Zeitschriftenartikel: „Age play“

1

Sicart, Miguel. „Play in the Information Age“. Philosophy & Technology 32, Nr. 3 (08.05.2018): 517–34. http://dx.doi.org/10.1007/s13347-018-0311-9.

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2

Umek, Ljubica Marjanovic, und Petra Lesnik Musek. „Symbolic play in mixed-age and same-age groups“. European Early Childhood Education Research Journal 5, Nr. 2 (Januar 1997): 47–59. http://dx.doi.org/10.1080/13502939785208071.

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3

Woo, Shin-young. „New Media Age, Literature, Play, Community“. JOURNAL OF READING RESEARCH 53 (30.11.2019): 33–64. http://dx.doi.org/10.17095/jrr.2019.53.2.

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4

Rebelo, Gabriela, Valéria Sousa-Gomes, Diana Moreira und Marisalva Fávero. „Assessment of Play in Preschool-Age“. European Psychologist 29, Nr. 1 (Januar 2024): 27–42. http://dx.doi.org/10.1027/1016-9040/a000520.

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Abstract: The construct of play lacks a universal and consensual definition, due to its inherent complexity. It is during childhood play is fundamental to the development of cognitive, social, emotional, physical, and language skills. Therefore, it is pertinent to conduct research on play in preschool age, seeking to identify predictors of development and methods to assess the specific components that make up the different dimensions of play. The evaluation of preschool play, using valid and reliable instruments, supports the construction of intervention programs that enhance the child’s full development. This systematic review aimed to investigate national and international instruments and tasks that assess play. The results indicate the existence of several instruments and tasks at pre-school age. However, the complexity of the construct still hinders the clear definition of the specific components to be assessed. There was a prevalence of the assessment of the social and cognitive dimensions over the assessment of the affective dimension, which is in line with the perceived frequency of the use of instruments that assess social interaction during play. So, this systematic review was a valuable contribution to the development and support of future research on tools for play assessment, specifically in preschool age.

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Small, Tamara A., und Kate Puddister. „Play-by-Play Justice: Tweeting Criminal Trials in the Digital Age“. Canadian Journal of Law and Society / Revue Canadienne Droit et Société 35, Nr. 1 (April 2020): 1–22. http://dx.doi.org/10.1017/cls.2019.21.

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AbstractJournalists routinely live-tweet high-profile criminal trials, a practice that raises questions about access to justice and the principle of open court. Does social media open up the justice system? There is a normative debate in the literature about the use of Twitter and social media in the courtroom. This paper takes on this debate by exploring the relationship between digital technologies and criminal justice. Through a systematic examination of journalists’ tweets during two key trials (Ghomeshi and Saretzky), we ask to what extent can the live-tweeting of court proceedings achieve greater access to justice in Canada? We argue that while the live-tweeting does provide more access to court, potentially furthering the principle of open court, the nature of this access provides little in the way of increased engagement with the public and its understanding of the legal system. This paper makes contributions to both the legal studies and digital politics literatures.

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MOON, MARY ANN. „Age Doesn't Play Into Cochlear Implant Outcomes“. Family Practice News 36, Nr. 5 (März 2006): 45. http://dx.doi.org/10.1016/s0300-7073(06)72784-0.

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7

Hehir, Bríd. „Reclaiming Childhood – Freedom and Play in an Age of FearReclaiming Childhood – Freedom and Play in an Age of Fear“. Nursing Standard 23, Nr. 33 (22.04.2009): 30. http://dx.doi.org/10.7748/ns2009.04.23.33.30.b897.

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8

Mounts, Nina S., und Jaipaul L. Roopnarine. „Social-Cognitive Play Patterns in Same-Age and Mixed-Age Preschool Classrooms“. American Educational Research Journal 24, Nr. 3 (September 1987): 463–76. http://dx.doi.org/10.3102/00028312024003463.

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9

Caroli, Margherita, Ewa Malecka-Tendera, Susi Epifani, Rodolfo Rollo, Sanne Sansolios, Pawel Matusik und Bent E. Mikkelsen. „Physical activity and play in kindergarten age children“. International Journal of Pediatric Obesity 6, S2 (Oktober 2011): 47–53. http://dx.doi.org/10.3109/17477166.2011.613671.

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10

Tiidenberg, Katrin, und Susanna Paasonen. „Littles: Affects and Aesthetics in Sexual Age-Play“. Sexuality & Culture 23, Nr. 2 (11.12.2018): 375–93. http://dx.doi.org/10.1007/s12119-018-09580-5.

