The Distinction Between Role-Play and Object Substitution in Pretend Play

Sachet, Alison B.; Mottweiler, Candice M.

doi:10.1093/oxfordhb/9780195395761.013.0012

Cited by 10 publications

(14 citation statements)

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“…Children’s capacity for imaginative pretense is related to the development of their social competence, since there is evidence that it is one of the developmental foundations for social pretend play and self-regulation, and it has also been linked to the interconnected domains of cognitive and narrative development (Harris, 2000; Sachet & Mottweiler, 2014). As in the case of children’s narrative abilities, the STSA draws on children’s developing abilities and enthusiasm for pretending and, at the same time, we expected that children’s participation in this activity would also promote the further development of their pretend abilities.…”

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…There is evidence that it is related at least indirectly to the development of narrative skills, emergent literacy, and social competence (Sachet & Mottweiler, 2014). It was included in the analysis of child outcomes primarily because of its link to the development of social competence, since the cognitive and symbolic abilities it entails are considered to be among the necessary foundations for children’s social pretend play and self-regulation (Harris, 2000; Sachet & Mottweiler, 2014). We adopted a widely used task with three subtasks originally designed by Overton and Jackson (1973): Children were asked to pretend (i.e., to imagine and enact) three simple acts (a) directed toward oneself (e.g., sucking on a lollipop) and the same three acts (b) directed toward another (e.g., puppet monkey)—the order of these two subtasks was systematically alternated.…”

Section: Methodsmentioning

confidence: 99%

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Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

Nicolopoulou

Cortina

Ilgaz

et al. 2015

Early Childhood Research Quarterly

136

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This study examined whether a storytelling and story-acting practice (STSA), integrated as a regular component of the preschool curriculum, can help promote three key dimensions of young children’s school readiness: narrative and other oral-language skills, emergent literacy, and social competence. A total of 149 low-income preschoolers (almost all 3- and 4-year-olds) participated, attending six experimental and seven control classrooms. The STSA was introduced in the experimental classrooms for the entire school year, and all children in both conditions were pre- and post-tested on 11 measures of narrative, vocabulary, emergent literacy, pretend abilities, peer play cooperation, and self-regulation. Participation in the STSA was associated with improvements in narrative comprehension, print and word awareness, pretend abilities, self-regulation, and reduced play disruption. For almost all these measures, positive results were further strengthened by the frequency of participation in storytelling by individual children, indicated by number of stories told (NOST). The STSA is a structured preschool practice that exemplifies child-centered, play-based, and constructivist approaches in early childhood education, and that can operate as a curriculum module in conjunction with a variety of different preschool curricula. This study confirmed that it can contribute to promoting learning, development, and school readiness for low-income and otherwise disadvantaged children.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

Nicolopoulou

Cortina

Ilgaz

et al. 2015

Early Childhood Research Quarterly

136

View full text Add to dashboard Cite

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“…Constructed action is a form of enactment, and it probably groups two techniques reported here: own‐body and hand‐as‐hand. The own‐body category resembles role playing as described in the pretend play literature, particularly those social acts where no objects are involved (Lillard & Kavanaugh, ; Sachet & Mottweiler, ). In Table , we report the range of representational techniques considered, providing links across developmental, gesture, and sign linguistics literatures.…”

Section: Representation In Elicited Pantomimementioning

confidence: 99%

Gesture and Symbolic Representation in Italian and English‐Speaking Canadian 2‐Year‐Olds

Marentette

Pettenati²,

Bello

et al. 2016

Child Development

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Analyses of elicited pantomime, primarily of English-speaking children, show that preschool-aged children are more likely to symbolically represent an object with gestures depicting an object's form rather than its function. In contrast, anecdotal reports of spontaneous gesture production in younger children suggest that children use multiple representational techniques. This study examined the spontaneous gestures of sixty-four 2-year-old Italian children and English-speaking Canadian children, primarily from middle-class Caucasian families. The Italian children produced twice as many gestures as Canadian children in a picture-naming task but produced a similar range of representational techniques. Two-year-olds were equally likely to produce gestures depicting function as form. These data suggest young children's communicative skills are supported by a symbolic capacity that reflects contextual communicative demands.

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“…Wellman, Cross & Watson, 2001). At the same time, their ability to assume another persona in role-play becomes more elaborate and sustained (Sachet & Mottweiler, 2013). Therefore, we think it is likely that as developments in theory of mind allow children to adopt third-person perspectives on their own behavior, self-distancing strategies will become more efficacious.…”

Section: Introductionmentioning

confidence: 99%

What would Batman do? Self‐distancing improves executive function in young children

White

Carlson

2015

Developmental Science

121

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This experimental research assessed the influence of graded levels of self-distancing - psychological distancing from one's egocentric perspective - on executive function (EF) in young children. Three- (n = 48) and 5-year-old (n = 48) children were randomly assigned to one of four manipulations of distance from the self (from proximal to distal: self-immersed, control, third person, and exemplar) on a comprehensive measure of EF. Performance increased as a function of self-distancing across age groups. Follow-up analyses indicated that 5-year-olds were driving this effect. They showed significant improvements in EF with increased distance from the self, outperforming controls both when taking a third person perspective on the self and when taking the perspective of an exemplar other (e.g., Batman) through role play. Three-year-olds, however, did not show increased EF performance as a function of greater distance from the self. Preliminary results suggest that developments in theory of mind might contribute to these age-related differences in efficacy. These findings speak to the importance of psychological distancing in the expression of conscious control over thought and action from a young age and suggest a promising new avenue for early EF intervention.

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The Distinction Between Role-Play and Object Substitution in Pretend Play

Cited by 10 publications

References 0 publications

Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

Gesture and Symbolic Representation in Italian and English‐Speaking Canadian 2‐Year‐Olds

What would Batman do? Self‐distancing improves executive function in young children

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