An Observation Scheme for Recordingchildren's Imaginative Doll Play

Jeffree, Dorothy M.; McConkey, Roy

doi:10.1111/j.1469-7610.1976.tb00391.x

Cited by 43 publications

(37 citation statements)

References 3 publications

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“…With development, children are able to use less realistic objects as the motor for their play as they become able to transform them into imaginative objects that fit their play scenario [47,48]. For example, children begin to pick up blocks and hold them to the ear to listen to imaginary phone conversations.…”

Section: Analyses Of the Children's Discoursementioning

confidence: 99%

Making Space for Voice: Technologies to Support Children’s Fantasy and Storytelling

2001

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Fantasy play and storytelling serve an important role in young children's development. While computers are increasingly present in the world of young children, there is a lack of computational tools to support children's voices in everyday storytelling, particularly in the context of fantasy play. We believe that there is a need for computational systems that engage in story-listening rather than storytelling. This paper introduces StoryMat, a system that supports and listens to children's voices in their own storytelling play. StoryMat offers a child-driven, story-listening space by recording and recalling children's narrating voices, and the movements they make with their stuffed animals on a colourful story-evoking quilt. Empirical research with children shows that StoryMat fosters developmentally advanced forms of storytelling of the kind that has been shown to provide a bridge to written literacy, and provides a space where children engage in fantasy storytelling collaboratively with or without a playmate. The paper addresses the importance of supporting young children's fantasy play and suggests a new way for technology to play an integral part in that activity.

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Section: Analyses Of the Children's Discoursementioning

confidence: 99%

Making Space for Voice: Technologies to Support Children’s Fantasy and Storytelling

2001

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“…Other studies have examined the impact of realistic versus non-realistic toys on symbolic behaviours in children's play (Jeffree & McConkey, 1976;McLoyd, 1983;Pulaski, 1973;Trawick-Smith, 1990, 1993. In these studies, panels of adults were first interviewed to select toys that could be categorised as realistic -that is, replicas J. of real objects that suggest obvious make-believe uses (e.g.…”

Section: Realistic Versus Non-realistic Toysmentioning

confidence: 98%

Measuring the effects of toys on the problem-solving, creative and social behaviours of preschool children

Trawick-Smith

Russell

Swaminathan

2011

Early Child Development and Care

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Although previous research has explored the effects of various environmental influences on young children's play, the influence of toys has rarely been examined. This paucity of toy studies is due to a lack of a scientifically constructed observation system to evaluate the impact of play materials across developmental domains. The purpose of this study was to develop and test the reliability and validity of such an instrument. An eight-item, five-point rating system was constructed, based on previous toy research. To establish inter-rater reliability, two researchers independently used the instrument to rate the effects of 23 toys on the spontaneous play of 16 preschool children. There was a high level of agreement between observers (r = .81-.88, across items). A factor analysis was conducted to identify clusters of items that measure like dimensions of play effects; three distinct factors were identified: thinking/learning, creativity/ imagination and social interaction. To establish validity, the instrument was used to rate five common toys that could be predicted, based on earlier work, to have distinct influences on play. The instrument was found to discriminate among these toys in ways that are consistent with previous research and that make theoretical sense. The uses of this instrument in both future research and classroom practice are discussed.

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“…While children between 1V2 and about 4 years of age do show an increasing capacity for pretending with dissimilar objects, or no object at all, it does not necessarily follow that they will prefer to play with such objects or show more frequent pretend when they do play with them. 210 JOURNAL OF GENETIC PSYCHOLOGY Two-and 3-year-olds have been found to show more imaginative play with realistic than with unstructured toys (5,6), but this is not surprising since it is not until about age three that children become capable of pretending with unstructured toys. Studies of children between three and seven years of age have not demonstrated greater amounts of pretend play with unstructured than with realistic objects, but they have shown that unstructured play materials produce a greater variety of fantasy themes (8,9,10).…”

Section: A Introductionmentioning

confidence: 93%

“…While younger preschool children have been found to spend more time playing with realistic than unstructured toys (5), an older group showed no difference in time spent playing with toys of different structure levels (to). In one study, only "high fantasy" 5-to 7-year-olds preferred playing with unstructured toys; "low fantasy" children preferred realistic toys (9).…”

Section: A Introductionmentioning

confidence: 98%