Aspects of play and social experience in 4 year old pre-school children

Abstract

Fifty middle class mothers answered a questionnaire covering a wide range of play and social behaviours of their four year old children. The children took part in a simple role-taking task; they were also rated by the tester and subsequently by their teacher at the beginning and end of their first term at school. A detailed description of the play and peer group contacts of the children in the sample is built up. Major categories of play activity are distinguished and related to role-taking and social adjustment. The findings, which emphasise the importance of dramatic play and peer contact in pre-school children, are discussed in relation to theories of play and experimental studies in this area. The wider implications for children from different social backgrounds are examined in the context of mounting pressure and increased provision for nursery education.