观察学龄前儿童假装游戏的发展过程

IF 1.6 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Brittany N. Thompson, T. Goldstein
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引用次数: 0

摘要

假装游戏是儿童早期一项重要的、普遍的活动,但迄今为止的研究在假装游戏的定义和测量方面存在多种不一致之处。为了解决这一问题,我们首次对学龄前儿童(3-5岁)的多种不同的假装游戏行为进行了研究,并调查了他们的发展进程。假装游戏可以用五种核心行为来定义,并按照以下顺序进行理论推导:对象替代、赋予假装属性、社会互动、角色扮演和元沟通。我们首次创造了一种新的观察方法来同时捕捉这五种行为,并在对参与游戏的学龄前儿童(N = 73)进行的34小时自然观察中使用了这种方法。儿童的年龄是参与高级伪装行为(社会互动、角色扮演、元沟通)和同时参与多种行为的显著、积极的预测因子。本研究为假装游戏的理论发展过程提供了初步的支持,并为未来的研究提供了框架。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Observing the Developmental Progression of Pretend Play across the Preschool Years
ABSTRACT Pretend play is an important, universal activity of early childhood, but research to date contains multiple inconsistencies in definitions and measurement of pretend play. To begin to resolve this issue, we conducted a first study of the multiple different behaviors of pretend play in the preschool years (3–5 years), and investigated their developmental progression. Pretend play can be defined by five core behaviors, theorized to develop in this order: object substitution, attributing pretend properties, social interactions, role play, and metacommunication. We created a new observational measure to capture all five simultaneously for the first time, and used this measure in 34 hours of naturalistic observation of preschoolers (N = 73) engaged in play. Children’s age was a significant, positive predictor of engagement in the higher-level pretense behaviors (social interactions, role play, metacommunication), and of engagement in multiple behaviors simultaneously. This study provides initial support for the theorized developmental progression of pretend play and provides a framework for future research.
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
29
期刊介绍: The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development, and we attempt to characterize both biological and cultural influences on cognitive change and continuity.
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