The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school

By P. Blatchford, E. Baines, Anthony D. Pellegrini. 2003

262 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/eb44f26a7b9fcad573d2fed8c6ed0a7957a49b9a

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Citations in the corpus

The relationship between school ground design and intensity of physical activity (2009, background): “2003 , Stratton and Mullan 2005 , Verstraete et al.”
Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings (2018, background): “…friendships between adolescent neurotypical girls tend to be focused on smaller more intimate groups and the development of reciprocal friendships (Blatchford, Baines, and Pellegrini 2003; Buhrmester 1990; Freeman and Kasari 1998), this is not the case for children with autism, who prefer to…”
Sexual segregation in childhood: a review of evidence for two hypotheses (2004, background): “Social segregation has been studied in ungulates (e.g. Ruckstuhl & Neuhaus 2002), marsupials (e.g. A. MacFarlane & G. Coulson, unpublished data) and humans (e.g. Blatchford et al. 2003).”
Predicting school adjustment from motor abilities in kindergarten (2007, result): “This finding runs somewhat counter to previous research findings describing boys’ motor play behaviour at school as more vigorous (Blatchford et al., 2003; Fabes, Martin, & Hanish, 2003; Harper & Sanders, 1975), which would imply that in order to ‘fit O.”
Outdoor education gives fewer demands for action regulation and an increased variability of affordances (2013, background): “The authors suggested that the boys' primary focus was the activity, and that brought them together in groups, while the girls' primary focus was to come together to socialize (Blatchford, Baines, & Pellegrini, 2003 ).”