“Everything's Upside Down. We'll Call It Upside Down Valley!”: Siblings’ Creative Play Themes, Object Use, and Language During Pretend Play

Howe, Nina; Abuhatoum, Shireen; Chang‐Kredl, Sandra

doi:10.1080/10409289.2013.773254

Cited by 29 publications

(26 citation statements)

References 45 publications

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“…However, the use of metacommunication, important for the planning and execution of play episodes was given limited attention, which is an essential aspect of mature play (Bodrova et al, 2013). Meanwhile, studies which have examined children's use of meta-language within play episodes can focus on children's object substitution and peer collaboration, rather than their role enactments (Howe, Abuhatoum, & Chang-Kredl, 2014;Leach, 2012).…”

Section: Assessment Of Children's Dramatic Play Behaviourmentioning

confidence: 99%

“…They were designed to identify developmental deficiencies and to categorise children's dramatic play behaviour, in order to plan an appropriate intervention. These assessments are often performed in clinical settings, where the peers, objects and time provided to children to play are controlled by the researcher and/or therapist (Howe et al, 2014;Stagnitti, 2009). In these situations children may not have had experience with the objects, or the concept of the theme provided, within their social world.…”

Section: Assessment Of Children's Dramatic Play Behaviourmentioning

confidence: 99%

“…However, like other methods of play assessment (Howe et al, 2014;Smirnova & Gudareva, 2004;Stagnitti, 2009) the SSEDSP focusses on the child's play behaviour within a period of time by himself/herself only. This means that so long as the child is provided with long periods of uninterrupted time and open ended play spaces within a child centred curriculum, it is expected that he/she should be able to enter the imaginary world without guidance from an adult or more mature peer/s.…”

Section: Scenariomentioning

confidence: 99%

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The Complexity of Preschool Children’s Dramatic Play Behaviour and Play Styles in Australia: A Mixed Methods Study

Robertson¹

2016

Pac Early Child Educ Res Assoc

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Dramatic play is recognised as an important source of learning and development for preschool children, yet there are increasing reports that the quality of dramatic play is declining. This paper aims to report on the findings of a mixed method study that examined the constructs of Australian preschool children's dramatic play behaviour. Video observations and the Smilansky Scale for the Evaluation of Dramatic and Socio-Dramatic Play (Smilanksy & Shefatya, 1990) were used with 101 preschool children aged 4 to 6 years in selected early childhood educational settings in Melbourne, Australia. Findings reveal that the overall level of children's dramatic play behaviour was low. A typology of four play styles will be presented. Implications on educators' pedagogy are discussed.

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Section: Assessment Of Children's Dramatic Play Behaviourmentioning

confidence: 99%

Section: Assessment Of Children's Dramatic Play Behaviourmentioning

confidence: 99%

Section: Scenariomentioning

confidence: 99%

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The Complexity of Preschool Children’s Dramatic Play Behaviour and Play Styles in Australia: A Mixed Methods Study

Robertson¹

2016

Pac Early Child Educ Res Assoc

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“…In the process, children must jointly determine the play theme and interpret the play actions, sometimes as pretense as opposed to real events or actions (Göncü, ), as well as jointly establish rules to guide the play scenario (El'Konin, ; Göncü & Kessel, ; Vygotsky, ). Moreover, messages must be communicated effectively to form these shared meanings (Bateson, ; Farver, ; Garvey, ; Göncü, ); specifically, children must co‐construct a shared understanding about roles, dialogue, joint actions, object transformations, and the story line (Howe, Petrakos, & Rinaldi, ; Howe, Petrakos, Rinaldi, & LeFebvre, ; Howe, Abuhatoum, & Chang‐Kredl, ). By definition, these negotiation acts are dynamic, bidirectional, and may expand on one's own or the partner's play actions and ideas, as well as creating agreements about the play; these interactions become increasingly shared and more complex from ages 3 to 4.5 years (Göncü, ).…”

Section: Introductionmentioning

confidence: 99%

‘An Earthquake Shocked Up the Land!’ Children's Communication During Play With Siblings and Friends

Leach¹,

Howe²,

DeHart

2014

Social Development

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The construction of shared meanings strategies (e.g., introductions, extensions) and use of internal state language (e.g., references to mental states) during play were examined across two relationship contexts (siblings and friends) in 65 focal kindergarten‐aged children (M age = 56.4 months; SD = 5.71 months). Strategies to construct shared meanings were associated with play session; specifically focal children employed introductions more often with their siblings whereas positive/neutral responses and prosocial strategies were used more frequently with their friends. Findings regarding birth order position indicated that older focal children were more likely to engage in non‐maintenance (e.g., negative) behaviors and explanations with their siblings whereas younger focal children employed extensions of play ideas more often with their siblings than friends. Associations between shared meaning strategies and internal state language were positively correlated across both relationship contexts, with more significant associations found in the sibling play session. Findings highlight the high level of sophisticated play interaction among children during play; these interactions were rich and varied and are discussed in light of recent research and theory.

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“…The findings from this study have implications for parents, early childhood educators, and other adults working with young children. The importance of the adult in creating an environment that promotes play and creativity is well known (Eckhoff & Urbach, ; Howe et al, ). Our findings suggest that shapes with decreased specificity (i.e., generic shapes) increase the possible substitutions children consider for objects.…”

Section: Discussionmentioning

confidence: 99%

The role of shape and specificity in young children's object substitution

Burns-Nader

Scofield

Jones

2019

Infant and Child Development

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Children often substitute one object for another during play. They may substitute a stick for a sword or a box for a car, often favouring substitutes that are shaped like the needed object. The current study looked at the roles of shape and specificity, the degree to which a possible substitute resembles something else, in children's object substitutions. We asked whether children would favour generic, similarly shaped substitutes (those with low specificity) over specific ones and whether generic objects would elicit a great variety of potential substitutes than their specific counterparts. Three‐, 4‐, and 5‐year‐olds (N = 66) saw objects that varied by shape (round versus rectangular) and by specificity (generic versus specific) and were asked to help a story character find a series of objects. Children were also given an object and asked to generate a list of possible things for which the object could be substituted. Overall, children, especially 5‐year‐olds, strongly favoured the generic, same‐shaped substitutes over other objects and regularly used them for multiple substitutions. Children did not generate a longer list of potential substitutes when given a generic object. Findings suggest that children may pass over specific objects in favour generic ones when making object substitutions during play. Highlights Researchers examined the roles of shape and specificity in young children's choice of object substitutions. Children were asked to help a story character find four objects using four substitutes that varied in shape and specificity. Children used generic shapes to be used as multiple needed objects more than those designed to look like something specific.

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“Everything's Upside Down. We'll Call It Upside Down Valley!”: Siblings’ Creative Play Themes, Object Use, and Language During Pretend Play

Cited by 29 publications

References 45 publications

The Complexity of Preschool Children’s Dramatic Play Behaviour and Play Styles in Australia: A Mixed Methods Study

The Complexity of Preschool Children’s Dramatic Play Behaviour and Play Styles in Australia: A Mixed Methods Study

‘An Earthquake Shocked Up the Land!’ Children's Communication During Play With Siblings and Friends

The role of shape and specificity in young children's object substitution

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