CC BY
86Journal of Siberian Federal University. Humanities & Social Sciences 11 (2012 5) 1602-1616
УДК 373.22
Play Activity of Preschool Children:
Joint Play with Parents,
Game Preferences and Favorite Toys
Vladimir S. Sobkin* and Kseniya N. Skobeltsina
Russian Academy of Education 8 Pogodinskaya str., Moscow, 119121 Russia 1
Received 04.11.2011, received in revised form 11.11.2011, accepted 23.11.2012
The article analyses the representations of preschool children's parents about their child's play activity. First of all the research deals with the consideration ofplace ofjoint play of children and parents in general structure offamily leisure time and involvement ofparents in child's play (as a participant or as a manager of a role-playing game). Besides we analyze preschoolers' game preferences: favorite toys and games of children.
The article is based on the materials obtained from the sociological poll of 1936 parents, whose children attend Moscow kindergartens. The research was conducted by the Institute of Sociology of Education (Russian Academy of Education) in 1997. During the analysis of the materials special attention was given to the influence of various demographic and socially-stratification factors on the answers of parents about play activity of preschoolers.
Keywords: preschool childhood, joint play of parents and children, family leisure activities, games and toys preferences.
The article is devoted to the representations of preschool children parents about their children's play activity. Special attention is given to the consideration of place of joint play of parents with their child in general structure of family leisure time, involvement of parents in child's play and also activity of adult as a manager of a role-playing game. Besides we analyze representations of parents about game preferences of preschoolers: what toys and games are preferred by their children.
The representation about play as leading activity in preschool age is accepted in Russian psychology (L.Vygotsky, A.Leontev, D.Elkonin
etc.) (Vygotsky, 1966, Smirnova, 1997, Elkonin, 1987, Elkonin et al. 1989). At the present moment a great number of researches concern features of children's play and its influence on development and formation of child's personality (Smirnova et al., 2005, 2006, 1997). In this article children's play is discussed in a special way. The researchers have made an attempt to consider parent's opinion towards preschoolers game.
The basis of the article is represented by the materials obtained from the sociological poll of 1936 parents, whose children attend Moscow kindergartens. It continues a whole cycle of our works about preschool sociology (Sobkin et al.,
* Corresponding author E-mail address: [email protected] 1 © Siberian Federal University. All rights reserved
- 1602 -
2012, 2002, 2011, 201ta). During the analysis of these materials we will try to estimate influence of various demographic and socially-stratification factors on the answers of parents about play activity of preschoolers.
Joint play in the structure of family leisure time
In order to find out what place is occupied by joint play of parents with their child in general structure of a family leisure time a special question was asked to respondents concerning the typical way of spending free time with their child at home. The general average data on preferences of various kinds of joint activity at leisure time by parents of preschoolers is given in Table 1.
Apparently from the data resulted in the table, among various kinds of activity preference to joint play with the child at leisure time is given by almost a half of interrogated parents (49,1 %). And significant distinctions in answers of fathers and mothers are not revealed. At the same time it is indicative that the gender of a child makes significant impact on the opinions of parents concerning joint play. Parents of boys choose joint play more often, than parents of
girls (accordingly: 52,2 % and 44,5 %; р = .001). It is peculiar both for fathers, and for mothers (Fig.1).
Parents' preferences of play activity in leisure structure also depend on the age of the child (Fig.2). Thus, parents of the senior preschool children (5-7 year old children) choose the given type of activity much less often, than parents of younger children. It is important to highlight that when a child reaches this age the general structure of joint leisure of parents with him also changes.
And finally, the material status of a family plays also an important role: needy parents choose joint play with their child essentially less often than prosperous (accordingly: 42,8 % and 51,6 %; р = .0004).
