Children's Play with a Forest Diorama as a Window into Ecological Cognition

Autor/inn/en	Washinawatok, Karen; Rasmussen, Connie; Bang, Megan; Medin, Douglas; Woodring, Jennifer; Waxman, Sandra; Marin, Ananda; Gurneau, Jasmine; Faber, Lori
Titel	Children's Play with a Forest Diorama as a Window into Ecological Cognition
Quelle	In: Journal of Cognition and Development, 18 (2017) 5, S.617-632 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2017.1392306
Schlagwörter	Preschool Children; Play; Ecology; Models; Culture; Expertise; American Indians; Urban American Indians; Rural Population; Urban Population; Cognitive Processes; Perspective Taking; Animals; Wisconsin; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Ökologie; Analogiemodell; Kultur; Expert appraisal; American Indian; Indianer; Landbevölkerung; Stadtbevölkerung; Cognitive process; Kognitiver Prozess; Zukunftsperspektive; Animal; Tier; Tiere
Abstract	This study examined the play of 4-year-old children with a forest diorama that included toy representations of plants and animals. To examine the potential role of culture and expertise in diorama play, children from 3 samples participated: rural Native American, urban Native American, and urban non-Native American. Children's playtime was divided into time segments, which were coded for types of actions and for types of talk. Children from all 3 samples actively engaged with the diorama in both realistic and imaginative play. Furthermore, children from all samples were sensitive to ecological relations. In addition, Native American children talked at least as much as the non-Native American children, a finding that challenges widespread characterizations of Native American children as less talkative and possessing smaller vocabularies. The most striking finding was that Native American children (both urban and rural) were more than twice as likely as non-Native American children to take the perspective of an animal in their play. These results demonstrate the value of dioramas for assessing young children's biological cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01