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Imaginative Children in the Classroom: Mixed-Methods Examining Teacher Reported Behavior, Play Observations and Child Assessments
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Bauer, Rebecca H.; Gilpin, Ansley Tullos – Early Education and Development, 2023
During imaginative play, children may learn foundational skills important for academic success. Indeed, imaginative children, high in fantasy orientation (FO), may have advantages in skills that support positive classroom and social behavior. Yet findings are mixed regarding the classroom behavior of children high in fantasy orientation. The…
Descriptors: Imagination, Play, Cognitive Ability, Interpersonal Competence
Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough?
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Kalkusch, Isabelle; Jaggy, Ann-Kathrin; Burkhardt Bossi, Carine; Weiss, Barbara; Sticca, Fabio; Perren, Sonja – Early Education and Development, 2021
This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the…
Descriptors: Preschool Children, Preschool Education, Play, Foreign Countries
The Play's the Thing: Associations between Make-Believe Play and Self-Regulation in the Tools of the Mind Early Childhood Curriculum
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Baron, Alex; Malmberg, Lars-Erik; Evangelou, Maria; Nesbitt, Kimberly; Farran, Dale – Early Education and Development, 2020
Make-believe play has been theorized to promote self-regulation skills and other positive child outcomes. In this study, we examine the make-believe play approach featured in the "Tools of the Mind" (Tools) early childhood curriculum, which identifies students' self-regulation cultivation among its core programmatic aims. Using data from…
Descriptors: Play, Imagination, Creativity, Self Control
Assessing Preschool Children's Social Pretend Play Competence: An Empirical Comparison of Three Different Assessment Methods
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Jaggy, Ann-Kathrin; Perren, Sonja; Sticca, Fabio – Early Education and Development, 2020
Pretend play may be beneficial for young children's social development. However, empirical results to date are inconsistent and limited, which is partly due to a lack of psychometrically sound measures for children's social pretend play competence. The current study aimed to compare and validate different assessment methods for children's social…
Descriptors: Preschool Children, Preschool Education, Play, Imagination
"Everything's Upside Down. We'll Call It Upside Down Valley!": Siblings' Creative Play Themes, Object Use, and Language during Pretend Play
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Howe, Nina; Abuhatoum, Shireen; Chang-Kredl, Sandra – Early Education and Development, 2014
Research Findings: Pretend play is an important context that supports young children's developing social-cognitive and creative abilities. The play behaviors of 70 sibling dyads in early and middle childhood were examined for the following indices of creativity in play: (a) play themes (set-up/organization, expected, creative), (b) object use…
Descriptors: Play, Creativity, Imagination, Siblings
Aggression in Pretend Play and Aggressive Behavior in the Classroom
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Fehr, Karla K.; Russ, Sandra W. – Early Education and Development, 2013
Research Findings: Pretend play is an essential part of child development and adjustment. However, parents, teachers, and researchers debate the function of aggression in pretend play. Different models of aggression predict that the expression of aggression in play could either increase or decrease actual aggressive behavior. The current study…
Descriptors: Play, Aggression, Student Behavior, Imagination