TY  - JOUR
PY  - 2003//
TI  - Sequential transition patterns of preschoolers' social interactions during child-initiated play: Is parallel-aware play a bidirectional bridge to other play states?
JO  - Early childhood research quarterly
A1  - Robinson, Clyde C.
A1  - Anderson, Genan T.
A1  - Porter, Christin L.
A1  - Hart, Craig H.
A1  - Wouden-Miller, Melissa
SP  - 3
EP  - 21
VL  - 18
IS  - 1
N2  - Lag-sequential analysis was used to explore the simultaneous sequential transition patterns of preschoolers' social play within natural classroom settings. Subjects were 167 middle- and lower-income 4-year-olds (90 boys and 77 girls) videotaped in three child-initiated play centers. Results indicated that the proportion of social-play states did not vary during the play episodes even when accounting for type of activity center, gender, and SES. Findings also revealed that, during and within child-initiated play centers, a reciprocal relationship existed between parallel-aware and other social-play states. Specifically, knowing preschoolers who were in parallel-aware play significantly increased the likelihood of predicting their shifts into cooperative-social and onlooker play; while knowing children were in cooperative-social, onlooker, and solitary-constructive play predicted shifts into parallel-aware play. Likewise, similar to school-age children's group-entry patterns, preschoolers exhibited a three-step sequential play pattern of going from onlooker behavior into parallel-aware play then into cooperative-social play during child-initiated activities. Also supported was the notion that during child-initiated play episodes parallel-aware play is more than a static bridge into cooperative-social play; it is a dynamic bidirectional crossroad between other social-play states.<p /> 
LA  - 
SN  - 0885-2006
UR  - http://dx.doi.org/10.1016/S0885-2006(03)00003-6
ID  - ref1
ER  -