Early peer play interactions of resilient children living in disadvantaged communities Casey, Siobhan A., Stagnitti, Karen, Taket, Ann and Nolan, Andrea 2012, Early peer play interactions of resilient children living in disadvantaged communities, International journal of play, vol. 1, no. 3, pp. 311-323. Attached Files Name Description MIMEType Size Downloads Title Early peer play interactions of resilient children living in disadvantaged communities Author(s) Casey, Siobhan A. Stagnitti, Karen Taket, Ann orcid.org/0000-0002-0971-5884 Nolan, Andrea orcid.org/0000-0003-3519-6317 Journal name International journal of play Volume number 1 Issue number 3 Start page 311 End page 323 Total pages 13 Publisher Routledge Place of publication Abingdon, England Publication date 2012-12 ISSN 2159-4937 2159-4953 Keyword(s) pretend play preschool resilience social competence Summary Resilience for children is positive adaptation and a capacity to thrive despite challenging circumstances. Children demonstrating resilience are seen to have strong cognitive skills and have developed positive peer relationships. The ‘Supporting Resilience’ project is exploring the conditions and characteristics of resilience of young children and their families who live in rural, regional and metropolitan communities that are economically and socially disadvantaged. The aim of this paper was to report on pretend play and social competence within the early years’ cohort of the ‘Supporting Resilience’ project. Twenty-six children aged 4–6 years who were identified as resilient by their preschool teacher were involved in the study. Results obtained from the Child Initiated Pretend Play Assessment and the Penn Interactive Peer Play Scale when the children were at pre-school found significant relationships between object substitution and social interaction (r = .414, p < .05). Children who could elaborate play with unstructured objects were less likely to be socially disconnected (r = –.49, p < .05). There was no significant difference between geographical locations for play ability. Significant difference for social competence was found between geographical locations. By situating play as individual development within a socio-cultural environment the relationship between children's pretend play ability and social peer play interactions are considered within early childhood development and resilience literature. Language eng Field of Research 130102 Early Childhood Education (excl Maori) Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2012, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30050438 Document type: Journal Article Collection: School of Health and Social Development   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 07 Feb 2013, 10:10:06 EST Thu, 07 Feb 2013, 14:41:43 EST Thu, 07 Feb 2013, 14:42:31 EST Fri, 13 Jun 2014, 16:31:07 EST Wed, 02 Jul 2014, 15:59:50 EST Thu, 24 Jul 2014, 08:32:02 EST Thu, 24 Jul 2014, 09:30:38 EST Wed, 27 Aug 2014, 23:16:24 EST Wed, 21 Jan 2015, 10:00:00 EST Wed, 17 Aug 2016, 08:41:45 EST Tue, 06 Sep 2016, 20:27:13 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 278 Abstract Views, 100 File Downloads  -  Detailed Statistics Created: Thu, 07 Feb 2013, 10:09:51 EST by Jane Moschetti

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