scholarly journals The emergence of dyadic pretend play quality during peer play: The role of child competence, play partner competence and dyadic constellation

2020 ◽  
Vol 29 (4) ◽  
pp. 976-994 ◽  
Author(s):  
Ann‐Kathrin Jaggy ◽  
Tim Mainhard ◽  
Fabio Sticca ◽  
Sonja Perren
Keyword(s):  
Pretend Play ◽  
Peer Play ◽  
Child Competence ◽  
Play Partner

scholarly journals Analyzing input quality along three dimensions: interactive, linguistic, and conceptual

2019 ◽  
Vol 47 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Meredith L. ROWE ◽  
Catherine E. SNOW
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Language Learning ◽  
Pretend Play ◽  
Three Dimensions ◽  
Book Reading ◽  
Future Research ◽  
Input Quality ◽  
Children's Development

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

Peer Play Interactions and Learning for Low-Income Preschool Children: The Moderating Role of Classroom Quality

2014 ◽  
Vol 25 (6) ◽  
pp. 815-840 ◽  
Author(s):  
Rebecca J. Bulotsky-Shearer ◽  
Elizabeth R. Bell ◽  
Tracy M. Carter ◽  
Sandy L. R. Dietrich
Keyword(s):  
Preschool Children ◽  
Low Income ◽  
Classroom Quality ◽  
Peer Play ◽  
Play Interactions ◽  
Moderating Role

Play

2013 ◽  
Author(s):  
Anthony D. Pellegrini
Keyword(s):  
Educational Policy ◽  
Human Development ◽  
Functional Significance ◽  
Pretend Play ◽  
Healthy Development ◽  
Social Object ◽  
Research Recommendations

The role of play in human development is controversial. In some quarters it is viewed as indispensable to children’s healthy development and education, while in others it is marginalized as a topic unworthy of study and of questionable functional significance. I suggest that differences in the ways in which play is defined and the ways in which its function is conceptualized have led to this misunderstanding. I outline the ontogeny of social, object, locomotor, and pretend play and their possible functions. I also make educational policy and research recommendations for the role of play in children’s lives.

Social Pretend Play Among Friends and Familiar Preschoolers

1991 ◽  
Vol 14 (4) ◽  
pp. 411-428 ◽  
Author(s):  
Maria Jose Garcia Werebe ◽  
Pierre-Marie Baudonniere
Keyword(s):  
Pretend Play ◽  
Same Sex ◽  
The Third ◽  
Fantasy Play

The aim of the present study is to assess the role of partner familiarity in the organisation, duration, and content of spontaneous social pretend play in a triadic situation where two friends are in the presence of a third familiar child. Children were observed in a familiar room of their school, provided with two sets of matching objects. The sample comprised 120 children (60 girls and 60 boys) aged 3;0 to 5;0 years, forming 40 same-sex triads (20 female and 20 male). Each triad of classmates was made up of a dyad of friends, plus a familiar partner (not a friend). The findings showed that friends prefer each other as a partner in fantasy play: Play between friends is longer and richer than play with the third partner. The most important sexrelated differences involve the amount of time spent in pretend play. Girls spent nearly twice as much time in fantasy as boys. The use of two sets of identical objects for three children, without adult presence, constituted a powerful paradigm to evidence the effect of the degree of familiarity in children's interaction in general, and in pretend play in particular.

Pretend Play and Social Competence in Peer Play Groups of Five-Year-Old Boys and Girls

2018 ◽  
Vol 46 (8) ◽  
pp. 1255-1270 ◽  
Author(s):  
Jieun Choi ◽  
Jung Ae Ohm
Keyword(s):  
Social Competence ◽  
Pretend Play ◽  
Peer Play ◽  
Negatively Associated ◽  
Preschool Students ◽  
Same Gender ◽  
Play Groups ◽  
Play Group ◽  
Mixed Gender ◽  
Opposite Gender

We examined the associations among different types of pretend play in peer play groups, as well as the associations between pretend play with peer play groups and children's social competence. Participants were 87 Korean preschool students (42 boys, 45 girls). We observed the participants' pretend play with same-gender, opposite-gender, and mixed-gender peers, and both teachers and peers provided assessments of the children's social competence. Analyses revealed that pretend play with the same-gender peer play group was negatively associated with those of the opposite- and mixed-gender peer play group for boys, whereas it was positively associated for girls. For both boys and girls, social competence as measured by opposite-gender peers was negatively associated with pretend play in the same-gender peer play group. Social competence as measured by teachers was significantly negatively associated with pretend play with mixed-gender peers for girls.

The Role of Affordances in Pretend Play

2017 ◽  
Author(s):  
Zuzanna Rucińska
Keyword(s):  
Mental Representations ◽  
Pretend Play ◽  
Cognitive Activity ◽  
Cultural Factors ◽  
Proof Of Concept ◽  
Crucial Aspect ◽  
Social And Cultural Factors ◽  
The Right ◽  
Dispositional Properties

Pretending is often conceptualized as an imaginative and symbolic capacity, positing mental representations in its explanation. This paper proposes an alternative way to explain pretending with the use of affordances, instead of mental representations, as explanatory tools. It shows that a specific notion of affordance has to be appropriated for affordances to play the relevant explanatory roles in pretense. This analysis opens up a discussion on the nature of affordances, clarifying how on various conceptions the environment and the animal play a role in shaping affordances. It then clarifies which notion is best compatible to explain pretending; the paper suggests that a particular conception of affordances as dispositional properties of the environment (a la Turvey 1992) can make affordances explanatorily useful. The paper then shows how the environmental affordances with animal effectivities, placed in the right context (formed by canonical affordances or other people), could form an explanation of basic kinds of pretend play (section 3). The paper is a proof of concept that some forms of cognitive activity, such as basic pretense, can be explained by embodied and enactive theorists without the need to posit mental representations. It emphasizes the non-trivial role of social and cultural factors in actualizing pretense, providing a crucial aspect of a coherent explanation of basic pretense.

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