Play in Mexican‐American mothers and toddlers is frequent, multimodal, and rich in symbolic content
Bibliographic Data
| ID | 16782895 |
|---|---|
| Authors | Katelyn Fletcher (0000-0002-0641-4728, New York University, corresponding author), Carolyn Brockmeyer Cates (Purchase College), Alan L Mendelsohn (0000-0001-9876-8496, New York University), Catherine S Tamis‐lemonda (0000-0002-9071-4028, New York University) |
| Year | 2020 |
| Volume | 25 |
| Issue | 5 |
| Pages | 535-551 |
| Publication date | 2020-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Infancy (JOURNAL) |
| Journal identifiers | ISSN: 1525-0008 • E-ISSN: 1532-7078 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/infa.12344 |
| PMID | 32857437 |
| OpenAlex | W3032173132 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
Play offers rich opportunities for toddlers to develop motor, social, cognitive, and language skills, particularly during interactions with adult caregivers who may scaffold toddlers to higher levels of play than toddlers achieve on their own. However, research on play has narrowly focused on children from White, middle‐income backgrounds, leaving a dearth of knowledge about dyadic play in diverse cultural communities. We videorecorded 222 Mexican‐American mothers playing with their 2‐year‐old toddlers with a standard set of toys. Play behaviors were coded as nonsymbolic or symbolic (play type) and as expressed through manual, verbal, or multiple channels (play modality). Play between toddlers and mothers was frequent, high in symbolic content, and toddler play closely corresponded with mother play in type and modality: Toddlers’ nonsymbolic play related to mothers’ nonsymbolic play; toddlers’ symbolic play related to mothers’ symbolic play; toddlers’ manual play related to mothers’ manual play; and toddlers’ multimodal play related to mothers’ multimodal play. Play in Mexican‐American mothers and toddlers is frequent, multimodal, and symbolically rich, offering new directions for future research and practice
Cognition · Developmental psychology · Ethnography · Toddler · Child and Animal Learning Development · Child Development and Digital Technology · Early Childhood Education and Development · Psychology
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The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
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| Unique citing works | 1 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2021 - 2021 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |