学龄前儿童玩具使用与社交行为关系研究
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"关系玩具与物质使用与正常发育的学龄前儿童社会互动行为的发生"
这篇学术论文探讨了玩具和物质使用对正常发育的学龄前儿童社会互动行为的影响。研究由JOM. Henirickson、Philip S. Strain（分别来自范德堡大学和匹兹堡大学）以及Ann Tremblay和Richard E. Shores（均来自范德堡大学）共同完成。该研究以自然观察的方式，旨在识别在幼儿园环境中常见的玩具和材料操纵过程中，学龄前儿童展示出的各种社交行为。
研究观察了115名3岁、4岁和5岁的儿童在四所日托中心的自由游戏时段。研究者评估了38种可用的玩具和游戏材料，将它们分为四类：孤立使用、平行玩耍、共享/合作使用以及需要身体协助的玩具。这些分类帮助分析了玩具和材料如何触发不同类型的社交行为。
数据结果显示，玩具和材料的使用情况可以作为社会行为修正策略的依据，这些策略能明确地为积极的社会互动设定情境。至今为止，关于玩具与社交行为关系的研究还相对有限，例如Quilitch & Risley (1973)以及Quilitch, Christopherson & Risley (1977) 的工作仅是其中一部分。
这项研究的重要性在于，它强调了玩具和环境材料在促进学龄前儿童社会技能发展中的作用。通过理解哪些玩具或活动能激发合作、分享和协作等社会互动行为，教育工作者和家长可以更有针对性地选择和设计游戏活动，以促进儿童的社交能力发展。此外，这一研究也为早期教育的课程设计提供了理论基础，有助于构建一个鼓励积极社交互动的教育环境。
RELATIONSHIP BETWEEN
TOY
AND MATERIAL USE AND
THE OCCURRENCE
OF
SOCIAL INTERACTIVE BEHAVIORS BY
NORMALLY DEVELOPING PRESCHOOL CHILDREN'
JO
M. HENIIRICKSON
PHILLIP
S.
STRAIN
Vanderbilt University University
of
Pittsburgh
ANN TREMBLAY RICHARD
E.
SHORES
Vanderbilt University
Vanderbilt University
The purpose
of
this naturalistic study was to identify the kinds of social behaviors that
normally developing preschool children exhibit while manipulating various toys and
materials found in most preschool settings. One hundred fifteen
3-,
4-,
and 5-year-olds
in
four day-care centers were observed during free play periods. Thirty-eight available
toys and play materials were rated
as
to whether they were used
in
an
Isolate, Parallel,
Sharing/Cooperative,
or
Physical Assistance context. The resulting data
on
toy/material use are discussed
in
terms of selecting physical stimuli in social behavior
modification efforts that clearly set the occasion for positive social interaction.
To date, only a limited number
of
studies (e.g., Quilitch
&
Risley,
1973;
Quilitch,
Christopherson,
&
Risley, 1977) have focused on the relationship between toy and
material use and the type of play behavior exhibited by preschool children. A normative
data base does not exist that describes toys and materials that are most frequently used
by preschool children
in
free play contexts and
the
kinds
of
social behavior these children
typically display when using various items. However, prior to intervening
on
the social
behavior
of
withdrawn preschool children, it would be
of
significant clinical value to iden-
tify those materials and toys that set the occasion for positive social interactions, and to
provide teachers, aides, and other clinicians with a feasible system for making such dis-
criminations.
While earlier naturalistic study has shown that certain behaviors such as verbal play
organizers, shares, and physical assistance probably
will
result
in
positive, reciprocal
in-
teraction, the relationship between toy
or
material use and social behavior is less clear
(Tremblay, Strain, Hendrickson,
&
Shores,
I98
I). Studies using peer confederates as
treatment agents have identified a number of objects that seem to facilitate sharing and
cooperative interactions. However, these data are largely anecdotal and offer a limited
portrayal of the kinds of social behaviors a child may exhibit (Ragland, Kerr,
&
Strain,
1978; Strain, Kerr,
&
Ragland, 1979).
Other anecdotal reports by Tremblay, et al. (I98
1)
and by Tremblay, Strain, Hen-
drickson, and Shores (1980) were used
in
the present study to provide a first step
in
the
selection
of
toys and materials to be studied more systematically,
This
information was
tentatively categorized, and lists of toys that were reported to be used alone,
in
parallel
play, while sharing, while playing cooperatively,
or
when giving physical assistance were
made. The basic question was to determine
if,
in
fact, selected toys and materials were
used
in
the suspected way by normally developing preschool children, and, therefore, to
identify which materials
or
toys might be appropriate for use during social behavior
'This research
&;IS
supported by
Grant
No.
COD7802088
from
the Bureau of Education for the Han-
dicapped.
Reprint
requests
should be iiddressrd to Richard
F.
Shores,
Box
328.
George Peabody
College
for
Teachers
01'
Viinderhilt University. Nashville,
TN
37203.
500
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