Involvement of parents in their child's play
In order to find out the degree of parental involvement in play activity with their child, a special question has been offered to the respondents: «Do you play together with your child?». It is necessary to notice that answers allow to find out not only the inclusiveness of parents in their child's play but also to distinguish
Table 1. Joint activity of parents with their child at leisure time (%)
Types of joint activity %
Reading of books 53,9
Joint play 49,1
Walks 44,5
Watching TV 25,5
Watching DVD, video 18,3
Involving the child into housework 16,8
Building, constructing 16,2
Modeling, drawing 15,2
Music listening, singing 10,2
Playing the computer 6,1
The child organizes his free time himself 9,3
- 1603 -
□ Boys
3 Girls
60 50 40 30 20 10 0
54,8
51,1
43,8
44,7
Fathers Mothers
Fig. 1. Answers offahhers and mothers of boys and girl s aboutjointplay with their children (%)
%
70 60 50 40 30 20 10 0
43,7
1,5 - 3 years 3 - 4 years 4 - 5 years 5 - 7 years
Age of the child
Fig. 2. Percentage of parents, preferring to spend their free time at home with the child in a joint play in dependence of the age of the child (%)
those reasons in connection with which parents don't take part in joint play, for example: child's preference of independent, separate play; inaptitude of parents to play with their child; lack of free time for joint play. Distribution of parents' answers to this question is given in Table 2.
The analysis of the received answers shows that the involvement of parenti in joint play depends on the child's age (Ffg.3). Thut, with children of 4-5 years play 65,1 % of parents, whereas with children of 5-7 years - 59,1 % (p = .04). Moreover parents of the senior preschool ceildren (5-7 years) more often, than paaeats oS 4-5 year-old children notice Shat theia childaen
prefer to play independenaly (accordingly: 25,1 % and 20,1 %, p = .04).
The graph shows that up to the senior preschool age there is a gradual withdrawal of parents from joint play with their child and child's orientation to independent, separate play increases. Saying differently at the stage of senior pie school age a cluld's play activity becomes moee self-dependent.
Distinceions of parenta' involvament in joint play degree depending on child's gender which we have already mentioned is confirmed. Thusg paeents of gills mark eheir lack oi area time Por .¡(tint play more frequently than parents
Table 2. Distribution of answers of parents to the question on their involvement in joint play with their child (%)
Answer to the question %
Yes, I play together with my child 63,7
Nr, my child prefers to play by himself 22,5
Na, I am noSable 3,0
Unfortunately, I don't have enough time 10,2
□ Parents are included in joint play □Child prefers to play independently
70 60 50 40 30 20 10 0
65,1
20,1
59,1
25,1
4-5 years
5-7 years
Fig. 3. Involvement of parents in joint play depending on the age of the child (%)
%
of boys (accordingly: 11,7 % and 9,0 %; p = .04). Gender of parents also lias a s ignificant i mpact on their onvolvement in a play with the chiOd. So, mothers answer that they play with their child in 65,7 % of cases, and fathers - in 58,33 %
(p = .001 s.
Influence of socially-stratification factors is also traced. Parents with higher education note their involvement in joint play with tire child more often thrn parenis with) secondary education (accordingly: 66,5 % and 60,6 %; p = .02). In comparison parents w4th secondary educatiot mark independence of their child in play more frequently than parents with higher education (accordin4iy: 25,7 % aid 20,6 %; p = .01). It is remarkable that unmarried mothers, in comparison with married, more often mark their inability to play with their child (accordingly: 4,6 % and 1,7 %; p = .004).
Aetivity of parent as a manager of 4 rote-playing game
For the analrsis of adult's activity as organizer of a role-playing game for the child f queition on whether patrntc invent plots for play or fairy tales for their child was asked (Table 3).
Results received show that parents invent pilots foc games to children tin 5 years much more often, thus organizing their play aciivity. For example, for children of 4-5 years 31,9 % of parents think out fairy tales and plots for games, and for children of i-7 years - onlf 22,9 % (p = .001). Age dynamics is sSown in Fig. 4.
