Pretend Play in Pre-Schoolers: Need for Structured and Free Play in Pre-Schools

Autor/inn/en	Mohan, Megha; Celshiya, Reenu; Karuppali, Sudhin; Bhat, Jayashree S.; Anil, Malavika A.
Titel	Pretend Play in Pre-Schoolers: Need for Structured and Free Play in Pre-Schools
Quelle	In: South African Journal of Childhood Education, 12 (2022) 1, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mohan, Megha) ORCID (Celshiya, Reenu) ORCID (Karuppali, Sudhin) ORCID (Bhat, Jayashree S.) ORCID (Anil, Malavika A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Play; Preschool Children; Child Development; Identification; At Risk Persons; Developmental Disabilities; Age Differences; Toys; Case Studies; Video Technology; Educational Experience; Early Childhood Education; Interrater Reliability; Allied Health Personnel; Speech Language Pathology; Foreign Countries; Evaluation Methods; India + Suchen Sie Ihr Suchwort? Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Identifikation; Identifizierung; Risikogruppe; Entwicklungsstörung; Age; Difference; Age difference; Altersunterschied; Toy; Spielzeug; Case study; Fallstudie; Case Study; Bildungserfahrung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interrater-Reliabilität; Ausland; Indien
Abstract	Background: Pretend play is a form of play that involves nonliteral actions. There are limited studies reporting the developmental trends of pretend play behaviours of typically developing pre-schoolers. This knowledge would be beneficial in the early identification of deviations in pre-schoolers who have or are at risk of developing developmental disabilities. Aim: The present study aimed to describe the developmental trends in pretend play skills across different age groups of pre-schoolers. The study also aimed to understand the differential patterns in pretend play observed across the Free Play and Structured Toy Play scenarios. Setting: This study was conducted on pre-schoolers in a classroom of the school. Method: The study followed a cross-sectional study design. Forty-eight participants were recruited for the study and were divided into four groups. A video recording of the child's pretend play skills was recorded using a Sony-HDRCX405 camcorder in Free Play and Structured Toy Play scenarios. The recorded video was coded and analysed for the occurrence of pretend play skills using the Play in Early Childhood Evaluation System (PIECES) coding scheme. Results: The study results depict a developmental trend in the occurrences of pretend play skills in pre-schoolers. It also emphasises the importance of amalgamation of Structured Toy Play and Free Play scenarios for the child's holistic development because of the unique benefits of each scenario. Conclusion: The study findings could help in the formulation of Individualised Education Programme objectives for typically developing children and children with developmental disabilities involving play, thus enabling these children experience normalised, contextually pertinent experiences like their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01