Écologie développementale des premières interactions entre enfants : effet des matériels de jeu

Abstract

Play materials mediate most of the young children's exchanges, especially in collective settings, but few studies have examined their effects on early peer interactions. The positive role of the quantity and similarity of toys has already been demonstrated, but what about the different types of play materials? Taking into account the importance of postural imitation in the development of early peer interactions, we hypothesize that physical toys, improving gross motor skills, would better stimulate occasions of attention and exchanges between toddlers than manipulative toys, placed on tables or ground, and supporting precise and quiet activity. In line with Wohlwill's developmental ecology framework (1980), two groups of toddlers (mean age: 23 and 35 months) are observed in their usual day-care environment. They are videotaped during free-play sessions with one of two kinds of familiar play materials: either physical toys (e.g. slides, swings, tricycles, balls, large blocks to climb, etc.), or manipulative toys (e.g. table toys, jigsaws, small blocks to encase, etc.). The toddlers' behaviors are then coded into six activity categories: self-centered, transitory, solitary play, parallel play, social attention towards play-mates or adults, and social interaction (affiliative or agonistic) with play-mates or adults. The results show a clear differentiated effect between the two play materials: physical toys better promote social attention and exchanges toward play-mates than manipulative ones. These effects increase with age, especially for affiliative interactions. Manipulative toys better promote parallel play at any age. Solitary play and adult-child interactions are not modified by the change of play material. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)