International perspectives on peer play and relationships in early childhood settings

Avis Ridgway, Gloria Quiñones, Liang Li

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

Abstract

Research on peer relationships in early childhood settings shows young children learn important social strategies such as cooperating, negotiating and socializing, and also examines the role of peer play in children’s learning. However, further research is needed to encompass international research perspectives by examining peer play and relationships in different early childhood cultural contexts. Recent research offers theoretical variations relating to interactions that reveal qualities of peer play exemplified in: empathic play; dyadic, triadic, and collective group play; peer play and learning processes; sibling play, and young children’s perspectives on dramatic play. The main emphasis of researchers who study peer relations or peer play, is to voice different initiatives and express contradictory perspectives. Such tensions are regarded by us as helpful and positive because, when ameliorated with different shared life experiences and experimentations, they become both complementary and productive for generating new international research perspectives on peer play and relationships in early childhood.

Original languageEnglish
Title of host publicationPeer Play and Relationships in Early Childhood
Subtitle of host publicationInternational Research Perspectives
EditorsAvis Ridgway, Gloria Quiñones, Liang Li
Place of PublicationCham Switzerland
PublisherSpringer
Chapter1
Pages1-9
Number of pages9
Edition1st
ISBN (Electronic)9783030423315
ISBN (Print)9783030423308
DOIs
Publication statusPublished - 2020

Publication series

NameInternational Perspectives on Early Childhood Education and Development
PublisherSpringer
Volume30
ISSN (Print)2468-8746
ISSN (Electronic)2468-8754

Keywords

  • Early childhood
  • Peers
  • Peer play
  • Relationships
  • International perspectives

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