Socialization in Day Care Center: A Study on Children Behavior and Play
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Abstract
The objective was to compare the engagement of children with peers and in activities, before and after participating in teacher guided play in the day care center. Twenty children aged between 36 and 46 months, in a philanthropic day care center, participated in 20 play sessions. Preceding and succeeding that period, they were filmed during free play for nine days. Simultaneously, an observer recorded interactive and play behaviors, focusing on each child for two minutes, and later completed her recordings with the images captured by the cameras. Observed play was categorized as solitary, parallel, associative and cooperative. Interactive behaviors were categorized as gregarious, friendly communication focused or not on toy and unfriendly communication focused or not on toy. Data from the two observation blocks were compared by means of the Wilcoxon test. Increased time in solitary and joint play, increased positive interactions and reduced negative interactions suggest greater engagement after teacher-guided play.
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