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| Autor/in | Smolucha, Francine |
|---|---|
| Titel | The Relevance of Vygotsky's Theory of Creative Imagination for Contemporary Research on Play. |
| Quelle | (1989), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Creativity; Developmental Stages; Imagination; Individual Development; Parent Influence; Piagetian Theory; Pretend Play |
| Abstract | This documents describes a perspective on Vygotsky's theory of play and imagination that differs significantly from previous interpretations. Vygotsky proposed a developmental theory of creativity in which creative imagination develops from children's play activities into a higher mental function that can be consciously regulated through inner speech. In adolescence, a new level of creativity is reached as imagination and thinking in concepts begin to interact. But it is not until adulthood that creativity fully matures. Vygotsky's theory proposes that children learn how to do pretend play through interactions with an adult or more capable peer. Vygotsky specifies that creativity develops from making object substitutions in play. Evidence suggests that, contrary to the Piaget-derived view that the ludic symbol arises from solitary play, the majority of object substitutions during pretend play of children between 12 and 25 months of age are initiated by the mother. Contemporary research on play should not underestimate the importance of adult-child play interactions for the psychological development of the child. (RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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