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11

Grimmer, Tamsin. „Transforming play“. Early Years Educator 23, Nr. 22 (02.05.2023): 20–21. http://dx.doi.org/10.12968/eyed.2023.23.22.20.

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Early years consultant and trainer, Tamsin Grimmer, discusses ways to encourage different types of transforming play, allowing children to explore and build an understanding of scientific concepts and processes at an early age. Transforming – children like to explore and see changes, e.g. adding colour to cornflour, mixing paints together, making or manipulating play dough, adding juice to food to see what happens, adding water to sand and/or making sand moulds.

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Pellegrini, Anthony D. „The Narrative Organisation of Children's Fantasy Play: the effects of age and play context“. Educational Psychology 5, Nr. 1 (Januar 1985): 17–25. http://dx.doi.org/10.1080/0144341850050103.

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13

Kane, Nazneen. „The Play-Learning Binary: U.S. Parents’ Perceptions on Preschool Play in a Neoliberal Age“. Children & Society 30, Nr. 4 (23.09.2015): 290–301. http://dx.doi.org/10.1111/chso.12140.

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14

Khomais, Sama, Naseima Al-Khalidi und Duha Alotaibi. „Dramatic Play In Relation To Self- Regulation In Preschool Age“. Contemporary Issues in Education Research (CIER) 12, Nr. 4 (01.10.2019): 103–12. http://dx.doi.org/10.19030/cier.v12i4.10323.

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This study aims to investigate the relationship between dramatic play and self-regulation in preschool age. The descriptive correlational methodology is utilized using three tools: dramatic play questionnaire, self-regulation scale (Head, Toes, Knees, and Shoulders), and children’s interviews. The sample of the study consists of 60 children aged 4-6 years. Quantitative analysis is done using the Pearson Correlation Coefficient, factor analysis, and multiple regression analysis. The interviews with children are qualitatively analyzed calculating frequency, and percentage of coded data. The findings reveal a significant positive correlation between dramatic play and self-regulation. Besides, it is found that self-regulation could be predicted through the dimension of interactions with others during dramatic play. The study also proves a defect in the quality of dramatic play in terms of social interaction, symbolism, and themes and roles practiced by children. In the light of these results, the researchers suggest that mothers and teachers’ awareness of the importance of quality dramatic play should be enhanced, to enable them to allow and plan for quality play. Also, allowing flexibility in preschool programs could support teachers’ efforts in enhancing play engagement and development. Finally, this study has facilitated further research in the Arabian region, since it highlighted a valid, cross-cultural tool for measuring self-regulation in the Arabic language.

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Brown, Ashley M. L., und Jaakko Stenros. „Adult Play“. Games and Culture 13, Nr. 3 (15.04.2018): 215–19. http://dx.doi.org/10.1177/1555412017690860.

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Welcome to the Adult Play Special Issue. In this introduction, we (the editors) explain the origin of the collection and our unique take on what adult play means as a term. Rather than be specifically about sexual play, the term adult is taken here to reference the age of players. The article included how adults play, what they play with, and when they play. This of course includes, but is not limited to, play of a sexual nature. We hope you enjoy reading this issue as much as we enjoyed editing it.

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Vondey, Wolfgang. „Religion at Play“. PNEUMA 40, Nr. 1-2 (06.06.2018): 17–36. http://dx.doi.org/10.1163/15700747-04001033.

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Abstract Pentecostals do not fit the dominant narrative of a secular age constructed by Charles Taylor. Instead, Pentecostalism is a religion at play that engages with the secular without accepting its authority. A critical dialogue with Taylor’s foundational proposal of the central conditions of premodern life that have made room for our modern secular world demonstrates how and why these conditions are not met in Pentecostalism. The article then identifies the alternative mechanisms in place in Pentecostalism as a form of religion at play manifested in an enchanted worldview, sociospiritual attachment, the festival of Pentecost, the transformation of secular time, and a porous cosmos. A close examination of the notion of play in Taylor’s narrative illuminates in more detail the ill fit of Pentecostalism in the history of a secular age and reveals that Pentecostalism represents a condition of religion that resolves the tension between sacred and secular and that challenges the dominance of “secular” and “religious” as uncontested ideas of our modern world.