Again it fonfirms results of the previous analysis of the play activity age features. At the age of 5-7 years serious changes in the structure of preschoolers play activity occur, as well as the role of an adult in this activity changes. If earlier
40 35 30 -25 -20 -15 10 5 0
%
33,6
31,9
28
22,9
1,5 - 3 years 3 - 4 years 4 - 5 years 5 - 7 years
Age of the child
Fig. 4. Percentage of parents who regularly invent fairy tales and plots for games for their child accordingly to the child's age (%)
Table 3. Distribution of answers of respondents to the question «Do you invent fairy tales for your child, interesting stories, plots for the game?» (%)
Answer to the question %
Yes, but it is rare enough 60,1
Yes, regularly 26,9
No 5,0
I am not able 4,5
Unfortunately, I don't have enough time 3,5
adult played an important role in the organization of children's play, then (since 5 years) a child becomes more independent in his play activity. Pointing out that the answer «I am not able to invent plots for games» is more often given by parents of children older than 4 years (Fig.5). If parents of 3-4 year-old children note inability to think out plots for games in 1,7 % of cases, then among parents of children of 4-5 years this answer is chosen by 5,4 % of parents (p = .04).
Therefore at the age of 5-7 years the structure of organization of play activity changes. First of all it can be seen from the increase of child's self-dependence, escalating independence in his play activity. The withdrawal of parents from
joint play with their child is observed. It can be seen that by the age of 4 years parents often show uncertainty in their ability to participate in their child's play and to become an organizer of a role-playing game. In other words, at a transition stage to a role-playing game, the adult often appears incapable of its organization.
Children's game preferences
During the poll parents were asked to answer which of the listed types of games their children usually prefer to play in (Table 4).
From the data resulted in the table it is visible that game preferences differ depending on the gender of children. Boys much more often than
2,7
5,6
5,4
1,5 - 3 years
3 - 4 years
4 - 5 years
5 - 7 years
Age of the child
Fig. 5. Percentage of parents who have noted inability to invent fairy tales and plots for games for their child, depending on the age of the child (%)
%
Table 4. Game preferences ofnreschool children (%)
Types ofg ames % Parentis of bays Parents of girls
Active game s, sp orts games 52,3 53,8 51,6
Board rames 42,2 39,2 44 ,5
Building, constructing 411,7 550,8 31,2
Games in family 24,7 9,7 39,9
Computer games, g ame console 23,0 28,4 17,4
Games in characters from booOs, films,sartoons 13,3 13,0 13,6
Military games 12,3 21,4 3,1
Games in different professions 7,3 44,6 10,5
girls prefer to play computer games (accordingly: 28,4 % and 17,4 %; p = .0001), military games (accordingly: 21,4 % and 3,1 %; p = .0001) and also to build and construct (accordingly: 50,8 % and 31,2 %; p = .0001). Girls more often than boys prefer board games (accordingly: 44,5 % and 39,2 %; p = .01), games in family (accordingly: 39,9 % and 9,7 %; p = .0001) and in different professions (accordingly: 10,5 % and 4,6 %; p = .0001).
Also age distinctions in game preferences of children are observed (Fig. 6 and 7).
It can be seen from the results presented in Fig. 6 that different types of games are preferable
during the different age periods. Children of 1,5-3 years play board games much more rare, than older children (27,4 % at 1,5-3 years and 39,2 % at 3-4 years; p = .01). War games are also much less often preferred by children of 1,5 - 3 years in comparison with children of 3 - 4 years (accordingly: 5,2 % and 11,3 %; p = .04). Among the parents of children of 1,5 - 3 years computer games are marked only in 5,2 % of cases whereas among parents of children of 3-4 years their amount reaches 10,8 % (p = .04). Moreover it is shown on the chart that both child's age and frequency of parent's choice of computer games gradually increases.
