European Proceedings Logo

Spontaneous Play As An Indicator Of Children’s School Readiness In Social Skills

Table 3:

Girl No. 1 She is communicative, dominant and able to manage her own activities as well as those of other children, which is not always in conformity with their needs. This could be seen particularly in the games played with children younger than herself. Her behaviour to other children is nice and empathic, she often explains to them what they are supposed to do. Organizing the others in this way, she follows her own interests. She rejects to play with a boy of the same age as he does not want to obey her rules.She snaps at other children in situations when a particular game does not develop according to her own projections. She shows a certain lack of social maturity skills as it is much easier for her to play with other children who obey and respect her own will rather than to play with the game partner of the same maturity level.
Girl No. 2 The girl is calm and silent. She does not manifest herself too much when in the group with other children. The other children do not try to make her a partner for the game. She has difficulty to entertain herself, she turns to a teacher asking for some activity. She is rather passive. Her behaviour shows that she does not know how to join the games played by the other children. She tends to observe the games played by the others. She showed attempts to establish a contact with two girls, praising their construction made of cubes. This effort remained without a strong response from the girls who were addressed by her. She is primarily concerned with individual activities. In a situation where another child assumes the initiative in the game, the girl tends to withdraw from the centre of the game and is in a subordinate position. She speaks slowly and comprehensibly.
Girl No. 3 The girl is very popular with the children in her group. She seeks rather the company of girls of the same age but she is also able to cooperate with boys. She actively communicates with children, arranges solutions with the others and does not need to force her own opinion. If she is not successful in her activity, she controls her emotions very well. In games, he adheres to the rules, does not interrput the others when they speak and is able to bring a game to a successful end.
Girl No. 4 This girl is friendly and communicative. She is not afraid to talk to others and be at the wheel of the game. More children, mostly younger, were gradually enrolled by her into the game, but she behaved dominantly to them. She determines their role in the game. Generally, she behaves to children empathically.
Girl No. 5 This girl is able to organize her own game, she is willing to make another child participate in it. She is communicative, listens to others. In a smaller team, she is able to assert herself, to propose a solution and progress in the game. In a larger group of children, the girl is not so active and gets more into the position of an observer of others at play.
Boy No. 1 He is popular in the group of children and children kept coming to him and asking him what construction he was about to build. He was not much communicative, probably because of the deep focus on his activity. When his construction stopped being at the focus of other childrenʼs attention, he stopped being interested in other children and he went on to play on his own again, not interested in what the others were saying. Even when the other children borrowed the cubes he was playing with without asking him, he did not mind. In his activities, he was focused on toys rather than on searching for contacts with other children.
Boy No. 2 He does not have trouble playing and cooperating with other children. He is looking rather for smaller groups of children where it is easier for him to make his point of view accepted by the others. He is interested in things and people around him. When playing, he often asks: “Why?” He is popular in the group, the children kept on coming to see him during the game and asking him what he was reading. He likes to play on his own but he also looks for contact with children of the same age. When playing, he respects the attitudes of others and is able to work with them and adapt himself to them. In communication with other children, he is calm and does not cause disputes.
Boy No. 3 In this area, the child shows a very good level. It is clear from the way he plays that he prefers playing on his own rather than in a group of children. He looks for rather small groups or for individuals of both sexes. He develops a debate with them and joins their games rather as an observer. He does not seem to be the group leader who needs to command the whole group of children. In the play, he does not have any problems to express his opinion but he also respects the opinion of other children, he himself asks, “What do you think about that?” He is calm and balanced, there is no aggression towards people or objects in his play.
Boy No. 4 In games, the boy does not show dominance. He is able to adapt himself and join other childrenʼs ongoing games. He is not afraid to communicate his points of view and his own suggestions. He communicates with other children without any scruples, brings new impulses into the game and wants to be a fully-fledged part of the game team. He listens carefully to what the other children tell him. There were also some situations in which he rather had a tendency to only observe the play of other children. The boy keeps his cuddly toy with him at all times, not trying to make it a part of a game but still keeping it nearby.
Boy No. 5 At the monitored points of the social skills, the boy proves having reached an adequate level of a child terminating his preschool education. The boy is communicative, he takes other children into the game, listens to them, and tries to find solutions together. He is empathetic and helps younger children (when playing, he noticed the height difference of a girl and he moved the cards on the board downwards in order for her to be able to reach for them). He joins the other childrenʼs games, fully respecting the rules of their ongoing game. He negotiates about the following stages of the game. He is active, communicative, able to organize and manage the game but not at the expense of other childrenʼs needs.
< Back to article