Introduction
Anthony
Pellegrini, University of Minnesota;
Peter Blatchford, University
of London
In Britain and the USA, recess
(or break time) is slowly being phased out of the school day. For
example, a national survey conducted in England in 1995-1996
showed that lunchtime break had been reduced, relative to
19901991, in 38% of the elementary schools. Further, afternoon
breaks have been eliminated altogether in 27% of the elementary
schools surveyed and 12% and 14%, respectively, of preschool and
middle schools (see Pellegrini & Blatchford, 2000).
Proponents of recess reduction
in both countries maintain that recess detracts from an already
limited instructional time budget and provides opportunities for
students to exhibit anti-social behavior, such as negative peer
relations and aggression. However, we maintain that recess plays
a positive role in children's academic achievement and social
development and, ultimately, in school adjustment. Our research
has shown that breaks, or play, actually encourage academic
achievement. Furthermore, youngsters learn valuable social skills
by interacting with peers at break time, and these social skills
help them to adjust to school.
Recess and Academic
Achievement
Educational research, in
contrast to current educational policy, consistently indicates
that break time does have positive "educational value."
For example, in four field experiments conducted in American
elementary schools, we found (Pellegrini & Davis, 1993;
Pellegrini, Huberty, & Jones, 1995) that the longer children
worked without a break on standardized tasks, the less attentive
to the task they became. In addition, children were more
attentive to class work after recess than before.
Why is this the case? Two
current theories in educational research attempt to answer this
question.
- One theory maintains that
breaks inserted between periods of intense work serve to
distribute effort and increase cognitive performance. For
over a century, experiments have been conducted in this
area with consistent results participants, regardless of
age, learn better and more quickly when their efforts are
distributed compared to when they are massed. Children
and adults alike benefit from breaks during periods of
intense work.
- Another theory states
that when children are exposed to a series of demanding
cognitive tasks, cognitive interference occurs, with a
resulting decline in performance. Learners of different
ages are released from this interference in different
ways young children respond well to non-structured
breaks, whereas older learners benefit from simply
changing tasks.
Recess and Peer
Relations
In addition to its apparent
academic benefit, recess is extremely valuable to social
development. Recess may be one of the few times during the school
day when children can interact with peers on their own terms and
learn and practice important social skills. Games, in particular,
seem to serve an important role for young children since they
provide a familiar routine (Bateson, 1976) around which
unacquainted children can interact. These interactions form the
basis for subsequent social relationships in school.
In a recent study of
playground games in elementary schools in Minneapolis, we found
that children's recess was spent in cooperative interaction, much
of which involved rule-governed games with peers. Importantly,
and consistent with other research (Pellegrini, 1988), very
little aggressive behavior was observed. Being good at games on
the playground was important to general social competence, which
we measured as a combination of peer endorsements and adult-rated
social competence.
In addition, children's
success at games during the first part of the school year
predicted their social competence at the end of the year.
Playground games are especially important at the start of the
school year, when peers are not familiar with each other. Shared
knowledge of a game can be used by relatively unfamiliar children
as an initial basis for interaction. After repeated interactions
in games, children become familiar with each other and then
interact in other domains.
Expertise with the sorts of
games played on the playground results in high peer status as
children of this age choose to affiliate with others with whom
they share play activities (Hartup, 1983). Children who are
leaders in playground games are sought out by peers as sources of
group activity.
We found, however, that
children's roles in games changed across the school year. In a
study of playground games in elementary schools in Guilford,
England, children came to school with knowledge of games learned
from an adult or an older sibling, but in the course of
interacting with their peers, they adapted the behavior to their
new environment. At the very beginning of the school year, games
appeared to support new social contacts initiation of games could
be seen as initiation of a new social relationship. As the school
year continued, games reinforced existing social groups and
friendships.
However, children differ in
their willingness and ability to initiate and sustain playground
games. The Guilford Study identified a few pupils who took on the
responsibility of suggesting, maintaining, and terminating games.
