Gender, play, language, and creativity in preschoolers

Abstract

This study explored the effects of a child's gender and school setting on preschoolers' language abilities (receptive vocabulary), creativity, and social play. The participants were primarily European-American children who spoke English as a primary language (nine children were bilingual), and were from middle income socioeconomic backgrounds. There were 20 girls and 33 boys. Ages ranged from 3.11 to 6.60 years with a mean age of 4.66 years. On separate occasions, children individually completed the Goodenough-Harris Draw-a-Person Test and the Peabody Picture Vocabulary Test-IV. We also recorded the children's social play using Howes and Matheson's [1992. Sequences in the development of competent play with peers: Social and social pretend play. Developmental Psychology, 28, 961–974] scale. We employed a time sampling approach and also notated the area in which the child was playing. We found that gender and school setting influenced children's language abilities and social play. For example, children in the preschool that engaged in pretend play with greater frequency performed well on the receptive vocabulary test. We also found that certain classroom areas generated different types of social play. We discuss the applied value of our findings as these relate to future research.

Keywords:

• play
• creativity
• language
• preschoolers
• gender

Acknowledgements

The authors gratefully acknowledge the cooperation and kindness of the directors, teachers, caregivers, and especially the children. The authors also extend their appreciation to Lisa Harris and their research assistants: Christina Badali, Kimberly Kepich, Kristen Kohm, Patricia Lovett, Nicholas Rotolo, Jeffrey Viaud, and Brittney Wilson. Without their assistance, this project would not have been possible.

Notes on contributors

Robyn M. Holmes, PhD, is a professor of psychology at Monmouth University where she teaches courses in anthropology, child development, play, and folklore. Her research and teaching interests emphasise interdisciplinary and cultural approaches. Her recent research focuses upon play in the Pacific Rim, at mealtime, and at recess. Her writings include How Young Children Perceive Race, Fieldwork with Children, and numerous chapters and articles on topics including play, folklore, and sport.

Lynn Romeo, EdD, is the dean of the School of Education at Monmouth University where she teaches graduate literacy courses for teachers who are studying to become reading specialists and literacy coaches. She was also a former primary grade classroom teacher, reading specialist, learning consultant, and public school administrator. She has presented extensively at local, state, regional, national and international conferences and published many articles in the areas of literacy instruction, mentoring novice teachers, integrating technology, and online instruction.