For more than two decades, research has focused on the understanding of pretence as an important means for young children to conceptualise the mind. Many use the phrase "mental representation" to a mental model of some entity or concept, which describes what is inside the minds of young children in relation to a real-world situation or…

Throughout history, society has expressed little interest in early childhood play. Still early literature authors and classical paintings portray childhood play experiences. The way play has been conceived in the past in child development, psychology and other disciplines relates to contemporary early childhood programmes. This article provides an…

Play provides young children with the opportunity to express their ideas, symbolize, and test their knowledge of the world. It provides the basis for inquiry in literacy, science, social studies, mathematics, art, music, and movement. Through play, young children become active learners engaged in explorations about themselves, their community, and…

This article discusses commonalities among experts' descriptions of creative individuals, including rational thinking, high levels of emotional development, talent, and higher levels of consciousness. Maintains that creativity studies justify the development of educational creativity training programs. Asserts that teachers can promote children's…

The Play Rating Scale was developed to observe young children's behaviors in four different areas of play: physical, block, manipulative, and dramatic. In each area, observations focus on frequency, ability, and creativity in communicating ideas; social levels of participation; and leadership capability. A total of 2,400 three-, four- and…

Three hundred preschoolers aged 3 through 5 were tested for their cognitive style and their preferences for different play areas. Results indicated that field-independent (FI) children (socially detached with high analytical abilities) preferred physical and block play more than field-dependent (FD) children (socially adept and sensitive) and that…

Examined children's cognitive style and their play in different play areas according to sex and age. Found that females played most in the physical, block, manipulative, and dramatic play areas, while males played most in block play. Four-year olds played most in physical, block, and dramatic play, while five-year olds most often chose…

Reviews the history of the portrayal of play in art and literature, and presents classical and contemporary theories of play and its use in early childhood education. Modern theories suggest that play can help children deal with their emotions and understand the physical and social world. (SLD)

Studies indicate that young children's literacy learning can be promoted in a play setting. Literacy interactions, strategies, and activities in the children's play environment can facilitate their acquisition of literacy. In literacy-related play experiences, children select and utilize their abilities that are essential for literacy learning in…

Results are reported from a study which explored which play behaviors are characteristic of the field dependent and field independent cognitive styles. Social factors underlying cognitive style and play are identified. Subjects were 300 3- to 5-year-old children. Implications for teachers and researchers are discussed. (IAH)

Tested 2,400 three- to five-year olds for cognitive style and observed their play behaviors. Repeated measures multivariate analysis indicated that field-independent children engaged in more play than did field-dependent children. Significant interaction was found for age, cognitive style, and play behaviors. Older field-independent children…

Assessed cognitive styles of 300 children aged 3-5 years and explored social factors in children's play based on their cognitive style. Field dependent children engaged more often in activities with others and with concrete objects, while field independent children were more involved in restructuring the environment. (RJC)

Reviews research studies examining relationship between play behaviors and cognitive styles in young children, particularly emphasizing field dependence and field independence, social behavior, and educational and research implications are also presented. (DST)

Explores children's play as social behavior in relation to cognitive style and identifies the social factors underlying both young children's play and cognitive style. Indicates that field-dependent children participated more in social play activities, while field-independent children engaged in more nonsocial play activities. Discusses the…

This study examined the importance of roles teachers undertake to promote literacy in kindergarten classrooms. Content analyses of videotaped play identified, defined, and described the roles teachers assumed in promoting children's literacy development in the context of play, including discussion leader, storyteller, examiner, instructional…