The study of mixed sex play of young children in outdoor context

• Main Authors: Ni-yi Lin, 林霓儀
• Other Authors: Sheng-hsi Lin
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/19724439034397049628

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 99 === The purpose of this study was to discuss the process of mixed sex play of children in outdoor context. This study intended to understand play situation with other-sex peer and same-sex peer of 27 5- to 6-year-old children on a playground in the affiliated kindergarten of elementary school. Observations were made when children play with at least three people, including the child, same-sex peer and other-sex peer. These children were allowed to use not only fixed equipment but also loose parts when playing on outdoor playground. The results indicated that the mixed sex play was initiated with three features: First, loose parts are best media to initiate mixed-play on the playground; Second, there is high ratio of transformation from same-sex play into mixed-sex play, which shows that children will be more willing to play with other-sex peers when they are in company with same-sex peers; Third, pretense is the best way to initiate mixed-play, no matter the play begins in mixed-play or transforms from same-sex play to mixed-play. In mixed-sex play, children exhibited pretend play, motor play, construction play and rule-govern play. It also showed that both the variety of loose parts and play spots related to the types of mixed-sex play. Moreover, children in this study tried different strategies to join the mixed sex play. The most successful strategies are offering play plots, providing loose materials, watching the play and then making questions, and making verbal inquiry in the play. Taking play materials away most often happens to fail joining the play. Directly entering play space and asking for joining the play or for play materials lead to different consequences. Children were found to switch different strategies into the mixed sex play all the time. Overall, it evidenced that children in mixed sex play simultaneously have more opportunities to interact with other-sex peers as well as same-sex peers. In addition, same-sex play is much easier to initiate mixed-play than other-sex play in this study. Finally, suggestions for future research and recommendations for early childhood educators were provided.