{"_buckets": {"deposit": "08e91f35-373b-430e-ad6f-ae2ca1d565e8"}, "_deposit": {"created_by": 87, "id": "5732", "owner": "87", "owners": [87], "owners_ext": {"displayname": "k-nyein", "username": "k-nyein"}, "pid": {"revision_id": 0, "type": "recid", "value": "5732"}, "status": "published"}, "_oai": {"id": "oai:meral.edu.mm:recid/5732", "sets": ["1597762186593", "user-suoe"]}, "communities": ["suoe"], "item_1583103067471": {"attribute_name": "Title", "attribute_value_mlt": [{"subitem_1551255647225": "An Analysis of the Impact of Play on Preschool Children\u0027s Social Skills Development", "subitem_1551255648112": "en"}]}, "item_1583103085720": {"attribute_name": "Description", "attribute_value_mlt": [{"interim": "The purpose of this study is to investigate the impact of play on preschool children’s social skills development.  In  addition, gender  difference,  age  differences  and  differences  among  responsible agencies were further investigated. For quantitative study, preschool Children’s play and social skills  were  examined  by  using  questionnaire  survey  method.  In  order  to  assess  preschool children’s play behavior, the Penn Interactive Peer Play Scale (PIPPS) was used. In order to assess preschool  children’s  social  skills,  the  Preschool  and  Kindergarten  Behavior  Scales-2ndedition (PKBS-2;  Merrell,  2002)  was  used.  Qualitative  study  was  conducted  by  using  play  and  social skills  checklist,  preschool  teacher  interview  form  and  naturalistic  observation.  The  study  began with  a  quantitative  approach  as  a  primary  method,  and  then  a  qualitative  follow  up  study  was conducted to support the quantitative results. A total of 565 children from 12 preschools and their class teachers and parents  were  participated as the sample  in this study.By  using the  descriptive procedure  with  the  data  obtained  from  the  teacher-rated  and  parent-rated  questionnaire,  play behavior  of  preschool  children  can  be  estimated.  According  to  teacher  rating, the  mean  score  of play disruption is the  highest  and that of play disconnection is the  lowest among play behaviors. A  child  with  a  high  score  in  each  subscale  was  considered  as  a child  with  good  play  behavior.According  to  gender,  the  mean  value  of  play  behavior  of  female  preschool  children  was  higher than  that  of  male  preschool  children.  By  means  of  responsible  agencies,  the  mean  score  of  play behavior of children under DSW was highest and that of children under MOE was the lowest. By different  age  groups,  the  mean  score  of  children  who  are  over  five  years  old  was  highest  among other  age  groups.  The  older  the  children’s  age,  the  more  positive  play  behavior  they  have. Concerning with social skills development, the mean score of social cooperation is the highest and that of social interaction is the lowest among other social skills. A child with a high score in each subscale was considered as a child with good social skills. Based on gender difference, The mean value of social skills of female preschool children was higher than that of male preschool children. The  mean  score  of  social  skills  of  children  from  preschool  under  DSW  was  highest  and  that  of children from preschools under MOE was lowest. In comparing according to age groups, the mean score of children  who are over five  years old was highest among other age groups. The older the children’s age, the  higher the social skills they  have.Moreover,  it  can  be  reasonably  said  that according  to  parents  and  teacher  rating,  social  skills  development  of  preschool  children  were highly correlated with their play."}]}, "item_1583103108160": {"attribute_name": "Keywords", "attribute_value_mlt": [{"interim": "social skills"}, {"interim": "preschool children"}, {"interim": "play disruption"}, {"interim": "play disconnection"}, {"interim": "social cooperation"}, {"interim": "social interaction"}]}, "item_1583103120197": {"attribute_name": "Files", "attribute_type": "file", "attribute_value_mlt": [{"accessrole": "open_access", "date": [{"dateType": "Available", "dateValue": "2020-10-12"}], "displaytype": "preview", "download_preview_message": "", "file_order": 0, "filename": "MAAS 2020 (Shwe Yee Win).pdf", "filesize": [{"value": "550 Kb"}], "format": "application/pdf", "future_date_message": "", "is_thumbnail": false, "licensetype": "license_0", "mimetype": "application/pdf", "size": 550000.0, "url": {"url": "https://meral.edu.mm/record/5732/files/MAAS 2020 (Shwe Yee Win).pdf"}, "version_id": "1e761993-aeb7-4d0a-91e7-c8127b6319c5"}]}, "item_1583103131163": {"attribute_name": "Journal articles", "attribute_value_mlt": [{"subitem_issue": "9B", "subitem_journal_title": "Journal of the Myanmar Academy of Arts and Science", "subitem_pages": "231-244", "subitem_volume": "18"}]}, "item_1583105942107": {"attribute_name": "Authors", "attribute_value_mlt": [{"subitem_authors": [{"subitem_authors_fullname": "Shwe Yee Win"}, {"subitem_authors_fullname": "Khin Hnin Nwe"}]}]}, "item_1583108359239": {"attribute_name": "Upload type", "attribute_value_mlt": [{"interim": "Publication"}]}, "item_1583108428133": {"attribute_name": "Publication type", "attribute_value_mlt": [{"interim": "Journal article"}]}, "item_1583159729339": {"attribute_name": "Publication date", "attribute_value": "2020-08-31"}, "item_title": "An Analysis of the Impact of Play on Preschool Children\u0027s Social Skills Development", "item_type_id": "21", "owner": "87", "path": ["1597762186593"], "permalink_uri": "http://hdl.handle.net/20.500.12678/0000005732", "pubdate": {"attribute_name": "Deposited date", "attribute_value": "2020-10-13"}, "publish_date": "2020-10-13", "publish_status": "0", "recid": "5732", "relation": {}, "relation_version_is_last": true, "title": ["An Analysis of the Impact of Play on Preschool Children\u0027s Social Skills Development"], "weko_shared_id": -1}