These "key players" appeared to have a crucial role in
the development of friendships and games. Case studies indicated
that key players are likely to be popular and to be seen by peers
as group leaders, but differences within this group were also
apparent, particularly between boys and girls. Boys identified as
"key players" seemed to hold this position because of
physical prowess, girls because of social skills and imagination,
possibly associated with academic progress.
These results were replicated
in the Minneapolis study, wherein children nominated by their
peers as game leaders were also the most socially competent, or
"popular." Game leader status also
"increased" with the size of the play group in which
children were observed. Size of play groups, in turn, was
correlated with social competence. We suspect that the leadership
skills of game leaders make them attractive to their peers, as
indicated by their receipt of peer nominations and their
attraction of many peers to their play groups. Once in these play
groups, leaders gain additional skills to boost their social
competence by practicing and learning additional social skills.
Children's success with one
dimension of peer relations (being good at playground games)
predicted their adjustment to school. Using preliminary data from
our Minneapolis sample, we found a positive association between
children nominated by their peers as being good at games and
sports and school adjustment in the first year of elementary
school (as rated by teachers and researchers). We suspect that
the success that children experience at playground games
translates to more general feelings of competence in school.
These findings are especially
interesting given the ethnic diversity of the children in the
Minneapolis sample. In the two elementary schools studied in
Minneapolis, the majority of children were of African American,
Latino, or Asian American (mostly Vietnamese and Hmong)
backgrounds, not of European American backgrounds. A major
developmental task for children of this age, of course, is
adjustment to school. This task is especially difficult for
different cultural groups because the culture upon which American
public education is based is, generally, different from that of
these minority cultures (Heath, 1983). Our results suggest that
when children, regardless of their cultural background, are
valued by their peers for success in one dimension of school
(success with games in the playground), it has a positive
influence on their adjustment to this new environment.
Playground games are also
important in the development of heterosexual relationships for
older children. Differences in how boys and girls play, spend
break time, and develop social networks are well documented
(Maccoby, 1998; Pellegrini, 2001). For example, in elementary
school boys tend to play with other boys because they enjoy
physically vigorous activities, and girls segregate themselves
from boys' play groups because they do not enjoy rough play
(Pellegrini & Smith, 1998).
Boys and girls do, however,
begin to interact with each other socially during early
adolescence (Pellegrini, 1995, 2001). For example, Pellegrini
(2001) found that as boys progressed through middle school, they
engaged less frequently in physically vigorous play and more
frequently in sedentary social interaction during break times.
Adolescents used these break time opportunities to explore
heterosexual relationships (Pellegrini, 2001). For example, boys
and girls alike used forms of "poke and push
courtships" to interact with peers of the opposite sex
(Maccoby, 1998). They would push, play hit, and tease opposite
sex peers as a relatively safe way in which to initiate cross-sex
interaction. These early forms of courtship are "safe"
because they are ambiguous. If there is a positive response to
the overture, fine interaction with an opposite sex peer was
successfully initiated. If the overture is rebuffed, the
initiator saves face with his/her peers because it was playful,
i.e., not a serious overture.
Conclusions
Recess improves academic
achievement, peer relations, and school adjustment. For young
children, it can provide a welcome respite from intense cognitive
activity. During the elementary school years, it is especially
valuable as rare time in which children can develop peer
relations and social skills. These skills, in turn, are important
to children's successful adjustment to school.
Successful peer relations in
school and academic success directly support each other (e.g.,
Coie & Dodge, 1998; Pellegrini & Blatchford, 2000). The
idea that school breaks provide opportunities for children to
learn and practice social skills with their peers is noted in the
context of decreasing opportunities for peer interaction in
children's lives. For example, a survey in the early 1990s found
that London students are now far less likely to walk to school,
presumably accompanied by other students, than they were 20 years
ago (Hillman, 1993). Likewise, after school, many American
children return to empty homes, waiting for their parent(s) to
return from work (Steinberg, 1988), instead of going to a
friend's house or an after-school program.
In both America and England
there is concern with antisocial behavior in youth generally and
in schools, specifically. By way of solutions, many American
politicians are calling for special programs to teach social
skills in school. We suggest that most children learn social
skills by interacting with their peers in meaningful social
situations, such as recess.
