- 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
Understanding social interactions occurring in young girls’ and boys’ lives has long been a topic of interest. During the preschool years, children become increasingly social and spend less time alone. However, young children do not interact with all available peers equally; rather, they narrow their social fields toward a selective set of peers. As such, children interact with some peers frequently, with some peers occasionally, and they rarely or never interact with other peers. In the present chapter, we review the powerful role that gender plays in young children’s social interactions and explore the factors that contribute to it, with particular attention paid to temperamental factors that affect the degree to which children engage in gender-segregated interactions. We present some new data highlighting the importance of considering dispositional regulation as a factor that influences the patterns of children’s interactions. Directions for future research also are identified.
Carol Lynn Martin, School of Social and Family Dynamics, Arizona State University.
Richard A. Fabes, School of Social and Family Dynamics, Arizona State University.
Laura D. Hanish, School of Social and Family Dynamics, Arizona State University.
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