children, play, research, social development, emotional development, cognitive development
Children spend much of their youthful energy engaged in play. Indeed, play, in its various forms, represents a serious business – not only for the active participations, but also for students of the phenomenon. To many researchers, play is viewed as a generative fore in children's social, emotional, and cognitive development (see Rubin, Fein, & Vandenberg, 1983; Saracho & Spodek, 1998; Fromberg & Bergen, 1998). The extent to which children engage in play with others is of added developmental significance. In light of the complexity and developmental significance of children's play and especially play with peers, it seems important to examine whether children who fail to engage others in social play are at risk for negative consequences.
Original Publication Citation
Cheah, C. S. L., Nelson, L. J., & Rubin, K. H. (2001). Non-social play as a risk factor in social and emotional development. In A. Goncu & E. Klein (Eds.), Children in play, story, and school (pp. 39-71). NY: Guildford.
BYU ScholarsArchive Citation
Cheah, Charissa S. L.; Nelson, Larry J.; and Rubin, Kenneth H., "Non-Social Play as a Risk Factor in Social and Emotional Development" (2001). Faculty Publications. 4722.
Family, Home, and Social Sciences
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