Children in the academically oriented preschool had more uncertain and less participative orientations than those in the play-based preschool. Especially boys were vulnerable in conflict settings. Play-based environment was related with children’s capacities for agentive and participative social engagement, suggesting that play provides children with the opportunity to develop more versatile social tools and strategies. These competences are of vital importance for successful engagement in collective settings such as classrooms and schools. It may be that through play children can practice the production of shared content together with others, which is essential in work and social relations in general. The article can be accessed through the link below:
Cheng, D., Reunamo, J., Cooper, P., Liu, K. & Vong, K. P. (2015). Children’s agentive orientations in play-based and academically focused preschools in Hong Kong. Early child development and care. http://dx.doi.org/10.1080/03004430.2015.1028400.