Recess provides an
"extended classroom" in which children can learn
important social skills. These skills should be considered
"educational." In addition, spaced break times directly
improve children's attention to class work. Further, the social
skills learned on the playground relate to more general school
adjustment.
Anthony Pellegrini
Dr. Pellegrini is Professor of
Educational Psychology at the University of Minnesota. His
interests include observational research methods, children's peer
relations, and social contextual influences on classroom
achievement. Currently he has research grants to study aggression
in middle schools, oral language bases of early literacy, and
children's playground games.
Pellegrini's awards and honors
include: Fellow, American Psychological Association (Educational
and Developmental Psychology); Traveling Fellow, British
Psychological Society; Fellow, National Conference on Research in
Language and Literacy; Fellow, National Institute of
Health/Senior International; University of Georgia Creative
Research Medal in Social Science; and, honorary professor,
University of Cardiff (Wales). He was the keynote lecturer for
the British Psychological Society: Developmental and Educational
Psychological Section Meeting.
References
Bateson, P. P. G. (1976).
Discontinuity in development and changes in the organization of
the play in cats. In K. Immelmann, G. Barlow, L. Petronovich,
& M. Main (Eds.). Behavioral development (pp.
281-295). London: Cambridge University Press.
Blatchford, P. (1998).
Social life in school. London: Falmer.
Coie, J. D., & Dodge, K.
A. (1998). Aggression and antisocial behavior. In N. Eisenberg
(Ed.). Handbook of child psychology, Vol. 3 (pp 779-862).
New York: Wiley.
Hartup, W. (1983). Peer
relations. In E. M. Hetherington (Ed.) Handbook of child
psychology, Vol. 103-196). NY: Wiley.
Heath, S. (1983). Ways with
words. New York: Cambridge University Press.
Hillman, M. (1993) One false
move. In M. Hillman (Ed.) Children, transport and the quality
of life. London: Policy Studies Institute.
Maccoby, E. E. (1998). The
two sexes: Growing up apart, coming together. Cambridge, MA:
Harvard University Press.
Pellegrini, A. D. (1988).
Elementary school children's rough-and-tumble play and social
competence. Developmental Psychology, 24, 802-806.
Pellegrini, A. D. (1995). School
recess and playground behavior. Albany: State University of
New York Press.
Pellegrini, A. D. (2001). A
longitudinal study of heterosexual relationships, aggression, and
sexual harassment during the transition from primary school
through middle school. Journal of Applied Developmental
Psychology, 22, 119-133.
Pellegrini, A. D., &
Blatchford, P. (2000). The child at school: Interactions with
peers and teachers. London: Arnold.
Pellegrini, A. & Davis, P.
(1993). Relations between children's playground and recess
behavior. British Journal of Educational Psychology, 63,
88-95.
Pellegrini, A. D., Huberty, P.
D., & Jones, I. (1995). The effects of recess timing on
children's playground and classroom behaviors. American
Educational Research Journal, 32, 845-864.
Pellegrini, A. D., &
Smith. P K. (1998). Physical activity play: The nature and
function of a neglected aspect of play. Child Development, 68,
577-598.
Steinberg. L. (1988). Latchkey
children and susceptibility to peer pressure. Developmental
Psychology, 22, 433-439.
ATE
·liated Projects
Related Courses Offered by the
Department of Educational Psychology at the University of
Minnesota
EPsy 5200: Special Topics:
Seminar on Children's Play (Spring 2003)
EPsy 5216: Introduction to
Research in Educational Psychology
EPsy 8216: Seminar in Research
Processes
For more information about
these courses, visit http://cehd.umn.edu/edpsych/ and click on "Courses."
UPDATE: CEED Affiliated
Projects
New Grant
Announcement: Early Literacy Training Project
CEED has been awarded a $1.4
million grant from the Office of Elementary and Secondary
Education of the U.S. Department of Education. This exciting
opportunity will fund the Early Literacy Training Project. Under
the overall direction of Mary McEvoy, Chair and Professor of
Educational Psychology and Lead Researcher, the project will be
coordinated by Angèle Passe and Kate Horst.
