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Peering into the Dynamics of Social Interactions: Measuring Play Fighting in Rats
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Published on: January 18, 2013

Play and social skills in maltreated and non-maltreated preschoolers during peer interactions

D Darwish1, G B Esquivel, J C Houtz

  • 1Fordham University, Graduate School of Education, Department of Psychological and Educational Services, New York, NY 10023, USA.

Child Abuse & Neglect
|February 24, 2001
PubMed

Insights

Maltreated children exhibit poorer social skills and more behavioral problems compared to non-maltreated peers. These differences in social skills and play behaviors persist despite socioeconomic factors.

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Social-Emotional Development

Background:

  • Child maltreatment is a significant public health concern.
  • Early social skills and play behaviors are crucial for development.
  • Low socioeconomic status can influence child development and behavior.

Purpose of the Study:

  • To compare social skills and play behaviors of maltreated and non-maltreated children.
  • To investigate the impact of maltreatment on peer interactions and self-control.
  • To examine the relationship between social skills and play behaviors in young children.

Main Methods:

  • A comparative study involving 30 children aged 3-5 years (15 maltreated, 15 non-maltreated).
  • Inclusion of children from therapeutic nursery and Head Start programs, all of low socioeconomic status.
  • Analysis of videotaped peer interactions and social skills ratings by teachers/therapists.

Main Results:

  • Maltreated children showed significantly lower skills in initiating peer interactions and maintaining self-control.
  • Maltreated children exhibited a higher frequency of problem behaviors during play.
  • No significant group differences were observed in social participation or cognitive play level.

Conclusions:

  • Child maltreatment negatively impacts the development of interpersonal skills.
  • These effects are evident beyond the influence of low socioeconomic status and environmental stressors.
  • Intervention programs should address social skills deficits in maltreated children.
Abstract

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