Effects of Pretend Imagery on Learning Dance in Preschool Children

Autor/inn/en	Sacha, Tori J.; Russ, Sandra W.
Titel	Effects of Pretend Imagery on Learning Dance in Preschool Children
Quelle	In: Early Childhood Education Journal, 33 (2006) 5, S.341-345 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-006-0103-1
Schlagwörter	Play; Dance Education; Preschool Children; Child Development; Psychomotor Skills; Recall (Psychology); Teaching Methods; Imagery + Suchen Sie Ihr Suchwort? Spiel; Dance; Education; Tanzerziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Psychomotorische Aktivität; Abberufung; Teaching method; Lehrmethode; Unterrichtsmethode; Metaphorik
Abstract	Play is important in child development and learning. The intent of this study was to assess the effects of play, using physical movement and pretend imagery, on learning dance. Four preschool dance classes, encompassing 32 children ages 3-6, were randomly divided into pretend imagery groups and traditional teaching groups. The classes were videotaped over 3 weeks and rated for speed of learning new motor skills, future recall of the skills, attentiveness to the task, and enjoyment during the task. As hypothesized, results found that children in the pretend imagery group had significantly better visual fixation on the instructor, engagement in and enjoyment during the task, and needed less prompting and time to recall and a shorter amount of time to learn the skill than children in the traditional teaching group. There is little research in this area of learning and play, but the results of this study suggest more is warranted. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10