Pretend Play and Cognitive Development

Lillard, Angeline S.; Pinkham, Ashley M.; Smith, Eric

doi:10.1002/9781444325485.ch11

Cited by 70 publications

(57 citation statements)

References 136 publications

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“…using a block as a truck) resulting in the increasing use of imagination and pretend play (Lillard, 2002). By preschool age, they are able to enjoy and participate in stories because of their ability to remember and follow the story line.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Integrative Modalities for Pain and Anxiety in Children and Adolescents With Cancer

Thrane

2013

J Pediatr Oncol Nurs

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Throughout the trajectory of the cancer experience, children and adolescents will likely face pain and anxiety in a variety of circumstances. Integrative therapies may be used either alone or as an adjunct to standard analgesics. Children are often very receptive to integrative therapies such as music, art, guided imagery, massage, therapeutic play, distraction, and other modalities (Doellman, 2003). The effect of integrative modalities on pain and anxiety in children with cancer has not been systematically examined across the entire cancer experience. An in-depth search of PubMed, CINAHL, MedLine, PsychInfo, and Web of Science, integrative medicine journals, and the reference lists of review articles using the search terms pain, anxiety, pediatric, child*, oncology, cancer, neoplasm, complementary, integrative, non-conventional, and unconventional yielded 164 articles. Of these, 25 warranted full-text review. Cohen’s d calculations show medium (d=.70) to extremely large (8.57) effect sizes indicating that integrative interventions may be very effective for pain and anxiety in children undergoing cancer treatment. Integrative modalities warrant further study with larger sample sizes to better determine their effectiveness in this population.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of Integrative Modalities for Pain and Anxiety in Children and Adolescents With Cancer

Thrane

2013

J Pediatr Oncol Nurs

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“…Nine-month-olds already manually explore pictures in books; they feel, rub, even grasp at the pictures as though they were real objects (DeLoache, Pierroutsakos, Uttal, Rosengren, & Gottlieb, 1998), and they engage in more manual exploration of highly iconic pictures (photographs) than less iconic pictures (drawings) (Pierroutsakos & DeLoache, 2003). The defining component of pretense is the performance of activities in an “as if” mode (Hickling, Wellman, & Gottfried, 1997; Lillard, 2002), and infants’ manual behavior toward pictures reflects a response to depicted objects as if they were real. Moreover, even children older than we studied possess “iconic realism” in evidence when 3-year-olds report that even a picture (a 2D representation less iconic than our 3D replicas) of an ice cream cone will be cold to the touch (Beilin & Pearlman, 1991) or that jiggling a picture of blocks would trigger the blocks falling (Flavell, Flavell, Green, & Korfmacher, 1990) or that objects in a photo would vary if real objects were changed and vice versa (Robinson, Nye, & Thomas, 1994; Zaitchik, 1990).…”

Section: Discussionmentioning

confidence: 99%

The development of object categorization in young children: Hierarchical inclusiveness, age, perceptual attribute, and group versus individual analyses.

Bornstein

Arterberry

2010

Developmental Psychology

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Multiple levels of category inclusiveness in 4 object domains (animals, vehicles, fruit, and furniture) were examined using a sequential touching procedure and assessed in both individual and group analyses in 80 12-, 18-, 24-, and 30-month-olds. The roles of stimulus discriminability and child motor development, fatigue, and actions were also investigated. More inclusive levels of categorization systematically emerged before less inclusive levels, and a consistent advantage for categorizing high versus low perceptual contrasts was found. Group and individual analyses generally converged, but individual analyses added information about child categorization over group analyses. The development of object categorization in young children is discussed in light of efficiency of processing and similarity/differentiation theories.

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“…In the delayed non-matching to sample task, in which the participant retrieves an object under a cover with a symbol which is different to a sample symbol which has previously been displayed, children do not succeed until roughly 21 months of age (Diamond, Towle, & Boyer, 1994). More generally, this period of the late second year is a time when many profound developmental milestones are reached, including the production of the first word combinations (Anisfeld, Rosenberg, Hoberman, & Gasparini, 1998), the establishment of pretend play (Lillard, 2002), and mirror self-recognition (Amsterdam, 1972;Nielsen & Dissanayake, 2004). Our experimental design was a simplified version of the standard outcome revaluation procedure, in that the participants only learnt one action in the training phase, and groups were compared in their absolute tendency to perform the action, rather than in a tendency to prefer one action over another.…”

Section: Discussionmentioning

confidence: 99%

Goal directedness and decision making in infants.

Kenward¹,

Folke²,

Holmberg³

et al. 2009

Developmental Psychology

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The term goal directed conventionally refers to either of 2 separate process types-motor processes organizing action oriented toward physical targets and decision-making processes that select these targets by integrating desire for and knowledge of action outcomes. Even newborns are goal directed in the first sense, but the status of infants as decision makers (the focus here) is unknown. In this study, 24-montholds learned to retrieve an object from a box by pressing a button, and then the object's value was increased. After the object's subsequent disappearance, these children were more likely to press the button to try to retrieve the object than were control 24-month-olds who had learned to retrieve the object but for whom the object's value was unchanged. Such sensitivity to outcome value when selecting actions is a hallmark of decision making. However, 14-and 19-month-olds showed no such sensitivity. Possible explanations include that they had not learned the specifics of the action outcome; they had not acquired the necessary desire; or they had acquired both but did not integrate them to make a decision.

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Pretend Play and Cognitive Development

Cited by 70 publications

References 136 publications

Effectiveness of Integrative Modalities for Pain and Anxiety in Children and Adolescents With Cancer

Effectiveness of Integrative Modalities for Pain and Anxiety in Children and Adolescents With Cancer

The development of object categorization in young children: Hierarchical inclusiveness, age, perceptual attribute, and group versus individual analyses.

Goal directedness and decision making in infants.

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