Citation

Borman KM, Kurdek LA. Int. J. Behav. Devel. 1987; 10(2): 241-251.

Copyright

(Copyright © 1987, SAGE Publishing)

DOI

10.1177/016502548701000207

PMID

unavailable

Abstract

Second and fifth graders' playground activities during school recess were studied with a one-year follow-up. At the second time of assessment, measures were also taken of logical reasoning, interpersonal understanding, and understanding game rules. Both grade and gender differences were found in the complexity of children's activities. Generally, older children participated in more complex activities than younger children, and boys participated in more complex activities than girls. The complexity of children's activities increased over the one-year period, especially for boys. The correlates of game complexity differed for boys and girls. For boys, game complexity was negatively related to interpersonal understanding and positively related to understanding game rules. For girls, game complexity was positively related to interpersonal understanding.

RESULTS are discussed in terms of social and sex role development.

Language: en