50 45 40 35 30 2 5 20 15 10
□ Board games □ Military games □ Computer games
44,6
27,4
5,2 5,2
1,5 -3 years 3 -4 years 4 -5 years 5 -7 years
Age of the child
Fig. 6. Growth of popularity ofdifferent types ofgames depending on the age of the child (%)
%
0
□ Mobile & sports games DGames in different professions
80 70 60 50 40 30 20 10 0
70,4
61,9
5,2
56,4
10,5
43,9
4,9
7,6 ■
1,5 - 3 years 3 - 4 years 4 - 5 years 5 - 7 years
Age of the child
Fig. 7. Falling of popularity of different types of games depending on the age of the child (%)
%
From Fig. 7 it is visible that preference of sports games decreases with tine years (children of 4-5 years - 56,4 %, children of 5-7 years -43,9%; p = .000S). Games in different professions are more often preferred by children of 3-44 years in comparison with children of 4-5 yearr and children till 3 years (accordingly: 10,5 %, 4,9 % and 5,2 %; p = .00).
Representations of parents about game preferences of their children depend on demographic and socially-stratification factors.
So, fathers more often than mother. note among the game preferences erf their children games where they act like books, tUrns and cartoons chrracters (accordingly: 16,1 % and 12,4 %; pa = .022). Mothers more oaten than fathers point out child's preference of games in family (accordingly: 27,0 % and 18, 8 %; p = .0003) (Fig. 8).
It is necessary to point out that parents with higher education mark games of their children in characters of books, films and cartoons more
□Games in characters of books, films, cartoons DGames in "family"
30 25 20 15 10 5 0
18,8
18,1
27
12,4
Fathers
Mothers
Fig. 8. Representations of fathers and mothers about game preferences of their child (%)
%
often than parents with secondary education (accordingly: 17,1 % and 8,3 %; p = .0001). Parents with secondary education choose games in "family" more often than parents with higher education (accordingly: 28,5 % and 23,4 %; p = .007).
Income level of a family also influences parents' representation of game preferences of their child. Computer game;s are less often marked by parents from nendy families (18,8 %) in comparison with prosperous parents (24,6 %; p = .006). The similar parity concerns such type of game as building and constructing (37,1 % in needy famiUes and 44,1 % in pnosperous; p = .0060). Games in diaferentprofessiono art more often marked by parents from needy families, compared with ahe more prospeaous (accordingly: 10,1 % and 6,4 %, p = .003).
Dependence of children game preferences from marital status of their parents is also observed. Table 5 shows significant distinctions in preferences of different types of games by children from divorced and married parents (answers of married and unmarried mothers were considered).
These results show that children whose mothers are divorsed prefer sports games, while
- 1609
children from complete families prelea board games , constsucting and computer game s.
Preference of different types of toys
In the research parents of preschool children were asked: "What is your child's favorite toy?". Obtained answero were grouped into 12 catedories:
- Animals
- Traditional dolls
- Modern dolls (Barbie, Baby Born, Baby Annabelle)
- Traditional characters of children's subnulture (W.nnie the Pooh, Piglet, Pinocchio, Carlson, etc.)
- Modern characters of children's subculture (Spider-Mnn, Batman, Ninja Turtles, robots, etc.)
- Military toys (toy soldiers, tanks, guns, els.)
- Transport toj^s (cars, motorcycles, etc.)
- Games with rules (dominoes, bingo, puzzles, etc.)
- Materials for productive game (building kits, Lego, blocks, etc.)
- Sport toys (ball, hockey, soccer, etc.)
- Didactic toys
Table 5. Dependence of children's game preferences from marital status of their parents (%)
Types of games Married mothers Unmarried mothers P =
Mobile games, sports games 50,5 60,8 .003
Board games 44,2 42,6 .02
Building, constructing 43,7 33,6 .003
Computer games, game console 23,8 17,8 .03
Table 6. Types of toys preferred by preschool children (%)
Types of toys %
Transport toys 31,1
Animals 30,5
Traditional dolls 17,5
Materials for productive game 13,6
Modern dolls 7,0
Modern characters of children's subculture 5,7
Military toys 4,6
Not toys 3,2
Traditional characters of children's subculture 3,1
Sport toys 2,2
Games with rules 1,4
Didactic toys 0,5
- Not toys (game console, GameBoy, PSP, computer, bicycle, etc.)