The project is a creative
collaboration between the University of Minnesota, CEED, the
Minnesota Child Care Resource and Referral Network, Minneapolis
Public Schools, the Minnesota Department of Children, Families
and Learning Head Start/Child Care Team, the White Earth Indian
Reservation, and the Greater Minneapolis Day Care Association.
Over the next two years this
grant will allow CEED and its partners to revise and refine an
existing early education curriculum focusing on early literacy
and language; develop a cadre of educators who will train
preschool teachers across the state; work with preservice
training programs to assure that teacher preparation includes
early literacy and language competencies; and manage an
interactive Web site to disseminate research-based information
about literacy and language development for young children.
A critical component of this
project will be to provide intensive technical assistance to
preschool educators in four pilot sites in Minneapolis and at the
White Earth Indian Reservation and to study the impact of this
formal training by assessing children's early literacy skills as
they enter kindergarten. The end goal is to help Minnesota
preschool children develop better early literacy and language
skills as a solid foundation for later reading ability.
Get It, Got
It, Go!
Tools for Improving
Children's Developmental Outcomes
Get It, Got It, Go! is
a comprehensive Web site with informational materials and
database-driven systems to help educators and researchers select
measurement tools to monitor children's development, manage the
data acquired, and collaborate with parents and peers.
Get It
Obtain informational materials
and assessment tools for measuring the developmental growth of
children from birth to age eight.
Got It
Enter individual child data
and generate graphical reports to monitor the developmental
growth of individual children and groups of children, and
determine if intervention is necessary.
Go!
Communicate and collaborate
about a child's progress over time and about intervention plans
to improve child outcomes.
We are currently alpha-testing
the Get It and Got It parts of the Web site
- To get feedback on the
overall structure and design.
- To obtain input from
informed users so we can fill-in and revise the content
to ensure that it is accurate and complete.
- To capture feedback
and locate problems about the data-driven tools.
Head Start
QNet Project Update
In addition to providing
support to specific Head Start grantees through partnership
agreements, the Great Lakes Head Start Quality Network (QNet) is
working with the Department of Children, Families and Learning
(CFL), the Minnesota Head Start Association, and QUILT. QUILT is
a national training and technical assistance project funded by
the federal Head Start and Child Care Bureaus to support
full-day, full-year partnerships among child care, Head Start,
pre-kindergarten, and other early education programs at the
local, state, tribal, territorial, and regional levels.
This year QNet is working with
the state collaboration officers, state monitors, and the
integration team of the Minnesota Department of Children,
Families and Learning to align QNet and CFL priorities and work
(when possible and as necessary). This effort is focused on
finding the best way to support Minnesota.
I'PROMICE
Improving Preschoolers'
Reading Outcomes Through Measurement and Intervention in
Classroom Environments
I'PROMICE examines
relationships between preschoolers' growth of their expressive
language/pre-literacy skills and their later performance in
becoming proficient readers. These preschoolers include children
with disabilities, children whose primary language is Spanish,
and children attending Head Start programs.
I'PROMICE is continuing to
follow a cohort of children recruited in the first year of the
project. Administration of preschool Individual Growth and
Development Indicators (IGDI) and kindergarten Dynamic Indicators
of Basic Early Literacy Skills (DIBELS) general outcome measures
are conducted seasonally as are ecobehavioral classroom
observations. An additional cohort of children were recruited
this past year and are being followed as well. Preschool (IGDI)
general outcome measures are administered monthly to these
children and ecobehavioral classroom observations are conducted
seasonally. Children are still being recruited for this cohort
and researchers hope that all of the children will continue to be
involved in the project next year. This will allow them to
collect more data regarding the relationship between early
childhood measures and beginning reading measures.
Another component of the
project is scheduled to begin in late Spring 2002. Project staff
will begin to recruit teachers to assist in developing a
classroom intervention program. The program will be designed
using information about the relationship between child
performance on language and early literacy measures and classroom
ecological variables. This intervention component will be
implemented with a new group of children to be recruited in the
Fall.
