Literaturnachweis - Detailanzeige
Autor/inn/en | Taggart, Jessica; Becker, Ian; Rauen, Julia; Al Kallas, Hala; Lillard, Angeline S. |
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Titel | What Shall We Do: Pretend or Real? Preschoolers' Choices and Parents' Perceptions |
Quelle | In: Journal of Cognition and Development, 21 (2020) 2, S.261-281 (21 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Taggart, Jessica) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1524-8372 |
DOI | 10.1080/15248372.2019.1709469 |
Schlagwörter | Preschool Children; Childrens Attitudes; Parent Attitudes; Play; Gender Differences; Toys; Child Behavior; Preschools; Montessori Schools; Role Playing; Sex Role; Prediction Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternverhalten; Spiel; Geschlechterkonflikt; Toy; Spielzeug; Montessori-Schule; Rollenspiel; Geschlechterrolle; Vorhersage |
Abstract | Pretend play is common in childhood. Yet by age 4, children shown pretend and real activities in a book said they would choose to do the real activity over the pretend one. The present studies extended this research, examining children's actual behavior in laboratory and school settings (Study 1, n = 32, M = 59.32 months; and Study 2, n = 16, M = 54.08 months), their choices about pretend "roles" (Study 3, n = 50, M = 59.48 months), and parents' perspectives on what children prefer (Study 4, n = 83). As in prior work, 4-year-olds preferred real activities from a book; by 5, children also engaged more with real activities. In contrast, 3- to 4-year-olds preferred pretend roles and 5- to 6-year-olds were ambivalent. Parents correctly predicted children's preference for real activities, but they did not predict that children's reality preferences increase with age. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |