Effect of Level of Toy Structure on Preschool Children's Pretend Play

McGhee, Paul E.; Benz, Nancy A.

doi:10.1080/00221325.1984.9923427

Cited by 12 publications

(2 citation statements)

References 10 publications

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“…McLoyd (1983) and Trawick- Smith (1990) reported that 3.5-year-olds engaged in more pretend play and in more frequent object transformations and themes with highly structured, realistic props than with low-structure objects compared to 5-year-olds, whereas others have reported the opposite (McGhee, Ethridge, & Benz, 1984) or no effects of toy structure on pretend play during both the preschool and early school years (Olszewski & Fuson, 1982;Pulaski, 1973). Although the extant literature has generally focused on preschoolers, Trawick- Smith (1990) reported that even 5-year-olds preferred realistic play props.…”

Section: Pretense Narrative and Creativity Pretensementioning

confidence: 95%

Sibling Pretend Play in Early and Middle Childhood: The Role of Creativity and Maternal Context

Howe

Bruno

2010

Early Education & Development

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Section: Pretense Narrative and Creativity Pretensementioning

confidence: 95%

Sibling Pretend Play in Early and Middle Childhood: The Role of Creativity and Maternal Context

Howe

Bruno

2010

Early Education & Development

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“…Izsledki raziskav kažejo, da otroci v zgodnjem otroštvu pri igri z manj izdelanim (torej nizko strukturiranim, realističnim in kompleksnim) igralnim materialom izvedejo več predmetnih zamenjav (Einsiedler, 1986;McLoyd, 1983), uporabijo več raznolikih tem (McGhee, Ethridge in Benz, 1984;Nakamine, 1979), v večji meri raziskujejo material (McGhee in sod., 1984), uporabljajo več konstrukcijske igre (Nakamine, 1979) in več govornega izražanja (Olszewski in Fuson, 1982) kot otroci, ki imajo na voljo bolj izdelan igralni material. Slednji prikažejo več posnemanja (Einsiedler, 1986;Treinies, Einsiedler in Bosch 1988), več metakomunikacije (Treinies in sod., 1988), več simbolne igre (Nakamine, 1979) in več igre pretvarjanja (McGhee in sod., 1984).…”

Section: Ustvarjalnost Otrok In Simbolna Igra V Zgodnjem Otroštvuunclassified

Odnos med ustvarjalnostjo in igralnim materialom v kontekstu simbolne igre

Jekovec¹,

Bucik²

2015

psio

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Povzetek: Ker se v simbolni igri odvijajo številni razvojni procesi na spoznavnem, čustvenem in socialnem področju, naj bi bila prav simbolna igra prostor, kjer otrok razvija svoje potenciale, med drugim tudi ustvarjalnost. Namen raziskave je bil proučiti odnos med ustvarjalnostjo otroka v zgodnjem otroštvu in različnimi vrstami igralnega materiala z vidika simbolne igre. 59 otrok, starih med pet in šest let, je pred pričetkom in po končani deseti igralni seansi izpolnilo Preizkus ustvarjalnega mišljenja TCT-DP. Med igralnimi seansami se je vsak otrok samostojno igral z eno od šestih vrst igrač, ki so se med seboj razlikovale v treh dimenzijah: strukturiranosti, realističnosti in kompleksnosti. Pričakovali smo, da se bo mera ustvarjalnosti zvišala pri vseh otrocih, vendar različno glede na vrsto igralnega materiala, s katerim so se otroci igrali. Rezultati so pokazali, da razlike v meri ustvarjalnosti med obema merjenjema niso bile statistično pomembne, zato ne moremo sklepati, da je različen igralni material pomembno prispeval k razliki v meri ustvarjalnosti, pokazal pa se je majhen porast mere ustvarjalnosti pri skupini otrok, ki je imela v igralnih seansah na voljo nizko strukturiran, nizko realističen in nizko kompleksen igralni material, kar je podobno, kot kažejo izsledki nekaterih drugih, primerljivih raziskav.

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The Development of Play

Lillard

2015

Handbook of Child Psychology and Developmental Science

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Play is a quintessential activity of childhood, the cognitive implications of which have generated longstanding theoretical and empirical interest. This chapter begins with the difficult issue of how to define play, then considers the two classic play theories, those of Piaget and Vygotsky. Next it covers varieties of play, from sensorimotor to physical, and from exploratory to symbolic, including the developmental course of each type. The bulk of the chapter concerns six current focal issues in play and cognitive development: (1) pretend play and theory of mind, (2) how children make sense of symbolic substitutions in pretend play, (3) constraints on object substitutions in children's play, (4) how children discriminate pretend from real, (5) how babies are initiated into pretend play, and (6) whether pretend play improves developmental outcomes. The next sections of the chapter address group differences in play by gender, developmental differences (visual and hearing impairments, autism), and culture, and the final section addresses future directions in play research.

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Effect of Level of Toy Structure on Preschool Children's Pretend Play

Cited by 12 publications

References 10 publications

Sibling Pretend Play in Early and Middle Childhood: The Role of Creativity and Maternal Context

Sibling Pretend Play in Early and Middle Childhood: The Role of Creativity and Maternal Context

Odnos med ustvarjalnostjo in igralnim materialom v kontekstu simbolne igre

The Development of Play

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