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Peer reviewedWoolley, Jacqueline D.; Wellman, Henry M. – Child Development, 1993
Results of two studies indicated that three- and four-year-old children understood that, although perception is necessary for knowledge, it is irrelevant for imagination and that three year olds often claimed that imagination reflected reality. (MDM)
Descriptors: Age Differences, Imagination, Perception, Perception Tests
Healy, Jane M. – American Educator: The Professional Journal of the American Federation of Teachers, 1990
The rapid, disjointed, and vivid style of Sesame Street may impede rather than promote progress toward literacy and the development of voluntary attention. It robs children of the ability to create mental pictures. Contends that it is a failure as an instructional medium. (DM)
Descriptors: Attention, Childrens Television, Dysgraphia, Early Childhood Education
Peer reviewedLillard, Angeline S. – Child Development, 1993
Four experiments confirmed the widely accepted hypothesis that, although children as young as two engage in pretend play, even four and five year olds do not understand that pretending requires mental representation. Children appear to misconstrue pretense as its common external manifestations, such as actions, until at least age six. (MDM)
Descriptors: Age Differences, Cognitive Processes, Developmental Stages, Early Childhood Education
