ERIC Number: ED086334
Record Type: RIE
Publication Date: 1973-Apr
Reference Count: 0
Training for Thematic-Fantasy Play in Culturally Disadvantaged Children: Preliminary Results.
Saltz, Eli; Johnson, James
Disadvantaged preschool children directed in the role-enactment of imaginary stories were found to be superior to control children (who did not engage in role playing) on several measures of social and cognitive development. Fantasy play training resulted in a higher incidence of spontaneous sociodramatic play, higher scores on an interpersonal perception test, and better performance on tasks measuring story sequential memory and story verbalization skills. However, this training did not improve performance on measures of intelligence. The authors suggest that fantasy play may be a promising intervention technique. (ST)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Wayne State Univ., Detroit, MI. Center for the Study of Cognitive Processes.
Note: Studies in Intellectual Development