The social interaction of preschool children in free play

Abstract

This study aimed to give full understanding on the nature of the social interaction among preschool children in free play. Specifically, this study sought to answer the following queries: (1) What kind of social interactions take place during free play? (2) What are the factors that hinder or facilitate social interaction during free play? (3) What social learning do preschool children get during free play? In particular, this study utilized the methodology of the grounded theory to guide the collection and the analysis of the data. It was conducted at the Drop-In Center of West Visayas State University. There were 11 children in the afternoon session who served as the primary research participants. Theoretical sampling technique was employed so as to get the focus participants of four (4) preschool children. Video coverages and photographs of these children were used to gather data for this study. All video tapings were transcribed. In analyzing the data, the inductive analytic procedures of the grounded theory was used. The findings of the study showed that preschool children passed through several stages in order to become socially competent in interacting with their peers during free play. The stages are: first, conflict arising behavior; second, self-management; third, initiating relationship; fourth, nurturing relationship. Therefore, free play was an indispensable time and opportunity for promoting social competence among children. Thus, preschool children who are sent to child care center are provided with play opportunities advance in social development.