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Yeung, Jeffrey, Hedyeh Javidnia, Sophie Heley, Yves Beauregard, Sandra Champagne und Matthew Bromwich. „The new age of play audiometry: prospective validation testing of an iPad-based play audiometer“. Journal of Otolaryngology - Head and Neck Surgery 42, Nr. 1 (2013): 21. http://dx.doi.org/10.1186/1916-0216-42-21.

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18

Albrecht, Robert, und Carmine Tabone. „The media ecology of play: A preliminary probe of childhood play in the digital age“. Explorations in Media Ecology 16, Nr. 1 (01.03.2017): 21–38. http://dx.doi.org/10.1386/eme.16.1.21_1.

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19

Craig, Holly K., und Tanya M. Gallagher. „Interactive Play“. Journal of Speech, Language, and Hearing Research 29, Nr. 3 (September 1986): 375–83. http://dx.doi.org/10.1044/jshr.2903.375.

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The potential relationship between interactive play and the frequency of related responding to comments was investigated within the dyadic interactions among a 4-year-old Specifically Language Impaired (SLI) boy and normal-language users. The normal-language users were of similar chronological age or language level to the SLI boy. The results indicated that the SLI boy's frequency of related responding was variable but consistently associated with the following: the ratio of other-directed partner turns in play; the frequency of a particular discourse pattern; and the frequency of shared reference across the discourse pattern. Unlike related responses of the SLI child, the frequencies of related responses of normal children were essentially stable. Implications of the differences are discussed.

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Dekeyser, Thomas. „Uncomputable: Play and Politics in the Long Digital Age“. AAG Review of Books 10, Nr. 4 (02.10.2022): 6–8. http://dx.doi.org/10.1080/2325548x.2022.2114750.

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21

No authorship indicated. „Second childhood: Hypno-play therapy with age- regressed adults.“ Contemporary Psychology: A Journal of Reviews 34, Nr. 3 (März 1989): 300. http://dx.doi.org/10.1037/027867.

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22

Jego, A., P. Chassagne, I. Landrin-Dutot, C. Capet, C. Havard, M. F. Hellot, J. Weber, J. Doucet, E. Bercoff und J. Benichou. „Does age play a role in mylohyoideus muscle function?“ Neurogastroenterology and Motility 13, Nr. 1 (Februar 2001): 81–87. http://dx.doi.org/10.1046/j.1365-2982.2001.00243.x.

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23

Schmidt, Charles W. „Age at Menopause: Do Chemical Exposures Play a Role?“ Environmental Health Perspectives 125, Nr. 6 (23.06.2017): 062001. http://dx.doi.org/10.1289/ehp2093.

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24

Hira, Francis J., und Patricia J. Faulkender. „Perceiving Wisdom: Do Age and Gender Play a Part?“ International Journal of Aging and Human Development 44, Nr. 2 (01.01.1997): 85–101. http://dx.doi.org/10.2190/cn83-klnh-a8p9-yagj.

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The wisdom perceived to be possessed by videotaped individuals of varying ages was evaluated using the Smith and Baltes definition of wisdom [1]. The Life-Planning Tasks (work-family dilemmas) and corresponding think-aloud protocols (responses) developed by Smith and Baltes were transformed into videotape stimuli to assess the presence of wisdom. Using an instrument derived from the Smith and Baltes description of wisdom, undergraduate respondents evaluated the wisdom they perceived to be contained in videotaped responses to Life-Planning Tasks. The age of the Life-Planning Task respondent was manipulated as either older or younger. A significant interaction between the age and gender of the videotape respondents and an interpretation of its effect on the perception of wisdom is discussed. Correlational results reveal a positive relationship between the lay person's definition of wisdom and that which was derived from Smith and Baltes.

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Mottweiler, Candice M., und Marjorie Taylor. „Elaborated role play and creativity in preschool age children.“ Psychology of Aesthetics, Creativity, and the Arts 8, Nr. 3 (August 2014): 277–86. http://dx.doi.org/10.1037/a0036083.

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26

Sawyer, R. Keith. „Role voicing, gender, and age in preschool play discourse“. Discourse Processes 22, Nr. 3 (Oktober 1996): 289–307. http://dx.doi.org/10.1080/01638539609544976.

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27

Reuter-Rice, Karin, Madelyn Krebs und Julia K. Eads. „Head Injuries in School-Age Children Who Play Golf“. Journal of School Nursing 32, Nr. 2 (20.04.2015): 132–37. http://dx.doi.org/10.1177/1059840515579084.

