- Oxford Library of Psychology
- The Oxford Handbook of the Development of Play
- Oxford Library of Psychology
- About the Editor
- Defining and Recognizing Play
- Cultural Variations in Beliefs about Play, Parent–Child Play, and Children’s Play: Meaning for Childhood Development
- Theories of Play
- Comparing and Extending Piaget’s and Vygotsky’s Understandings of Play: Symbolic Play as Individual, Sociocultural, and Educational Interpretation
- Gene × Environment Interactions and Social Play: Contributions from Rhesus Macaques
- Playing at Every Age: Modalities and Potential Functions in Non-Human Primates
- Play and Development
- The History of Children’s Play in the United States
- The Antipathies of Play
- The Cultural Ecology of Play: Methodological Considerations for Studying Play in Its Everyday Contexts
- Observational Methods in Studying Play
- Object Play and Tool Use: Developmental and Evolutionary Perspectives
- The Development and Function of Locomotor Play
- Not Just “Playing Alone”: Exploring Multiple Forms of Nonsocial Play in Childhood
- Internalizing and Externalizing Disorders during Childhood: Implications for Social Play
- Gender and Temperament in Young Children’s Social Interactions
- Social Play of Children with Adults and Peers
- Rough-and-Tumble Play: Training and Using the Social Brain
- Children’s Games and Playground Activities in School and Their Role in Development
- Mother–Child Fantasy Play
- Origins and Consequences of Social Pretend Play
- The Development of Pretend Play in Autism
- Technology and Play
- Playing Around in School: Implications for Learning and Educational Policy
Abstract and Keywords
This chapter reviews studies in nonhuman primates, particularly the rhesus macaque, which document a role for social play in reflecting and contributing to the development of social competence. We begin by reviewing what is known about the developmental progression of social play. Then we discuss what is known about the impact of various forms of early social deprivation, as well as acute environmental stressors, on the frequency and quality of social play. Subsequently, we review what is known about genetic influences, such as gender, temperament, and candidate genes, on rates of social play. In a penultimate section, we discuss what is known about gene-by-environment interactions involving gender and candidate genes, on social play. We conclude by exploring implications of nonhuman primate studies for understanding social play and the development of social competence in children.
Khalisa N. Herman, Laboratory for Comparative Ethology, National Institute of Child Health and Human Development, Department of Human Development, University of Maryland.
Annika Paukner, Laboratory for Comparative Ethology, National Institute of Child Health and Human Development.
Stephen J. Suomi, Laboratory for Comparative Ethology, National Institute of Child Health and Human Development.
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