Play and Non-Play Tutoring in Pre-School Children: Is It Play or Tutoring Which Matters?.

Smith, P. K.; Syddall, Susan

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Peer reviewed

ERIC Number: EJ202557

Record Type: CIJE

Publication Date: 1978-Nov

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Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Play and Non-Play Tutoring in Pre-School Children: Is It Play or Tutoring Which Matters?

Smith, P. K.; Syddall, Susan

British Journal of Educational Psychology, V48 n3 p315-25 Nov 1978

Previous studies on fantasy play tutoring are reviewed and research reported on the effect of the adult-child contact in this situation. Matched samples of preschoolers received either play or skills tutoring with equivalent tutor verbal contact. In these circumstances, differential advantages to the play-tutored children were few. (SJL)

Descriptors: Comparative Analysis, Creative Development, Fantasy, Interaction, Preschool Children, Pretend Play, Research Reviews (Publications), Role Playing, Socialization, Student Teacher Relationship, Teacher Influence, Tutoring

Publication Type: Journal Articles; Information Analyses; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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