Cognitive Aspects of Young Children's Symbolic Play. Final Report.

Autor/inn/en	Stern, Virginia; und weitere
Institution	Bank Street Coll. of Education, New York, NY. Div. of Research.
Titel	Cognitive Aspects of Young Children's Symbolic Play. Final Report.
Quelle	(1976), (144 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attention; Behavior Patterns; Child Language; Classroom Observation Techniques; Cognitive Measurement; Cognitive Processes; Data Analysis; Literature Reviews; Low Achievement; Lower Class; Middle Class; Play; Preschool Children; Preschool Education; Pretend Play; Research Methodology; Role Playing; Self Expression; Test Bias + Suchen Sie Ihr Suchwort? Aufmerksamkeit; 'Children''s language'; Kindersprache; Cognitive process; Kognitiver Prozess; Auswertung; Unterdurchschnittliche Leistung; Mittelschicht; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Simulationsspiel; Research method; Forschungsmethode; Rollenspiel; Ausdruck; Testkritik
Abstract	The purpose of this study was to develop a method for assessing aspects of the cognitive functioning of young children from their symbolic play. Subjects were 60 children, aged 3 to 5 years, from middle-class and lower-class families. The study was conducted in two phases, with the following objectives: (1) to identify and analyze aspects of cognitive functioning to be studied from classroom observation, and (2) to investigate developmental changes in symbolic play and assess cognitive functioning levels. A secondary aim of the latter phase was to compare the play of middle-class and lower-class children. Data were collected through written observer narratives. In Phase I observers described as many verbal and nonverbal behaviors (including interactions with others) as possible. Analysis of the data resulted in the identification of three aspects of cognitive functioning for classroom observation of symbolic play: symbolic representation, involvement and language. These aspects were studied in Phase II. A guide for recording symbolic play and a manual of procedures for analysis of symbolic play were developed; both are included in the appendices. Investigation of developmental changes in group play found trends in 11 of 30 categories studied, some in each of the three cognitive areas. The symbolic play of middle-class children was found to be similar in quality to that of lower-class children. (Author/BF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC