Developing a Dramatic Pretend Play Game Intervention

Autor/in	Goldstein, Thalia R.
Titel	Developing a Dramatic Pretend Play Game Intervention
Quelle	In: American Journal of Play, 10 (2018) 3, S.290-308 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-0399
Schlagwörter	Games; Intervention; Dramatic Play; Preschool Children; Program Development; Program Implementation; Story Reading; Toys; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Dramatisches Mittel; Theaterstück; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programmplanung; Toy; Spielzeug; Soziale Entwicklung; Gefühlsbildung
Abstract	Children have a natural inclination to play and imagine themselves as characters. Research has supported theories that connect this pretend play and related theatrical play to the development of children's social and emotional skills, but the author contends we need further, more rigorous research on whether such play directly relates to such positive outcomes. The author developed a cohesive pretend play intervention to conduct such research, using block play and story time as controls to distinguish what may be uniquely useful about pretense. She seeks to provide researchers and practitioners who work with children a model for creating guided-play activities. She also discusses how to train play leaders and handle the issues that arise in the implementation of these pretend play interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01