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The Roles of Child Gender and Parental Knowledge of Child Development in Parent-Child Interactive Play

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Abstract

In our study, we aimed to analyse the effect of child gender on parental and child interactive play behaviour, as well as to determine relations between parental general knowledge of child development and parental play behaviour in two developmental periods, namely toddlerhood and early childhood. The sample included 99 children (50 toddlers 1–3 years-old; 49 preschoolers 3–5 years-old) and their parents. Parent–child interactive play with a standard set of toys was observed and assessed in the home setting. We found that parental and child play behaviours were closely related in both age groups. In addition, child’s gender affected child, but not parental, play behaviour such that girls more frequently established the content of play, sustained play frame, and used more symbolic transformations during play than boys did. Parents’ general knowledge of child development was associated with both parental education and parental play behaviour. The findings are applicable to different professionals working with children and their parents in the preschool period.

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  1. Department of Psychology, University of Ljubljana, Ljubljana, Slovenia

    Ljubica Marjanovič-Umek & Urška Fekonja-Peklaj

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  1. Ljubica Marjanovič-Umek
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  2. Urška Fekonja-Peklaj
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Correspondence to Urška Fekonja-Peklaj.

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The authors (Ljubica Marjanovič-Umek and Urška Fekonja-Peklaj) declare that they have no conflict of interest.

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Marjanovič-Umek, L., Fekonja-Peklaj, U. The Roles of Child Gender and Parental Knowledge of Child Development in Parent-Child Interactive Play. Sex Roles 77, 496–509 (2017). https://doi.org/10.1007/s11199-016-0734-7

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