One-hundred-sixteen white South African preschoolers from severely economically disadvantaged circumstances were divided into four groups: a structured play training intervention group, an unstructured play training intervention group, and attention control group, and a nonintervention control group with twenty-six, twenty-eight, fourteen, and twenty-five children respectively, available for posttraining assessment. Prior to intervention, assessments of play, divergent thinking skills, story-telling ability, verbal and nonverbal IQ and locus of control were made. Intervention according to the groups was carried out and the assessments were repeated a month after completion of training. Analyses of covariance revealed significant increases for both forms of play training over both control groups for all measures except nonverbal IQ and aggression. There was no differential advantage found between the type of intervention used. Neither was imaginative predisposition found to be a factor related to increases in imaginative play. It was concluded that both the question of structure and imaginative predisposition in relation to play training would be better examined in a less extremely disadvantaged group.
An intervention technique designed to enhance the level of imaginative play in the preschool child through the direct intervention of an adult model was applied in two studies. In both studies pre-and post-test ratings of experimental and control groups' spontaneous play were made by observers blind to the nature of the experiment. The first study, carried out with middle-class children, showed that the experimental group increased significantly on 'co-operation and interaction with peers' and 'affect' but not 'imaginativeness'. When the experiment was repeated in Study 2 with lower-class children, 'imaginative play' and 'concentration' were found to increase significantly for experimental children. It was concluded that the initial level of spontaneous imaginative play is crucial in determining the effects of such intervention techniques.S. Afr. J. Psycho/. 1980, 10: 99-103 'n Ingrypingstegniek wat ontwerp is om die peil van verbeeldingspel by voorskoolse kinders te verhoog deur die direkte ingryping van 'n volwasse model, is in twee studies toegepas. In beide studies is voor-en natoets beoordelings van eksperimentele en kontrolegroepe se spontane spel gedoen deur waarnemers wat onbewus was van die aard van die eksperiment. Die eerste studie wat met middelklas-kinders gedoen is, het aangedui dat die eksperimentele groep aansienlik verbeter het ten opsigte van 'samewerking' en interaksie met portuurgroepe en 'affek' maar nie ten opsigte van 'verbeeldingrykheid' nie. Herhaling van die eksperiment (Studie 2) met kinders uit die laer inkomstegroep het 'n verbetering van 'verbeeldingspel' en 'konsentrasie' by die eksperimentele kinders getoon. Die gevolgtrekking was dat die aanvanklike vlak van spontane verbeeldingspel van kardinale belang is by die bepaling van die effek van sodanige ingrypingstegniek.S.·Afr. Tydskr. Sielk.
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