Gender comparisons of young children's social interaction in cooperative play activity.
Item
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Title
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Gender comparisons of young children's social interaction in cooperative play activity.
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Identifier
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AAI9315445
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identifier
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9315445
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Creator
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Ausch, Lea.
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Contributor
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Adviser: David J. Bearison
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Date
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1993
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Psychology, Social | Education, Sociology of
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Abstract
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The subject of this dissertation is young children's social interaction in cooperative play activity. The problems addressed by the research were: Is there a difference between the way preschool boys interact and the way that preschool girls interact during a cooperative play activity? Are their interaction strategies affected by the composition of the dyad? Is their interaction influenced by their level of interest in the activity?;The research was conducted in a private school which served predominantly white, middle-class children. The population for this study was comprised of 5 and 6 year old children who attended preschool Monday through Friday.;Eighty children (40 boys and 40 girls) were randomly assigned to either same gender or mixed gender dyads. Two activities were employed. One activity was of high interest to girls and low interest to boys, and the other activity was of high interest to boys and low interest to girls. Same gender and mixed gender dyads were all presented with both activities.;Subjects' interaction strategies and linguistic styles during both activities were coded, and data were analyzed to assess the role of gender, level of activity interest, and gender composition of the dyad on characteristics of the interaction.;Results showed a main effect for both group composition and level of interest on the proportion of aggravated behavior scores; interaction effects of gender by level of interest, and gender by group by level of interest on the proportion of aggravated behavior scores; and various interaction effects for the proportion of aggravated behavior for all individual behavior strategies, in all of which level of interest was one of the interaction factors. The findings support the central hypothesis of the study, that differences in the use of aggravated behavior in interaction style by boys and girls is strongly influenced by their level of interest in the activity being performed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
