Social Pretend Play in Two-Year Olds with Older and Same Age Play Partners.

Autor/inn/en	Howes, Carollee; Farver, Joann
Titel	Social Pretend Play in Two-Year Olds with Older and Same Age Play Partners.
Quelle	(1985), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Comparative Analysis; Imitation; Instruction; Preschool Children; Pretend Play; Social Behavior; Toddlers + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Teaching process; Unterrichtsprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Simulationsspiel; Social behaviour; Soziales Verhalten; Infant; Infants; Toddler; Kleinkind
Abstract	In order to examine the development of social pretend skills in the toddler period, social pretend play was observed in same and mixed age dyads. More complex social pretend play was expected in the mixed age than in the same age condition. A second purpose of the study was to compare 5-year-old children's attempts to communicate pretend meanings with same age and younger partners. It was hypothesized that 5-year-olds would modify their attempts to construct social pretend play to accommodate the perceived ability of younger children. A total of 32 children 2 and 5 years of age were observed in same age and mixed age dyads as they played with a novel toy designed to elicit fantasy play. Each dyad was observed for 15 minutes. The complexity of social pretend play was rated in each 30 second interval. Meta-communication, teaching, attempts to direct, and imitation behaviors were recorded. Complex social pretend play was more frequent in mixed age dyads than same age 2-year-old dyads. The 5-year-olds used more verbal meta-communicative behaviors in mixed age than in same age dyads. In mixed age dyads, 5-year-olds more often performed teaching behaviors and attempted to direct the play, whereas 2-year-olds more often imitated their partners. (Author/RH)
Anmerkungen	Carollee Howes, Graduate School of Education, University of California, Los Angeles, CA 90024.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC