Pre-K Children's Play: Different Forms of Imitation and Exploration Behaviours

Autor/inn/en	Gastaldi, Francesca Giovanna Maria; Longobardi, Claudio; Pasta, Tiziana; Prino, Laura Elvira
Titel	Pre-K Children's Play: Different Forms of Imitation and Exploration Behaviours
Quelle	In: Early Child Development and Care, 189 (2019) 3, S.513-521 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Longobardi, Claudio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1330824
Schlagwörter	Preschool Children; Play; Nursery Schools; Imitation; Inquiry; Foreign Countries; Child Development; Social Development; Cognitive Development; Child Behavior; Age Differences; Gender Differences; Italy + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Nursery school; Kindertagesstätte; Kindergarten; Ausland; Kindesentwicklung; Soziale Entwicklung; Kognitive Entwicklung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Italien
Abstract	Playing is essential for the development of higher psychological functions. The purpose of this study is to demonstrate that playing constitutes an essential step in children's socio-cognitive development by describing playtime as the indicator of the gradual overcoming of self-centred thinking, with a view to acquiring new social adjustment strategies. The research activity included 64 children from nursery schools in Italy (average age 4.3) and was based on the direct and video-recorded observation of children's spontaneous play at school. Two coding systems were applied to analyse variations in ideation, exploration, socializing, and imitation activities. The preliminary results seem to confirm that playing provides a framework within which it is possible to articulate and express the child's progress in terms of both social development and cognitive skills. The mutual adjustment of the development of these two processes is also shown in the stepwise changing of the way in which conflicts are negotiated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01