The Role of Fantasy-Reality Distinctions in Preschoolers' Learning from Educational Video

Autor/inn/en	Richert, Rebekah A.; Schlesinger, Molly A.
Titel	The Role of Fantasy-Reality Distinctions in Preschoolers' Learning from Educational Video
Quelle	In: Infant and Child Development, 26 (2017) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2009
Schlagwörter	Fantasy; Child Development; Video Technology; Problem Solving; Learning Processes; Cognitive Ability; Preschool Children; Animation; Task Analysis; Testing; Transfer of Training + Suchen Sie Ihr Suchwort? Fantasie; Kindesentwicklung; Problemlösen; Learning process; Lernprozess; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufgabenanalyse; Testdurchführung; Testen; Training; Transfer; Ausbildung
Abstract	The current study examined if preschoolers' understanding of fantasy and reality are related to their learning from educational videos. Forty-nine 3- to 6-year-old children watched short clips of popular educational programs in which animated characters solved problems. Following video viewing, children attempted to solve real-world problems analogous to the problems in the videos and were asked to describe similarities between the video problems and the problems they solved in the lab. Additionally, children were tested for their understanding of which aspects of the clips and characters were realistic and possible and which were fantastical and impossible in the real world. Children were most likely to transfer solutions from clips that had moderate elements of fantasy or incorporated fantastical elements at moments that were relevant to solving the problem. Additionally, children's understanding of which elements of the clips were fantastical was related to their transfer. Findings are discussed in terms of their implications for the role of the fantasy understanding in children's learning from media. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01