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28

Pelz, Maddie, und Celeste Kidd. „The elaboration of exploratory play“. Philosophical Transactions of the Royal Society B: Biological Sciences 375, Nr. 1803 (Juni 2020): 20190503. http://dx.doi.org/10.1098/rstb.2019.0503.

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We apply a new quantitative method for investigating how children's exploration changes across age in order to gain insight into how exploration unfolds over the course of a human life from a life-history perspective. In this study, different facets of exploratory play were quantified using a novel touchscreen environment across a large sample and wide age range of children in the USA ( n = 105, ages = 1 year and 10 months to 12 years and 2 months). In contrast with previous theories that have suggested humans transition from more exploratory to less throughout maturation, we see children transition from less broadly exploratory as toddlers to more efficient and broad as adolescents. Our data cast doubt on the picture of human life history as involving a linear transition from more curious in early childhood to less curious with age. Instead, exploration appears to become more elaborate throughout human childhood. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.

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Vrsalović, Silvia, und Željka Jelavić. „Learning through Play“. Etnološka istraživanja, Nr. 27 (31.12.2022): 393–401. http://dx.doi.org/10.32458/ei.27.22.

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The text presents an overview of educational programmes held with the exhibition project Toys – Childhood Forever. The programmes were held for different groups of museum visitors: kindergarten groups, elementary and secondary school students, university students, old-age pensioners, members of vulnerable social groups, adult individual visitors and families. The key elements of learning are interactions through play and emotional engagement as essential factors of museum experience.

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Clifford, Jane M., und Anita C. Bundy. „Play Preference and Play Performance in Normal Boys and Boys with Sensory Integrative Dysfunction“. Occupational Therapy Journal of Research 9, Nr. 4 (Juli 1989): 202–17. http://dx.doi.org/10.1177/153944928900900402.

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The Preschool Play Scale and Preschool Play Materials Preference Inventory were administered to 66 pre-school-age boys (35 normal, 31 with sensory integrative [SI] dysfunction). Data were analyzed descriptively. The results demonstrated that (a) normal pre-school-age boys and pre-school-age boys with SI dysfunction did not differ with regard to play preference; (b) preschool-age boys with SI dysfunction scored significantly lower than did their normal peers on three of the four dimensions of the play scale; and (c) there was no relationship between play preference and performance for the boys with SI dysfunction and only a moderate relationship for the normal boys. Furthermore, none of the scores of the normal preschoolers fell into the category of high preference, low performance in any area of play, whereas 9% of the scores of the boys with SI dysfunction were associated with this type of play deficit. A greater percentage of scores (22%) of the boys with SI dysfunction fell into the category of low preference, low performance in given play categories; only 4% of the scores of the normal boys fell into this category. Clinical implications and recommendations for further study of play deficits are discussed.

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Bailey, Donald B., Robert A. McWilliam, William B. Ware und Margaret A. Burchinal. „Social interactions of toddlers and preschoolers in same-age and mixed-age play groups“. Journal of Applied Developmental Psychology 14, Nr. 2 (April 1993): 261–76. http://dx.doi.org/10.1016/0193-3973(93)90036-u.

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32

ÖÇAL, Tuğba, und Medera HALMATOV. „Children’s Mathematics Integrated Play Experiences During Play Times“. Acta Didactica Napocensia 14, Nr. 2 (30.12.2021): 99–109. http://dx.doi.org/10.24193/adn.14.2.8.

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"Abstract: Children have mathematical understanding beginning from the early years of life. Mathematics education during these years has a significant effect on children’s future lives. Play is a significant issue in children’s lives and can be used as a way for teaching and learning. It presents a rich learning environment. In this study, therefore, we mainly focused on which mathematical concepts, skills and play types children preferred and found out mathematical concepts and skills observed in various play types children preferred while they were playing. This study was a qualitative study and 15 children from different age groups participated. The results of this study indicated that measurement related skills and number related skills were frequently used and pretend play and object play types were used mainly by children. Besides, pretend play and object play types were frequently used by children while they were using measurement and number related skills. "

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Montepare, Joann. „Age-Friendly Universities (AFU): Necessary Partners for Age-Friendly Communities“. Innovation in Aging 5, Supplement_1 (01.12.2021): 99. http://dx.doi.org/10.1093/geroni/igab046.375.

