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Peers, Props & Play: Complexity of Pretend Play and Early Academic Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Peers, Props & Play: Complexity of Pretend Play and Early Academic Skills./
Author:	Pascoe, Paige.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	78 p.
Notes:	Source: Masters Abstracts International, Volume: 83-03.
Contained By:	Masters Abstracts International83-03.
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28713537
ISBN:	9798535593579

Peers, Props & Play: Complexity of Pretend Play and Early Academic Skills.
Pascoe, Paige.

Peers, Props & Play: Complexity of Pretend Play and Early Academic Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 78 p.

Source: Masters Abstracts International, Volume: 83-03.

Thesis (M.S.)--Trent University (Canada), 2021.

This item must not be sold to any third party vendors.

This study examined the relation between complexity of pretend play during preschool and early academic skills two years later. Preschool children (n =19), aged 3 years, were observed during self-directed free play, which was then coded for complexity of symbolic thought with respect to symbolic agent (ability to direct self or other's play) and symbolic substitution (abstractness of props). Children's literacy and numeracy skills were assessed concurrently and two years later when children were 5 years old. We found that children who directed others' play compared to children who focused on their own play had higher mathematics achievement at 5 years. In addition, children who engaged in more complex object substitutions (abstract props) had better counting at 3 years and better early reading skills at 5 years than their peers, who showed few complex substitutions. Our findings suggest that encouraging specific aspects of pretend play in preschool could be a relatively simple way to promote early academic achievement.

ISBN: 9798535593579Subjects--Topical Terms:

516948
Developmental psychology.
Subjects--Index Terms:

Math

Peers, Props & Play: Complexity of Pretend Play and Early Academic Skills.
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245 1 0 $a Peers, Props & Play: Complexity of Pretend Play and Early Academic Skills.
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300 $a 78 p.
500 $a Source: Masters Abstracts International, Volume: 83-03.
500 $a Advisor: Im-Bolter, Nancie.
502 $a Thesis (M.S.)--Trent University (Canada), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This study examined the relation between complexity of pretend play during preschool and early academic skills two years later. Preschool children (n =19), aged 3 years, were observed during self-directed free play, which was then coded for complexity of symbolic thought with respect to symbolic agent (ability to direct self or other's play) and symbolic substitution (abstractness of props). Children's literacy and numeracy skills were assessed concurrently and two years later when children were 5 years old. We found that children who directed others' play compared to children who focused on their own play had higher mathematics achievement at 5 years. In addition, children who engaged in more complex object substitutions (abstract props) had better counting at 3 years and better early reading skills at 5 years than their peers, who showed few complex substitutions. Our findings suggest that encouraging specific aspects of pretend play in preschool could be a relatively simple way to promote early academic achievement.
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650 4 $a Reading instruction. $3 2122756
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653 $a Reading
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