The predictive role of time spent in associative and cooperative play on prosocial behavior in children with and without disabilities.
Saved in:
| Title: | The predictive role of time spent in associative and cooperative play on prosocial behavior in children with and without disabilities. |
|---|---|
| Authors: | Coelho, Vera1,2 (AUTHOR) vcoelho@umaia.pt, Grande, Catarina2,3 (AUTHOR), Pontes, Ana2,3 (AUTHOR), Ferreira, Júlia1 (AUTHOR) |
| Source: | European Early Childhood Education Research Journal. Dec2025, Vol. 33 Issue 6, p902-918. 17p. |
| Subject Terms: | *Children with disabilities, *Child development, *Comparative studies, *Preschool children, Prosocial behavior, Social skills |
| Abstract: | Positive social behaviors are crucial for child development being pivotal for successful inclusion. However, children with disabilities often exhibit lower levels of social competence. This correlational study investigates the role of different types of social play (i.e. associative, cooperative play) in fostering prosocial behaviors of children with and without disabilities. Participants were 247 preschool children, 54 had disabilities. Prosocial behaviors were assessed using the Strengths and Difficulties Questionnaire at two-time points. Time in associative/cooperative play was assessed with the Child Observation in Preschool (Time 1). Results indicate that, after controlling for initial prosocial behavior, age, and gender, time spent in cooperative play positively predicted prosocial behavior one year later for children with disabilities, but not for children without disabilities. Findings emphasize the importance of intentionally providing opportunities for children, especially those with disabilities, to participate in associative/cooperative play, building upon previous research on the relevance of social play. [ABSTRACT FROM AUTHOR] |
| Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Positive social behaviors are crucial for child development being pivotal for successful inclusion. However, children with disabilities often exhibit lower levels of social competence. This correlational study investigates the role of different types of social play (i.e. associative, cooperative play) in fostering prosocial behaviors of children with and without disabilities. Participants were 247 preschool children, 54 had disabilities. Prosocial behaviors were assessed using the Strengths and Difficulties Questionnaire at two-time points. Time in associative/cooperative play was assessed with the Child Observation in Preschool (Time 1). Results indicate that, after controlling for initial prosocial behavior, age, and gender, time spent in cooperative play positively predicted prosocial behavior one year later for children with disabilities, but not for children without disabilities. Findings emphasize the importance of intentionally providing opportunities for children, especially those with disabilities, to participate in associative/cooperative play, building upon previous research on the relevance of social play. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 1350293X |
| DOI: | 10.1080/1350293X.2024.2443646 |