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Abstract The pioneering Age-Friendly University (AFU) initiative, endorsed in 2016 by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of aging populations through more age-friendly campus programs, practices, and partnerships. The case will be made that AFU institutions can also play vital roles in helping neighboring communities develop, launch, assess, and sustain their age-friendly efforts through research and related endeavors that engage students and faculty. In addition, AFU campus-community partnerships can play a critical role in breaking down age-segregation that fuels ageism, building intergenerational connections, and increasing aging literacy among rising community members - all of which are necessary steps for building age-friendly communities.

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Ryabkova, I. A., E. O. Smirnova und E. G. Sheina. „Age Specifics of Preschoolers’ Role Play in Open Object Environment“. Психологическая наука и образование 23, Nr. 6 (2018): 75–84. http://dx.doi.org/10.17759/pse.2018230607.

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This paper is devoted to the research of preschoolers' free play in an open object environment.The results of observations showed different dynamics of play activity in different age groups (3, 4, 5 and 6 years).In the two younger groups, role renaming was observed in a third of the sample, and in the majority of children it was accompanied by certain changes in the appearance and by fragmentary play actions.Beyond 5 years the frequency of renaming increased — two-thirds of children called themselves a role name and almost all played roles.Many children created complex plots with a lot of branching.In the oldest group there was a significant decline in renaming and changing of the appearance (less than half of the children) as compared to the 5-year-olds, and almost complete absence of role play actions.This paper lists the roles that modern preschoolers reproduce in their play.The study shows that the role does not precede the play, but is born in the process of various actions, including exploratory and trialing actions, with objects.The importance of exploratory, manipulative activity for the emergence and development of the role is underlined.An open object environment promotes the development of such activity.

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Dodd, Helen F., Lily FitzGibbon, Brooke E. Watson und Rachel J. Nesbit. „Children’s Play and Independent Mobility in 2020: Results from the British Children’s Play Survey“. International Journal of Environmental Research and Public Health 18, Nr. 8 (20.04.2021): 4334. http://dx.doi.org/10.3390/ijerph18084334.

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The British Children’s Play Survey was conducted in April 2020 with a nationally representative sample of 1919 parents/caregivers with a child aged 5–11 years. Respondents completed a range of measures focused on children’s play, independent mobility and adult tolerance of and attitudes towards risk in play. The results show that, averaged across the year, children play for around 3 h per day, with around half of children’s play happening outdoors. Away from home, the most common places for children to play are playgrounds and green spaces. The most adventurous places for play were green spaces and indoor play centres. A significant difference was found between the age that children were reported to be allowed out alone (10.74 years; SD = 2.20 years) and the age that their parents/caregivers reported they had been allowed out alone (8.91 years; SD = 2.31 years). A range of socio-demographic factors were associated with children’s play. There was little evidence that geographical location predicted children’s play, but it was more important for independent mobility. Further, when parents/caregivers had more positive attitudes around children’s risk-taking in play, children spent more time playing and were allowed to be out of the house independently at a younger age.

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Malek, Goldis, Judith Campisi, Koji Kitazawa, Corey Webster, Aparna Lakkaraju und Dorota Skowronska-Krawczyk. „Does senescence play a role in age-related macular degeneration?“ Experimental Eye Research 225 (Dezember 2022): 109254. http://dx.doi.org/10.1016/j.exer.2022.109254.

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Doucet, J., Ch Trivalle, Ph Chassagne, M.-B. Perol, P. Vuillermet, N.-D. Manchon, J.-F. Menard und E. Bercoff. „Does Age Play a Role in Clinical Presentation of Hypothyroidism?“ Journal of the American Geriatrics Society 42, Nr. 9 (September 1994): 984–86. http://dx.doi.org/10.1111/j.1532-5415.1994.tb06592.x.

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Coad, Alex, Agustí Segarra und Mercedes Teruel. „Innovation and firm growth: Does firm age play a role?“ Research Policy 45, Nr. 2 (März 2016): 387–400. http://dx.doi.org/10.1016/j.respol.2015.10.015.

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Chandler, Lynette. „Promoting Positive Interaction Between Preschool-Age Children During Free Play“. Young Exceptional Children 1, Nr. 3 (April 1998): 14–19. http://dx.doi.org/10.1177/109625069800100303.

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Sobkin, Vladimir S., und Ksenija N. Skobeltsina. „Sociology of Preschool Childhood: Age Dynamics of the Child's Play“. Procedia - Social and Behavioral Sciences 146 (August 2014): 450–55. http://dx.doi.org/10.1016/j.sbspro.2014.08.153.

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Karidas, Stephanie, und Jacqueline Hinckley. „Effects of Age and Aphasia on Multi-tasking Role Play“. Archives of Physical Medicine and Rehabilitation 101, Nr. 11 (November 2020): e35-e36. http://dx.doi.org/10.1016/j.apmr.2020.09.102.

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Horgan, Deirdre, Jacqui O'Riordan, Shirley Martin und Jane O'Sullivan. „Children's views on school-age care: Child's play or childcare?“ Children and Youth Services Review 91 (August 2018): 338–46. http://dx.doi.org/10.1016/j.childyouth.2018.05.035.

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Sotevik, Lena, Nils Hammarén und Anette Hellman. „Familiar play: age-coded heteronormativity in Swedish early childhood education“. European Early Childhood Education Research Journal 27, Nr. 4 (27.06.2019): 520–33. http://dx.doi.org/10.1080/1350293x.2019.1634239.

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STEPANOVA, Nataliia. „CRITICAL THINKING DEVELOPMENT IN OLDER PRESCHOOL AGE CHILDREN THROUGH PLAY“. Cherkasy University Bulletin: Pedagogical Sciences, Nr. 3 (2019): 269–74. http://dx.doi.org/10.31651/2524-2660-2019-3-269-274.

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Ilter, Seda. „Rethinking Play Texts in the Age of Mediatization: Simon Stephens’sPornography“. Modern Drama 58, Nr. 2 (Juni 2015): 238–62. http://dx.doi.org/10.3138/md.0693r1.84.

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Kim, Soo-A., und Min-Hee Kim. „Gender, Age, Teacher-Infant Relationships and Infant Free-play Interactions“. Korean Journal of family welfare 28, Nr. 1 (30.03.2023): 27–41. http://dx.doi.org/10.13049/kfwa.2023.28.1.2.

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Cherny, Stacey S., Gregory Livshits, Maxim B. Freidin, Sam Wadge, Ayrun Nessa und Frances M. K. Williams. „Does Dysbiosis Play a Role in Age-Related Hearing Impairment?“ Hearing Journal 76, Nr. 12 (21.11.2023): 19,20,21,22,23. http://dx.doi.org/10.1097/01.hj.0000997252.36683.93.

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Hartanto, Andree, Wei Xing Toh und Hwajin Yang. „Age matters: The effect of onset age of video game play on task-switching abilities“. Attention, Perception, & Psychophysics 78, Nr. 4 (09.02.2016): 1125–36. http://dx.doi.org/10.3758/s13414-016-1068-9.

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Gi-Bong Kim. „Old Age as the Final Act of Life Play - For Human Studies of Old Age -“. Drama Research ll, Nr. 35 (Dezember 2011): 5–28. http://dx.doi.org/10.15716/dr.2011..35.5.

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Perren, Sonja, Fabio Sticca, Barbara Weiss-Hanselmann und Carine Burkhardt Bossi. „Let us play together! Can play tutoring stimulate children’s social pretend play level?“ Journal of Early Childhood Research 17, Nr. 3 (02.06.2019): 205–19. http://dx.doi.org/10.1177/1476718x19849248.

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Social pretend play may have a positive impact on children’s social development because it involves positive peer interactions and challenges their social-cognitive abilities. The current study aimed to investigate whether variations in play tutors’ active support and play management are associated with variations in children’s social pretend play level in the context of a pretend play tutoring intervention. Moreover, the moderating role of children’s social skills (cooperative behaviour and sociability) was examined. In total, 50 children from eight playgroups participated in the study (50% females, mean age at T1 = 46.6 months, SD = 4.3). Six play tutoring sessions took place during normal playgroup sessions (30–40 minutes each). Both the play tutors’ active support and play management and the children’s social pretend play were videotaped and rated for each 10-minute interval. Furthermore, teachers rated children’s social skills before the intervention. The study showed that active support – but not play management – was positively associated with children’s social pretend play level. Furthermore, children’s sociability positively predicted children’s social pretend play level during the intervention and also intensified the positive effect of active support on children’s social pretend play level. In contrast, children’s cooperative behaviour was not significantly associated with their social pretend play level. These results suggest that play tutoring in a group setting needs to be tailored to children’s needs and should actively aim to include withdrawn children, so that they can also profit more strongly from the intervention.

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