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

Kalkusch, Isabelle; Jaggy, Ann-Kathrin; Burkhardt Bossi, Carine; Weiss, Barbara; Sticca, Fabio; Perren, Sonja

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

Dateien

Kalkusch_2-vuugnyiztxzn9.pdfGröße: 503.78 KBDownloads: 171

Datum

2021

Autor:innen

Kalkusch, Isabelle

Jaggy, Ann-Kathrin

Burkhardt Bossi, Carine

Weiss, Barbara

Sticca, Fabio

Perren, Sonja

Open Access-Veröffentlichung

Open Access Hybrid

Sammlungen

Empirische Bildungsforschung

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.

Fachgebiet (DDC)

370 Erziehung, Schul- und Bildungswesen

Zitieren

ISO 690

KALKUSCH, 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}
}

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Universitätsbibliographie

Ja

Begutachtet

Ja