Early
Childhood Behavior Project
The Early Childhood Behavior
Project is currently providing training in three communities to
develop teams to address the needs of young children who engage
in challenging behavior. The multidisciplinary teams have
completed the Positive Approaches to Problem Behavior in Young
Children coursework and are currently receiving technical
assistance from project personnel as they proceed with their
first referrals. Responses to referrals have included developing
successful environmental arrangements, conducting functional
behavioral assessments and developing positive support plans. In
addition to responding to referrals, the two rural community
teams have presented workshops to child care providers in their
areas.
The Positive Approaches to
Problem Behavior in Young Children Web site has seen a steady increase in use and
popularity. CEED staff are continually enhancing the Web site
with information and tools for parents and professionals,
including a public discussion board and live chats with experts
on early childhood.
It is anticipated that
development of two online courses will be completed for 2002-2003.
- Positive Approaches to
Problem Behavior in Young Children focuses on
functional behavioral assessment and developing positive
behavior support plans. Interventions taught in this
course include strategies in communicative replacement.
- Working with
Preschoolers and their Families: Relationship-Based
Practice will enhance professionals' awareness of the
relational and developmental dimensions of children's
experiences and behaviors.
Availability of these courses
will be announced on our Web site, or CEED can notify you via
e-mail if you contact Karen Anderson at ander352@umn.edu , type "Notify me" as the
subject, and include course #1 or course #2 in your message.
New CEED Publications
Talking
Reasonably and Responsibly About Brain Development,
Trainer Edition
This guide has been developed
to assist in training child care providers, families, parent
educators, and others about myths and misunderstandings on the
subject of early brain development. It is also intended for use
by those who would like to incorporate early brain development
information into their trainings on other topics.
The guide is divided into four
modules:
1. Overview of early brain
development.
2. How to be a savvy
consumer of research about brain development (or any topic).
3. Analysis of public
messages about early brain development.
4. How to blend brain
development information with child development information.
The guide is complete with
ready-to-use diagrams and overheads, active learning exercises,
glossary of terms, and resource list. Cost is $25, to order,
visit http://education. umn.edu/ceed and click on "publications,"
or call 612-625-3058.
Questions
About Kids?
If you're a parent or
professional with questions about children's development, Questions
About Kids is for you! Questions About Kids are flyers
that provide answers to important questions parents have about
their children's development.
We're introducing a new series
of eight Questions About Kids focused on infants and
toddlers. They include a range of topics that address
contemporary concerns and highlight the unique delights and
challenges of the first years of life. They were written by
experts at the University of Minnesota and in the Twin Cities
community and were reviewed by experts at the University of
Minnesota. For the first time, some of the Questions About
Kids are available in Spanish, Somali, and Hmong. They are
being distributed via the web and through community health,
social service, and parent education programs. We encourage you
to use them as you see fit. The new topics are
- · How can parents and
caregivers support a baby's healthy development?
- · What's going on in my
baby's brain?
- · How do I get to know
my newborn?
- · How can trauma affect
my young child?
- · Am I spoiling my baby?
- · What does it mean when
my young child is "assessed"?
- · Do dads really make a
difference?
- · How can I help my
young child to become a reader?
Questions About Kids is
a joint project of the Irving B. Harris Training Center for
Infant and Toddler Development and the Center for Early Education
and Development, University of Minnesota. Questions About Kids
is on the Web at
http://www.harristrainingcenter.org and
http://cehd.umn.edu/ceed/publications. Questions About Kids may be
downloaded and reproduced as necessary, with no copyright
restrictions. Our goal is to provide current, accurate
information to parents. Hand them out individually to families,
use them to foster group discussion, or follow up on a
conversation.
Recent Faculty
Publications
 Deborah Ceglowski
Ceglowski, D. (in press).
Critical perspectives on Project Head Start: Revisioning the hope
and challenge. Early Childhood Research Quarterly. (Review
of book).
Ceglowski, D. (in press).
Research as relationship in N. Denzin & Y. Lincoln (Eds.) The
Qualitative Inquiry Reader (pp. 88-103). Thousand Oaks, CA:
Sage.