General average data on preferences of different toy types of preschool children are shown in Table 6.
The obtained data show significant difference in preferred types of toys for boys and girls. Boys more often than girls prefer transport toys (accordingly: 43,3 % and 6,0 %; p = .0001), materials for productive game (accordingly: 15,0 % and 8,0 %; p = .0001), modern characters of children's subculture (accordingly: 7,2 % and 2,1 %; p = .0001) and military toys (accordingly: 6,6 % and 0,5 %; p = .0001). Girls more often than boys prefer animals (accordingly: 41,5 % and 20,2 %; p = .0001), traditional dolls (accordingly:
34,8 % and 1,6 %; p = .0001), modern dolls (accordingly: 14,8 % and 0 %; p = .0001) and traditional characters of children's subculture (accordingly: 4,9 % and 1,3 %; p = .0002).
It is important to point out the age changes. Fig. 9 presents those types of toys preference of which increases with the child's age.
Thus, children of 4-5 years are more likely than younger children prefer modern dolls (accordingly: 4,9 % and 0,4 %, p = .002); among the parents of 5-7 year-old children the percentage of those who point a doll as a favorite toy for the child grows up to 17 % (p = .003). Modern characters of children's subculture are more often preferred by children of 4-5 years than of 3-4 year-old children (accordingly: 5,7 % and 0,8 %,
□ Modern dolls
□ Modern characters of children's subculture ■ Materials for productive game
1,5 - 3 years
3 - 4 years
4 - 5 years
5-7 years
Age of the child
Fig. 9. Increased preferences ofvarious types of toys with -lie age; of the child (%)
□ Traditional dolls □Traditional characters of children's subculture
3 Transport toys
45 n 40 35 -30 -25 -20 -15 -10 -5 0
1,5 - 3 years
3 - 4 years
4 - 5 years
5 - 7 years
Age of the child
Fig. 10. Decrease of preferences of various types of toys with the age of the child (%)
p = .002). Children of 5-7 years are more; likely than children of 4-55 years, prefer play materials for productive games (accordingly: 17,0 % and 11,7 %, p = .04).
The Fig. 10 shows the decrease of child's preferences of several types of -oys with the growth.
Children of 4-55 years a-e much more rare than 3-4 year-old children play traditional dolls (accordingly: 12,0 % and 24,9 %; p = .000i). Children of nursery group is much more likely than older children prefer to play traditional
characters of children's subculture (nccordingly: 15,6 % and 22,4 %, p = .0001). Transport toys are often preferred by children of 4-5 years than 5-7 year-old children (accordingly: 35,7 % and 2(6,1 %, p = .003).
Structural an alysis of Soy type p references according to the age of preschoolers
In order to clarify the age dynamics of those changes in game preference of boys and girls, as well as to analyze the impact of socio-
- 1611 -
%
demographic parameters, we carried out a special factor analysis. For this purpose, a data matrix which fixes the particular preferences of toys for boys and girls of different age groups in terms of their fathers and mothers (for data analysis, we also differentiate the position of married and unmarried mothers) was formed. Thus, factor analysis was subjected to a matrix dimension of 12x12: where strings - different types of toys preferred by children, and columns point out view of fathers and mothers (married and unmarried) about the preferred types of toys of their children, taking into account age and gender of children. Factorization of this matrix by principal component analysis followed by rotation on the criterion «Varimax» Kaiser allowed to construct a simplified three-dimensional factor model, which describes 75,5 % of the total variance. As a result three bipolar factors were divided.
The first bipolar factor F1 (44,2 %) has the following structure:
Transport toys 0,850508
Military toys 0,818520
Materials for productive game 0,724199
Animals Traditional dolls Modern dolls
-0,923507 -0,868932 -0,768501
The structure ofthis factor is quite interesting. As we can see on the positive pole of this factor such toys as transport (cars, motorcycles, etc.), military toys (toy soldiers, special equipment) and various types of building kits are grouped together. Thus, we can say that at the positive pole toys which can be called "materials, means for children's play" were grouped. Playing with these types of toys children are not attached to certain roles, but basically manipulate and manage them as the means of play. At the negative pole of this factor animals (soft toys) and dolls were grouped. It should be noted that, in contrast to the positive pole of this factor, here we can see together such
types of toys that encourage the adoption to the roles. Playing with animals and dolls, children learn a role position.
