Young Children's Creativity and Pretend Play

Saracho, Olivia N.

doi:10.1080/03004430214553

Cited by 67 publications

(58 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Evidence suggests that providing quality ECEC services can also improve the economic well-being of countries (Barnett & Frede, 2010;Mitchell et al, 2008;Saracho, 2012b;Smith et al, 2000;Sylva, Melhuish, Sammons, Blatchford, & Taggart, 2004;Sylva et al, 2003;Yelland, 2010). It is theorised in the literature that children who benefit from early education, especially those from disadvantaged backgrounds, are more likely to succeed in primary schools (Sylva et al, 2004;Sylva et al, 2003;Taguma, Litjens, & Makowiecki, 2012).…”

Section: Benefits Of Early Investmentmentioning

confidence: 99%

“…policies (Kontopodis, Wulf, & Fichtner, 2011;Lokshin, Glinskaya, & Garcia, 2004;Melhuish & Petrogiannis, 2006;Mitchell et al, 2008;OECD, 2006;Penn, 2010Penn, , 2011Saracho, 2012b;Sylva et al, 2004;Sylva et al, 2003;Yelland, 2010).…”

Section: Social Changesmentioning

confidence: 99%

“…For example, in many developed countries the early childhood curriculum is designed for children from the time of birth to school entry (Barnett & Frede, 2010;Lee, Carr, Soutar, & Mitchell, 2013;Melhuish & Petrogiannis, 2006;Mitchell et al, 2008;Saracho, 2012b;Yelland, 2010). In Tanzania, there is no curriculum for younger age groups and provisions come under a different government administration.…”

Section: Critiques Of the Tanzanian Ecec Curriculum Of 2005mentioning

confidence: 99%

“…Children develop an ability to be creative and expressive through a variety of activities, such as plays, story-telling, singing songs of their own and experimenting with tunes and pitch patterns, drama and dancing (Holzman, 2009;Saracho, 2012b). Learning and development need to be integrated through tasks, activities, and contexts that have meaning and purpose for the child, including practices and activities which are not always structured (Mitchell, Bateman, & Ouko, 2015).…”

Section: Learning In a Play Contextmentioning

confidence: 99%

“…In addition, government policy needs to set standards which provide equality of opportunities and ensures inclusion for every child. Children should not be disadvantaged because of ethnicity, family background, culture or religion, learning difficulties or disabilities, home language or gender (Melhuish & Petrogiannis, 2006;Saracho, 2012b;Yelland, 2010).…”

Section: Critiques Of the Tanzanian Ecec Curriculum Of 2005mentioning

confidence: 99%

See 4 more Smart Citations

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

Mligo

2017

Early Child Development and Care

View full text Add to dashboard Cite

Section: Benefits Of Early Investmentmentioning

confidence: 99%

Section: Social Changesmentioning

confidence: 99%

Section: Critiques Of the Tanzanian Ecec Curriculum Of 2005mentioning

confidence: 99%

Section: Learning In a Play Contextmentioning

confidence: 99%

Section: Critiques Of the Tanzanian Ecec Curriculum Of 2005mentioning

confidence: 99%

See 3 more Smart Citations

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

Mligo

2017

Early Child Development and Care

View full text Add to dashboard Cite

Preschool Pretend Play Behaviors and Early Adolescent Creativity

Mullineaux

DiLalla

2009

Journal of Creative Behavior

View full text Add to dashboard Cite

Individual differences in creativity across the lifespan have been identified, but little research has focused on the development of creativity during early adolescence. This project examined individual differences on two measures of creativity in early adolescence as well as the predictability of adolescent creativity from pretend play behaviors during the preschool years. Realistic role-play behavior was assessed at age 5 for 127 children who later completed two creative thinking tasks (TCT-DP and the Alternative Uses Measure) when the children were 10-15 years of age. Realistic role-play when the children were age 5 significantly predicted their scores during early adolescence on the Alternative Uses Measure but not the TCT-DP. Significant sex differences were found for amount of time engaged in realistic role-play at age 5 and performance on the TCT-DP, with girls engaging in more role-play at age 5 and scoring higher on the TCT-DP during early adolescence than boys. No sex differences were observed for the Alternative Uses Measure. These results suggest that preschool role-play behaviors represent early creativity and are tapping aspects of creativity development that are manifested in early adolescence.

show abstract

Mothers’ Attitudes Toward Peer Play

Brėdikytė

Skerytė-Kazlauskienė

2020

International Perspectives on Early Childhood Education and Development

View full text Add to dashboard Cite

Young Children's Creativity and Pretend Play

Cited by 67 publications

References 33 publications

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

Preschool Pretend Play Behaviors and Early Adolescent Creativity

Mothers’ Attitudes Toward Peer Play

Contact Info

Product

Resources

About