Ceglowski, D. (2001). Who's
making these policies anyway? In J. Jipson & R. Johnson
(Eds.) Resistance and representation in early childhood
(pp. 239-251). New York: Peter Lang.
Ceglowski, D., &
Bacigalupa, C. (in press). Keeping current in child care
research: An update of the 1985 annotated bibliography. Early
Childhood Research and Practice.
Ceglowski, D., &
Bacigalupa, C. (in press). Four perspectives on child care
quality. Early Childhood Journal.
 Scott McConnell
Carta, J. J., Atwater, J. B.,
Greenwood, C. R., McConnell, S. R., McEvoy, M. A., &
Williams, R. (2001). Effects of cumulative prenatal substance
exposure and multiple environmental risks on children's
developmental trajectories. Journal of Clinical and Consulting
Psychology, 30, 327-337.
McConnell, S. R. (2001).
Parent involvement and family support: Where do we want to go,
and how will we know we are headed there? Journal of Early
Intervention, 24, 15-18.
McConnell, S. R. (In press).
Interventions to facilitate social interaction for young children
with autism: Review of available research and recommendations for
educational intervention and future research. Journal of
Autism and Developmental Disorders.
McConnell, S. R., McEvoy, M.
A. & Rush, K. (In press). Social interaction, social
competence, and social development of Head Start children: A call
for intervention development and validation in a culturally
diverse context. In J. Heller (Ed.) Head Start-University
partnership: Issues in child development. Washington, D.C.,
ACYF.
McConnell, S. R., Missall, K.
N., Silberglitt, B., & McEvoy, M. A. (2002). Promoting social
development in preschool classrooms. In M. Shinn, G. Stoner,
& H. M. Walker (Eds.), Interventions for academic and
behavior problems II: Preventive and remedial approaches (pp.
501-536). Washington, D.C.: National Association of School
Psychologists.
McConnell, S. R., Priest, J.
S., Davis, S. D., & McEvoy, M. A. (2002). Best practices in
measuring growth and development for preschool children. In A.
Thomas and J. Grimes (Eds.), Best practices in school
psychology (4th ed.)(pp. 12311246). Washington DC: National
Association of School Psychologists.
McConnell, S. R., Rush, K. L.,
McEvoy, M. A., Carta, J. J., Atwater, J. & Williams, R. (In
press). Descriptive and experimental analysis of child-caregiver
interactions that promote development of young children exposed
prenatally to drugs and alcohol. Journal of Behavioral
Education.
McEvoy, M. A., Priest, J. S.,
Kaminski, R. S., Carta, J. J., Greenwood, C. R., McConnell, S.
R., Good, R. H., Walker, D. & Shinn, M. R. (In press).
General growth outcomes: Wait! There's more! Journal of Early
Intervention.
Priest, J.S., McConnell, S.
R., Walker, D., Carta, J. J., Kaminski, R. A., McEvoy, M. A.,
Good, R. H., Greenwood, C. R., & Shinn, M. R. (in press).
General growth outcomes for children between birth and age eight:
Where do we want young children to go today and tomorrow? Journal
of Early Intervention.
 Mary
McEvoy
McConnell, S., Missall, K.,
Silberglitt, B., & McEvoy, M. (2001). Promoting social
development in preschool classrooms. To appear in M. Shinn, G.
Stoner, & H. Walker (Eds.), Interventions for academic and
behavior problems II: Preventive and remedial approaches. Washington,
DC: National Association of School Psychologists.
McEvoy, M., & Neilsen, S.
(in press). Functional assessment of behavior. To appear in M.
McLean, M. Wolery, & D. Bailey (Eds.), Assessing infants
and preschoolers with special needs. Columbus, OH: Merrill
Prentice Hall.
McEvoy, M., Priest, J.,
Kaminski, R., Carta, J., Greenwood, C., McConnell, S., Good, R.,
Walker, D., & Shin, M. (2002). General growth outcomes: Wait!
There's more! Journal of Early Intervention, 24.
Olive, M., & McEvoy, M.
(2001). Issues in early intervention. To appear in A. McCray, H.
