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When Girls versus Boys Play Alone: Nonsocial Play and Adjustment in Kindergarten.
Peer reviewed Peer reviewed
Coplan, Robert J.; Gavinski-Molina, Marie-Helene; Lagace-Seguin, Daniel G.; Wichmann, Cherami – Developmental Psychology, 2001
Examined relations between different forms of children's nonsocial play behaviors and adjustment in kindergarten. Results from regression analyses revealed that different types of nonsocial play were differentially associated with child characteristics and indices of adjustment. For some forms of nonsocial play, the nature of these associations…
Descriptors: Academic Achievement, Behavior Problems, Comparative Analysis, Emotional Adjustment
Solitary-Active Play Behavior: A Marker Variable for Maladjustment in the Preschool?
Peer reviewed Peer reviewed
Coplan, Robert J.; Wichmann, Cherami; Lagace-Seguin, Daniel G. – Journal of Research in Childhood Education, 2001
Explored preschoolers' solitary-active play in the presence of peers as a marker for maladjustment among 153 children. Found that, compared to peers, children with frequent solitary-active behaviors were temperamentally less attentive, were more difficult to soothe, behaved more shyly, displayed more externalizing problems, performed more poorly…
Descriptors: Academic Ability, Behavior Problems, Childhood Attitudes, Comparative Analysis
Parenting Daily Hassles, Child Temperament, and Social Adjustment in Preschool.
Peer reviewed Peer reviewed
Coplan, Robert J.; Bowker, Anne; Cooper, Suzanne M. – Early Childhood Research Quarterly, 2003
Explored relations between child temperament, parenting daily hassles, and children's social adjustment in preschool. Found that parenting daily hassles predicted child externalizing problems beyond the contribution of child temperament characteristics. Child temperament interacted with parenting hassles in predicting adjustment outcomes. Child…
Descriptors: Attention Control, Behavior Problems, Emotional Response, Individual Differences