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ERIC Number: EJ1020888
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0300-4430
Teaching to Play Performing a Main Role -- Effective Method of Pretend Play Facilitation in Preschool-Age Children
Gmitrova, Vlasta
Early Child Development and Care, v183 n11 p1705-1719 2013
We compared the efficiency of teacher's direct and indirect intervention into pretend play. Three hundred sixty-eight kindergarten children and 92 qualified kindergarten teachers were involved in the study. In the control group, a teacher indirectly initiated a play, creating a playing corner adjusted to the theme of the pretend play and during three consecutive days indirectly managed pretend play unobtrusively intervening into the playing process in accordance with actual situation needs. In an experimental group, a teacher during the first day actively initiated pretend play and directly conducted its course performing the main role in accordance with the predefined scenario and during the next two consecutive days indirectly managed the playing process as in the control group. In the experimental group, a statistically significant prevalence of the cognitively complex indicators of the children's playing activity was found suggesting pretend-play demonstration to be an effective facilitation instrument.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Research; Journal Articles
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Slovakia