Helping Children Develop Pretend Play Skills

2013 ◽  
pp. 49-67
Author(s):  
S. W. Russ ◽  
K. K. Fehr ◽  
J. A. Hoffmann
Keyword(s):  
Pretend Play ◽  
Play Skills

Cognitive and Social Play of Australian Preschoolers

1995 ◽  
Vol 20 (2) ◽  
pp. 42-46 ◽  
Author(s):  
Shirley R. Wyver ◽  
Susan H. Spence
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Perspective Taking ◽  
Impulse Control ◽  
Pretend Play ◽  
Social Play ◽  
Free Play ◽  
Play Skills ◽  
Early Childhood Programs ◽  
Problem Solving Skills

This paper reports on the play behaviours of preschoolers aged 49–64 months. The study was conducted in four Sydney preschools, with children being observed during their outdoor free play. Most participants engaged in a variety of play behaviours, many of which have been linked with cognitive development in previous research (constructive play, sociodramatic play, associative social play). However, thematic pretend play, which has been found to have an important role in many areas of development, including perspective taking, language, impulse control and divergent problem solving, was part of the play repertoire of only 20% of children observed. Likewise, only 24% of children engaged in cooperative social play, which has been found to have a role in the development of divergent problem solving skills. It is argued that staff working within early childhood programs may benefit from training in the use of programs designed to assist young children in the development of play skills.

Play Preference and Pretend Play Skills between Typically Developed Children and Autism

2016 ◽  
Vol 1 (3) ◽  
pp. 23
Author(s):  
Jayachandran Vetrayan ◽  
Sharif Umar Haiyuddin Mohamed Nazir ◽  
Smily Jesu Priya Victor Paulraj
Keyword(s):  
Open Access ◽  
Pretend Play ◽  
Publishing House ◽  
Total Sample ◽  
Play Skills ◽  
Chi Square ◽  
Significant Difference ◽  
Different Types ◽  
International Publishing ◽  
Open Access Article

Pretend play emerged at the age of 18 months in children. The imagination of children creates new play ideas it has incorporated into their play. But Autism children find difficulty in play. Hence, this study aimed to find the different types of pretend and preference play among autistic and typical children. The total sample of 40 is divided into 20 each group respectively. Data analyzed by using Chi-Square result in the significant difference between the pretend play and play preference X² = 42.81 (p=0.05 and p=0.01). Future study needs to examine with larger samples.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creative commons.org/licenses/by-nc-nd/3.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Pretend Play; Play Preferences; Autism; Typically Developed children.

scholarly journals Play Preference and Pretend Play Skills between Typically Developed Children and Autism

2016 ◽  
Vol 1 (3) ◽  
pp. 23
Author(s):  
Jayachandran Vetrayan ◽  
Sharif Umar Haiyuddin Mohamed Nazir ◽  
Smily Jesu Priya Victor Paulraj
Keyword(s):  
Open Access ◽  
Pretend Play ◽  
Publishing House ◽  
Total Sample ◽  
Play Skills ◽  
Chi Square ◽  
Significant Difference ◽  
Different Types ◽  
International Publishing ◽  
Open Access Article

Pretend play emerged at the age of 18 months in children. The imagination of children creates new play ideas it has incorporated into their play. But Autism children find difficulty in play. Hence, this study aimed to find the different types of pretend and preference play among autistic and typical children. The total sample of 40 is divided into 20 each group respectively. Data analyzed by using Chi-Square result in the significant difference between the pretend play and play preference X² = 42.81 (p=0.05 and p=0.01). Future study needs to examine with larger samples.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Pretend Play; Play Preferences; Autism; Typically Developed children.

Play Preference and Pretend Play Skills between Typically Developed Children and Autism

2016 ◽  
Vol 1 (3) ◽  
pp. 13
Author(s):  
Jayachandran Vetrayan ◽  
Sharif Umar Haiyuddin Mohamed Nazir ◽  
Smily Jesu Priya Victor Paulraj
Keyword(s):  
Peer Review ◽  
Future Study ◽  
Pretend Play ◽  
Publishing House ◽  
Total Sample ◽  
Play Skills ◽  
Chi Square ◽  
Significant Difference ◽  
Different Types ◽  
International Publishing

Pretend play emerged at the age of 18 months in children. The imagination of children creates new play ideas it has incorporated into their play. But Autism children find difficulty in play. Hence, this study aimed to find the different types of pretend and preference play among autistic and typical children. The total sample of 40 is divided into 20 each group respectively. Data analyzed by using Chi-Square result in the significant difference between the pretend play and play preference X² = 42.81 (p=0.05 and p=0.01). Future study needs to examine with larger samples.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Pretend Play; Play Preferences; Autism; Typically Developed children.

scholarly journals An investigation into the effect of play-based instruction on the development of play skills and oral language

2016 ◽  
Vol 14 (4) ◽  
pp. 389-406 ◽  
Author(s):  
Karen Stagnitti ◽  
Alison Bailey ◽  
Edwina Hudspeth Stevenson ◽  
Emily Reynolds ◽  
Evan Kidd
Keyword(s):  
Oral Language ◽  
Pretend Play ◽  
Positive Influence ◽  
Control Group ◽  
First Year ◽  
Formal Schooling ◽  
Traditional Curriculum ◽  
Play Skills ◽  
Traditional Group ◽  
Narrative Language

The current study investigated the influence of a play-based curriculum on the development of pretend play skills and oral language in children attending their first year of formal schooling. In this quasi-experimental design, two groups of children were followed longitudinally across the first 6 months of their first year at school. The children in the experimental group were attending a school with a play-based curriculum; the children in the control group were attending schools following a traditional curriculum. A total of 54 children (Time 1 Mage = 5;6, range: 4;10–6;2 years) completed standardised measures of pretend play and narrative language skills upon school entry and again 6 months later. The results showed that the children in the play-based group significantly improved on all measures, whereas the children in the traditional group did not. A subset of the sample of children ( N = 28, Time 1 Mage = 5;7, range: 5;2 – 6;1) also completed additional measures of vocabulary and grammar knowledge, and a test of non-verbal IQ. The results suggested that, in addition to improving play skills and narrative language ability, the play-based curriculum also had a positive influence on the acquisition of grammar.

The relationship between joint attention and pretend play in autism

1997 ◽  
Vol 9 (1) ◽  
pp. 1-16 ◽  
Author(s):  
TONY CHARMAN
Keyword(s):  
Theory Of Mind ◽  
Joint Attention ◽  
Cognitive Deficit ◽  
Pretend Play ◽  
Children With Autism ◽  
Play Skills ◽  
Considerable Evidence ◽  
Primary Deficit ◽  
Future Work ◽  
The Relationship

There is considerable evidence that the development of joint attention and pretend play skills are impaired in children with autism. Some accounts of autistic psychopathology give a crucial role to early impairments in joint attention and suggest that these lead to impoverished development of the representational abilities that underlie the later emerging impairments in pretend play and theory of mind. Other accounts of impairments in joint attention and pretend play see them merely as symptoms of a more basic underlying cognitive deficit, in attention or executive function. This review examines the evidence for the possible relationships that may exist between joint attention and pretend play and the later development of a theory of mind. It also suggests directions for future work to clarify the relationship between the two skills and to identify the nature of the underlying primary deficit in autism.

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