A Longitudinal Study Exploring the Relationship of Representational Levels of Three Aspects of Preschool Sociodramatic Play and Early Academic Skills

Autor/inn/en	Hanline, Mary Frances; Milton, Sande; Phelps, Pamela C.
Titel	A Longitudinal Study Exploring the Relationship of Representational Levels of Three Aspects of Preschool Sociodramatic Play and Early Academic Skills
Quelle	In: Journal of Research in Childhood Education, 23 (2008) 1, S.19 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Preschool Children; Play; Dramatic Play; Relationship; Reading Ability; Mathematics Skills; Academic Ability; Symbolic Language; Comparative Analysis; Disabilities + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Dramatisches Mittel; Theaterstück; Wechselbeziehung; Reading competence; Lesekompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Symbolsprache; Handicap; Behinderung
Abstract	The purpose of this study was to explore the predictive relationship between the level of symbolic representation in preschoolers' sociodramatic play and reading and mathematics abilities and rate of growth in early elementary grades for children with and without disabilities. The relationship of three aspects of sociodramatic play--symbolic agent, symbolic complexity, and symbolic substitution--were assessed. Symbolic agent scores were positively related to math achievement in the early elementary grades, but symbolic complexity was not significantly related to either math or reading abilities. Symbolic substitution was the most powerful predictor of academic abilities, as this aspect of sociodramatic play was positively related to both reading and math skills. Findings are discussed in relation to the importance of representational play that provides young children the experiences that allow them to begin to think symbolically, building the foundation for later learning. (Contains 3 tables.) (As Provided).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10