Rieth, & P. Sindelar (Eds.), Issues in Special Education.
Priest, J., McConnell, S.,
Walker, D., Carta, J., Kaminski, R., McEvoy, M. et al. (2001). General
growth outcomes for children between birth and age eight:
Developing and validating a foundation for a continuous progress
measurement system. Manuscript submitted for publication.
 Anthony Pellegrini
Pellegrini, A. (2001).
Sampling instances of victimization in middle school. In S.
Graham and J. Juvonen (Eds.) School-based peer harassment: The
plight of the vulnerable and the victimized. New York:
Guilford.
Pellegrini, A., & Smith,
P.K. (2001). Play and the development of children. In N. J.
Smelser and P. Baltes (Eds.). Encyclopedia of Social and
Behavioral Sciences. Kidlington, UK: Elsevier.
Pellegrini, A. (2001). From
the lab of Anthony Pellegrini: Bullying in school. In R. J.
Sternberg. In search of the human mind (3rd
Edition). Fort Worth: Harcourt College Publisher.
Pellegrini, A. (2001). Two
social contextual routes to the development of school-based
literacy. In S. Neuman and D. Dickinson (Eds.) Handbook on
research in early literacy for the 21st century. New York:
Guilford.
Pellegrini, A., & Galda,
L. (2001). I'm so glad, I'm glad, I'm glad: The role of emotions
and close relationships in children's play and narrative
language. In A. Goncu and E. Klein (Eds.) Young children in
play, story, and school: Essays in honor of Greta Fein. New
York: Guilford.
Pellegrini, A., & Smith,
P. K. (2002). Children's play: A developmental and evolutionary
orientation. In J. Valsiner and K. Connolly (Eds.). Handbook
of developmental psychology. London: Sage.
Pellegrini, A. (2002). The
development and possible functions of rough-and-tumble play. In
C. H. Hart and P. K. Smith (Eds.). Handbook of social
development. Oxford: Blackwell.
Pellegrini, A., &
Bjorklund, D. (2002). Evolutionary psychology and children's
social development. In C. H. Hart and P. K. Smith (Eds.).
Handbook of social development. Oxford: Blackwell.
Pellegrini, A., Bjorklund, D.,
& Yunger, J. (in press). The evolution of parenting. In M. H.
Bornstein (Ed.). Handbook of parenting, Volume II: Biology and
ecology of parenting. Mahwah, NJ: Erlbaum.
Pellegrini, A. (2002).
Perceptions of play and real fighting: Effects of sex and
participation status. In J. Roopnarine (Ed.). Play and
culture, Vol. 4. New York: Elsevier Science.
Pellegrini, A., Smith, P.K.,
Smees, R., & Menesini, E. (2002). Comparing pupil and teacher
perceptions of playful fighting, serious fighting, and positive
peer interaction. In J. Roopnarine (Ed.). Play and culture,
Vol. 4. New York: Elsevier Science.
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Upcoming Events
Minnesota's
Early Intervention Institute, 2002
A Collaborative Intensive
Graduate Course for Professionals Working with Young Children
with Disabilities
Date: August 57, 2002, St.
John's University, Collegeville, MN
Topic: Diversity: Challenges
& Opportunities in Early Childhood Assessment &
Programming
Keynote: World Without
Walls: Cultural Competency as Skilled Dialogue, Isauara
Barrea, Ph.D., Associate Professor, Early Childhood Special
Education & Coordinator of Multicultural ECSE Graduate
Program, University of New Mexico
Session Topics: International
Adoption-Post Institutional Medical & Developmental Issues;
Cultural Dynamics of Child Development and Childcare; Working
with Linguistically Diverse Families ; Techniques to Support
Collaboration with Culturally and Linguistically Diverse
Families; Cultural Competence in Early Childhood Assessment;
Anti-Bias Curriculum; Special appearance by Tou Ger Xiong,
Diversity consultant, Comedian, Storyteller, and Rap Artist.
Registration: For more
information about this event or to register, contact Jill Haak at
320-255-9994 or
jahreh@cloudnet.com.
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Spring 2002,
Volume 29, Issue 1