The Primacy of Child-Directed Pretend Play on Cognitive Competence in a Mixed-Age Environment: Possible Interpretations

Autor/inn/en	Gmitrova, Vlasta; Gmitrov, Juraj
Titel	The Primacy of Child-Directed Pretend Play on Cognitive Competence in a Mixed-Age Environment: Possible Interpretations
Quelle	In: Early Child Development and Care, 174 (2004) 3, S.267-279 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Foreign Countries; Preschool Teachers; Teacher Guidance; Stimuli; Kindergarten; Affective Behavior; Play; Correlation; Cognitive Processes; Preschool Children + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerberatung; Anreizsystem; Affective disturbance; Active behaviour; Affektive Störung; Spiel; Korrelation; Cognitive process; Kognitiver Prozess; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	The goal was to study the impact of a teacher-directed and a child-directed pretend play on cognitive performance in a mixed-age environment. Twenty-six observations were performed on fifty-one kindergarten children with a mean age of 4.6 years (age span from three to six years) in two mixed-aged classrooms. Data were collected regarding children's affective and cognitive behavior according to generally accepted taxonomies; Bloom for the cognitive domain, and Krathwohl for the affective domain. A significant increase in cognitive behavior was found in child-directed play compared with teacher-directed play (113.1 ? 12.1 versus 45.7 ? 10.3, mean ? standard error of the mean; p is less than 0.0001). During child-directed play we found a significant positive correlation between children's cognitive and affective behavior (R =0.52, n=21, p is less than 0.014) and teacher's behavioral stimuli and cognitive behavior (R = 0.805, p is less than 0.001, n=21, n= 21), as opposed to teacher-directed play where teacher's stimuli correlated with children's affective behavior (R=0.905, p is less than 0.001, n=16). A balanced development of the cognitive and affective domains generates the main superiority of the child-directed play. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10