The influence of sociocultural, economic, and home background factors on children's ability to engage in imaginative play.

Udwin, Orlee; Shmukler, Diana

doi:10.1037/0012-1649.17.1.66

Cited by 23 publications

(6 citation statements)

References 10 publications

(5 reference statements)

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“…inconclusive about whether-and why-SES correlates with pretend play (McLoyd, 1986), the correlation between role enactment and parent education is congruent with other studies documenting less sociodramatic play among lower-class preschoolers than among middle-class preschoolers (Fein & Stork, 1981;Griffing, 1980;Rosen, 1974;Udwin & Shmukler, 1981).…”

Section: Parental Educationsupporting

confidence: 76%

Individual Differences in Young Children's Pretend Play with Mother and Sibling: Links to Relationships and Understanding of Other People's Feelings and Beliefs

1995

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50 33-month-old children were observed at home with their siblings and mothers. Observational measures of pretend play, observer ratings of the child's, mother's, and sibling's behavior, and measures of family discourse about feelings were collected. At 40 months each child was assessed on Bartsch and Wellman's false beliefs task and Denham's affective perspective taking task. Results revealed individual differences in the amount and sophistication of young children's social pretend play and suggested that these individual differences are related to experiences in the relationships that young children have with their mothers and siblings. Results also indicated that early social pretend play was significantly related to the child's developing understanding of other people's feelings and beliefs. The data are interpreted as providing support for the notion that early experience in social pretense is associated with children's mastery of the relation between mental life and real life. The importance of considering the relationship context of social pretense is also discussed.

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Section: Parental Educationsupporting

confidence: 76%

Individual Differences in Young Children's Pretend Play with Mother and Sibling: Links to Relationships and Understanding of Other People's Feelings and Beliefs

1995

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“…The responses of the parents and teachers indicated that they were receptive of an essentially modern and western idea about the value of play for young children and how it impacts on child development. Parental data from this study were consistent with the findings (Udwin and Shmukler, 1981) of an association between imaginative play levels and parental encouragement of imaginative play.…”

Section: Play Measures As a Function Of Age Sex And Sessupporting

confidence: 86%

Relationship of play and language patterns among Singaporean pre‐school children in homes and classrooms

Lim¹

1994

International Journal of Early Years Education

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“…Working with immigrant groups in Israel, Smilansky (1968) also found that, unlike middle-class children, deprived youngsters do not engage extensively in role playing and sociodramatic play. More recently, these findings have been corroborated by Udwin and Shmukler's (1981) work with groups of Israeli and South African preschoolers.…”

Section: Introductionmentioning

confidence: 62%

Imaginative Play Training as an Intervention Method With Institutionalised Preschool Children

Udwin

1983

Brit J of Edu Psychol

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SUMMARY.A group of 17 children who had been removed from deleterious family backgrounds and placed in institutional care were exposed to ten 30-minute sessions of imaginative play training. When compared with matched controls, the experimental subjects showed significant post-training increments in levels of imaginative play, positive emotionality, prosocial behaviours, and in measures of divergent thinking and story-telling skills, and decreases in levels of overt aggression. The variables of age, non-verbal intelligence and fantasy predisposition were found to influence the subjects' responsiveness to the training programme, with younger, high-fantasy and high-IQ children being most susceptible to the influence of the training exercises.

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The influence of sociocultural, economic, and home background factors on children's ability to engage in imaginative play.

Cited by 23 publications

References 10 publications

Individual Differences in Young Children's Pretend Play with Mother and Sibling: Links to Relationships and Understanding of Other People's Feelings and Beliefs

Individual Differences in Young Children's Pretend Play with Mother and Sibling: Links to Relationships and Understanding of Other People's Feelings and Beliefs

Relationship of play and language patterns among Singaporean pre‐school children in homes and classrooms

Imaginative Play Training as an Intervention Method With Institutionalised Preschool Children

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