The second bipolar factor F2 (18,5 %) -«games with rules - sport toys" has the following structure:
Games with rules Not toys
0,796055 0,650056
Sport toys -0,825868
In the structure of this factor on the positive pole are games with rules and not toys. As we have noted under the concept "not toys" we mean first of all computer games and video game consoles which also can be called games with rules, because these games also mean abidance by rules. Thus, we believe that the positive pole captures the assimilation of game rules. At the negative pole sport toys which first of all mean the manipulation of certain objects (eg. ball) are grouped. Also we should note that the use of these toys can mean a moment of competition ("the agonist desire to defeat an opponent") (Johan Huizinga Homo Ludens, 1992).
The third bipolar factor F3 (12,7 %) «didactic toys - traditional characters of children's subculture" has the following structure:
Didactic toys 0,595263
Modern characters of children's 0,509810 subculture
Traditional characters of children's subculture
-0,872255
This factor is of particular interest for our study. We can see that at the positive pole of the factor didactic toys combine with modern characters of children's subculture. At the negative pole are traditional characters of children's subculture. This result seems to be very important to for the research. In fact the theoretical didactics of educational games and toys emphasizes the importance of using the characters of traditional
- 1612 -
children's subculture. It is most probably believed that through the traditional models children are able to perceive and understand the proposed problems and, therefore, successfully cope with them. However our results, in contrast, show that educational games and toys are not based on traditional characters of children's subculture, though are based on the use of modern heroes of children's subculture. A possible reason is that the developers of modern didactic toys actively use the modern context of children's subcultures: fashion heroes and characters provide (from their point of view) the attractiveness of educational games and toys.
Of special interest for us is the placement of parents' views (married mothers of boys and girls of all ages, as well as unmarried mothers and fathers of boys and girls) in the space allocated to factors. We shall describe the features of placing of different groups of parents on the axes of factors F1 and F2 (Fig.11).
Fig. 11 shows that all parents of girls grouped at the negative pole of factor F1, and parents of boys - on its positive pole. Thus, we can conclude that parents of girls fix that their child prefers to play with dolls and animals, learning a role
position. Parents of boys fix that their child prefers "toys-means" (transport and military toys and materials for productive game). If we face the place of parents' opinions on the axis of factor F2, we can see that the characteristic age pattern in the changing of toy preferences of children. Thus, we see that in general with age there is a transition from manipulation (sport games) to games with rules. The older the child is, the more his play activity is focused on conformance to certain rules and norms.
Thus, the Fig. shows peculiar results of age dynamics of boys and girls play activity. As we see from quadrants I and IV boy's parents (fathers of boys and married mothers of boys of 4-5 and 5-7 years) fix the orientation of their child to the toys-means and abidance by rules in play. Parents of girls (married mother of girls of 4-5 and 5-7 years, unmarried mothers and fathers of girls) with abidance by rules in play of their child fix an orientation on the development of the role-playing position. Such differences, in our opinion, determine the gender-specific development of role-playing game: for girls through the development of the role relationships, and for boys through the
Fig. 11. Placing of married mothers of boys and girls of all ages, unmarried mothers and fathers of boys and girls on the axes of factors F1 and F2
- 1613 -
Fig. 12. Placing of married mothers of boys and girls of all ages, unmarried mothers and fathers of boys and girls on the axes of factors F1 and F3
development of gaming facilities (using toys-means).
Let's consider a particular gaming preferences of preschool children placing married mothers of boys and girls of all ages, unmarried mothers and fathers of boys acd girls on the axec F1 and F3 (Fig. 12).
