Literaturnachweis - Detailanzeige
| Autor/inn/en | Saltz, Eli; Johnson, James |
|---|---|
| Institution | Wayne State Univ., Detroit, MI. Center for the Study of Cognitive Processes. |
| Titel | Training for Thematic-Fantasy Play in Culturally Disadvantaged Children: Preliminary Results. [Report No.: TR-Ser-3 |
| Quelle | (1973), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Disadvantaged Youth; Dramatic Play; Fantasy; Intelligence; Intervention; Memory; Preschool Children; Role Playing; Social Development Kognitive Entwicklung; Benachteiligter Jugendlicher; Dramatisches Mittel; Theaterstück; Fantasie; Intelligenz; Klugheit; Gedächtnis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rollenspiel; Soziale Entwicklung |
| Abstract | Disadvantaged preschool children directed in the role-enactment of imaginary stories were found to be superior to control children (who did not engage in role playing) on several measures of social and cognitive development. Fantasy play training resulted in a higher incidence of spontaneous sociodramatic play, higher scores on an interpersonal perception test, and better performance on tasks measuring story sequential memory and story verbalization skills. However, this training did not improve performance on measures of intelligence. The authors suggest that fantasy play may be a promising intervention technique. (ST) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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