Skip to main content
Article thumbnail
Location of Repository

The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school

By Peter Blatchford, Ed Baines and Anthony Pellegrini

Abstract

This short term longitudinal study examined activities at recess and peer relations. Interest was in changes over the school year, and the sex and ethnic mix of groups. Data came from systematic observations of 129 pupils (61 boys and 68 girls) aged 7-8 years. Results showed that peer interaction dominated recess. Ball games increased over the year, and chasing games decreased. Aggression was most common during vigorous play and conversation, but not ball games. Cleavage in boys' and girls' play and activity was common but not inevitable. Mixed sex play was not supported by particular game types. Boys’ game networks were larger than those of girls but there were no sex differences in active networks. There was little ethnic group segregation on playgrounds, and games became more integrated with time. Results indicate that playground activities can have a positive role in social relations between different ethnic groups

Year: 2003
OAI identifier: oai:eprints.ioe.ac.uk.oai2:1196

Suggested articles

Citations

  1. (1982). A performance theory of peer relations. In
  2. (2001). A typology of playground involvement: individual differences and their correlates. Part of symposium on: Playground games and social relations: their social context in elementary/ primary school presented at
  3. (1993). Ethnic, gender partner, and activity preferences in mixed-race children’s social competence develops in the context of interacting with their peers schools in the U.K.: Playground observations. In
  4. (1993). Gender Play: Girls and Boys in School. Buckingham: doi
  5. (1991). Growing Up in a Changing Society. London:
  6. (1933). Leadership among preschool children’,
  7. (1993). One false move...
  8. (1998). Peer interactions, relationships, and groups. In
  9. (1978). Play,
  10. (1983). Play. In
  11. (1993). Playstyles of peer-accepted and peer-rejected children on the playground.
  12. (1989). Playtime in the Primary School: Problems and Improvements.
  13. (1993). Predictors of gener: the relative importance of The Social context of school playground games children’s play, games and personality characteristics? Paper presented at the biennial meeting of the Society for Research in Child Development,
  14. (1987). Rough and tumble, friendship, and dominance The Social context of school playground games in schoolchildren: Evidence for continuity and change with age.
  15. (1995). School Recess and Playground Behaviour: Educational and Developmental Roles.
  16. (1989). Social and emotional development in a relational context: friendship interaction from early childhood to adolescence.
  17. (1998). Social life in schools: pupils experiences of breaktime and recess from 7 to 16 years.
  18. (1932). Social participation among school children.
  19. (1992). Social Psychology,
  20. (1997). Statistical methods for psychology. Fourth Edition.
  21. (1989). The development of children's networks. In
  22. (1965). The moral development of the child.
  23. (2001). The nature of young children's friendship relations: what can we learn from playground game networks? Part of symposium on: Playground games and social relations: their social context in elementary/ primary school presented at
  24. (1998). The organisation of children’s same sex peer relationships In W.M. Bukowski & A.H. Cillessen (Eds.) Sociometry then and now: building on six decades of measuring children’s experiences with the peer group. San Francisco:
  25. (1974). The psychology of sex differences.
  26. The Social context of school playground games Parten, M.B. (1933b) ‘Social play among pre-school children’,
  27. (1989). The social networks of girls and boys from early through middle childhood. In
  28. (1998). The two sexes: growing up apart, coming together. London:
  29. (2002). Time for a break: the developmental and educational significance of breaktime in school.
  30. (1996). We did more then': Changes in pupils' perceptions of breaktime (recess) from 7 to 16 years.
  31. (1998). What do we know about breaktime?: Results from a national survey of breaktime and lunchtime in primary and secondary schools.

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.