Fig. 12 shows that the ceetain age dynamics of children toy preeerences exists. If young children prefer games with traditionag charactems of children's subculture, then in Che age of 5-77 years an abrupt shift in preference for didactic games occurs. These changes in the selection of toys mark the stage of preparatioe fot school At the same time, gender differences - focus on the role for girls and orientation to the facility for
boys - is also stored in didactic games.
***
On the basis of the conducted research the following conclusions are made:
• In the structure of family leisure time play activity of parents with their child takes a leading place. Parents' involvement in joint play with the child depends on the
- 1614 -
child's age. In the agis of 55-7 years the structure of play is? changing a lot. The play becomes more independent from the adult.
• The study highlighted a number of age and gender characteristic in the game preference of preschool children. Boys significantly more likely than girls prefer fuch types of games: computer games, building and construction, military games. Girls; are significaytly more often than boys prefer board games, playing in "family" and in various professions. In preschool age the indefest for board games, computer games and military games constantly increases and the interest for outdoor games and games in various professions gradually reduces.
• Didactic games in the structure of children's play are related to modern characters of children's subculture. These social factors and cultural context should be taken into consideration by the developers of contemporary didactic games.
References
L.S. Vygotsky Play and its role in the mental development of the child// Voprosy Psychologii. 1966. № 6.
V.S. Sobkin, A.I. Ivanova, K.N. Skobeltsina Attitude of parents of preschool children towards school education // Pedagogika. 2012. № 4.
V.S. Sobkin, E.M. Marich Sociology of family education: preschool age. Works on the sociology of education. Vol. VII. Issue XII. (M.: Centre for Sociology of Educational RAE, 2002).
V.S. Sobkin, K.N. Skobeltsina Game preferences of modern preschoolers (based on survey among parents) // Psychological science and education. 2011. № 2.
V.S. Sobkin, A.I. Ivanova, K.N. Skobeltsina What parent read to their children // Psychologist in a kindergarten. 2011. № 1.
E.O. Smirnova, O.V. Gudareva State of play activity of contemporary preschool children // Psychological Science and Education. 2005. № 2.
E.O. Smirnova, O.V. Gudareva Play activity of contemporary preschool children and its influence on personality development of children // Sociology of Preschool Education: Works on the sociology of education. Vol. XI. Issue XIX. (M.: Centre for Sociology of Educational RAE, 2006).
E.O. Smirnova Psychology of the Child. A textbook for teacher training schools and universities. (M.: Shkola-Press, 1997).
D.B. Elkonin The psychology of play. (M.: Pedagogika, 1978).
D.B. Elkonin Selected psychological works // Ed. V.V. Davydov, V.P. Zinchenko. (M., Pedagogika, 1989).
Johan Huizinga Homo Ludens. Translated from the Netherlands / Ed. G.M. Tavrizyan. (M., Progress-Academia, 1992).
Игровая деятельность детей дошкольного возраста: совместная игра с родителями, игровые предпочтения, любимые игрушки
В.С. Собкин, К.Н. Скобельцина
Российская академия образования Россия 119121, Москва, ул. Погодинская, 8
Статья посвящена изучению представлений родителей детей дошкольного возраста об игровой деятельности их ребенка. Специальное внимание уделено рассмотрению места совместной игры родителей с ребенком в структуре семейного досуга; включенности родителей в игру своих детей (в том числе как организатора сюжетно-ролевого пространства игры); игровым предпочтениям дошкольников (выявлению любимых игр и игрушек). В работе анализируется влияние различных демографических и социально-стратификационных факторов на представления родителей об игровой деятельности детей дошкольного возраста. Работа основана на материалах, полученных в ходе анкетного социологического опроса, проведенного сотрудниками Института социологии образования РАО в 2007 году. В ходе исследования было опрошено 1936 родителей детей дошкольного возраста (от 1,5 до 7 лет), посещающих ДОУ города Москвы (всего 45 ДОУ).
Ключевые слова: дошкольное детство, игровая деятельность дошкольников, семейный досуг, совместная деятельность родителей с ребенком, игровые предпочтения дошкольников.
