the school year. The researchers looked at how different types of nonsocial behavior were affected over the year and they also analyzed the differences that boys had compared to girls. The different types of nonsocial behavior that were studied in this observation were reticent behavior, solitary-passive behavior, and solitary-active behavior. According to the article, the gender comparisons of nonsocial behavior to this point have not been explored in the past. The study was interested in the idea of how girls participating in nonsocial play are commonly accepted by parents and peers, whereas boys that participate in nonsocial play are discouraged by parents and rejected by peers. Methods of Study: The method that Coplan et al. (2001) used in this study to track the adjustment of the child’s behavior based on their nonsocial play was by a series of assessments done by parents, teachers, and observations of the child’s behavior. In the article, it stated that mothers completed the Colorado Child Temperament Inventory, which focused on the children’s subscales of Shyness, Emotionality, and Soothability. This inventory was taken three months into the study. The next measure of change in behavior occurred six months into the school year, when children were observed during free play. Over a three to four week period, trained research assistants observed the children daily for 45 minutes to an hour of free play. The final measure of adjustments of behavior was measured near the end of the school year when the Nonsocial Play and Adjustment in Kindergarten 2
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children were asked a series of questions designed to examine their academic skills. At this time teachers also provided a measure of the children’s academic achievement. The two measures
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This note was uploaded on 04/20/2008 for the course HDFS 217 302 32 taught by Professor All during the Spring '08 term at Colorado State.

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Emperical Article Review - Nonsocial Play and Adjustment in...

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