Promoting Social Pretend Play in Preschool Age : Is Providing Roleplay Material Enough?

Lade...
Vorschaubild
Dateien
Kalkusch_2-vuugnyiztxzn9.pdf
Kalkusch_2-vuugnyiztxzn9.pdfGröße: 503.78 KBDownloads: 173
Datum
2021
Herausgeber:innen
Kontakt
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
ArXiv-ID
Internationale Patentnummer
Link zur Lizenz
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Open Access Hybrid
Core Facility der Universität Konstanz
Gesperrt bis
Titel in einer weiteren Sprache
Publikationstyp
Zeitschriftenartikel
Publikationsstatus
Published
Erschienen in
Early Education and Development. Taylor & Francis. 2021, 32(8), pp. 1136-1152. ISSN 1040-9289. eISSN 1556-6935. Available under: doi: 10.1080/10409289.2020.1830248
Zusammenfassung

This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the experimental conditions: material (n=4 groups, n=35 children), play tutoring (n=5 groups, n=32 children), and treatment as usual (control; n=5 groups, n=34 children). Children’s and adults’ behavior during six play sessions, each lasting 30 minutes, was videotaped. Children’s play activities, social pretend play quality (SPPQ) and adults’ level of active pretend play support, were assessed using standardized observation tools. Research Findings: Material and play tutoring groups showed significantly higher frequency of pretend play than the control group. Regarding SPPQ, the material group scored significantly lower than the play tutoring group, but significantly higher than the control group. Additional analyses showed that differences in SPPQ between the control and material condition can be fully explained by adults’ active play support. Practice or Policy: The results suggest that providing roleplay material stimulates children to engage in social pretend play, but adults’ play support increases the quality of social pretend play.

Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
Schlagwörter
Konferenz
Rezension
undefined / . - undefined, undefined
Forschungsvorhaben
Organisationseinheiten
Zeitschriftenheft
Datensätze
Zitieren
ISO 690KALKUSCH, Isabelle, Ann-Kathrin JAGGY, Carine BURKHARDT BOSSI, Barbara WEISS, Fabio STICCA, Sonja PERREN, 2021. Promoting Social Pretend Play in Preschool Age : Is Providing Roleplay Material Enough?. In: Early Education and Development. Taylor & Francis. 2021, 32(8), pp. 1136-1152. ISSN 1040-9289. eISSN 1556-6935. Available under: doi: 10.1080/10409289.2020.1830248
BibTex
@article{Kalkusch2021-11-17Promo-51875,
  year={2021},
  doi={10.1080/10409289.2020.1830248},
  title={Promoting Social Pretend Play in Preschool Age : Is Providing Roleplay Material Enough?},
  number={8},
  volume={32},
  issn={1040-9289},
  journal={Early Education and Development},
  pages={1136--1152},
  author={Kalkusch, Isabelle and Jaggy, Ann-Kathrin and Burkhardt Bossi, Carine and Weiss, Barbara and Sticca, Fabio and Perren, Sonja}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/51875">
    <dc:creator>Burkhardt Bossi, Carine</dc:creator>
    <dc:contributor>Kalkusch, Isabelle</dc:contributor>
    <dc:contributor>Burkhardt Bossi, Carine</dc:contributor>
    <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by-nc-nd/4.0/"/>
    <dc:contributor>Weiss, Barbara</dc:contributor>
    <dcterms:title>Promoting Social Pretend Play in Preschool Age : Is Providing Roleplay Material Enough?</dcterms:title>
    <dcterms:issued>2021-11-17</dcterms:issued>
    <dc:language>eng</dc:language>
    <dc:creator>Perren, Sonja</dc:creator>
    <dc:rights>Attribution-NonCommercial-NoDerivatives 4.0 International</dc:rights>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:creator>Sticca, Fabio</dc:creator>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2020-11-19T08:08:28Z</dcterms:available>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2020-11-19T08:08:28Z</dc:date>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dc:creator>Weiss, Barbara</dc:creator>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/51875/1/Kalkusch_2-vuugnyiztxzn9.pdf"/>
    <dc:contributor>Perren, Sonja</dc:contributor>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:creator>Kalkusch, Isabelle</dc:creator>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/51875/1/Kalkusch_2-vuugnyiztxzn9.pdf"/>
    <dc:contributor>Sticca, Fabio</dc:contributor>
    <dc:creator>Jaggy, Ann-Kathrin</dc:creator>
    <dcterms:abstract xml:lang="eng">This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the experimental conditions: material (n=4 groups, n=35 children), play tutoring (n=5 groups, n=32 children), and treatment as usual (control; n=5 groups, n=34 children). Children’s and adults’ behavior during six play sessions, each lasting 30 minutes, was videotaped. Children’s play activities, social pretend play quality (SPPQ) and adults’ level of active pretend play support, were assessed using standardized observation tools. Research Findings: Material and play tutoring groups showed significantly higher frequency of pretend play than the control group. Regarding SPPQ, the material group scored significantly lower than the play tutoring group, but significantly higher than the control group. Additional analyses showed that differences in SPPQ between the control and material condition can be fully explained by adults’ active play support. Practice or Policy: The results suggest that providing roleplay material stimulates children to engage in social pretend play, but adults’ play support increases the quality of social pretend play.</dcterms:abstract>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/51875"/>
    <dc:contributor>Jaggy, Ann-Kathrin</dc:contributor>
  </rdf:Description>
</rdf:RDF>
Interner Vermerk
xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter
Kontakt
URL der Originalveröffentl.
Prüfdatum der URL
Prüfungsdatum der Dissertation
Finanzierungsart
Kommentar zur Publikation
Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Ja
Begutachtet
Ja
Diese Publikation teilen