Literaturnachweis - Detailanzeige
Autor/inn/en | Walker-Andrews, Arlene S.; Harris, Paul L. |
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Titel | Young Children's Comprehension of Pretend Causal Sequences. |
Quelle | In: Developmental Psychology, 29 (1993) 5, S.915-21Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
Schlagwörter | Cognitive Development; Cognitive Processes; Comprehension; Early Childhood Education; Imagination; Preschool Children; Pretend Play Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Simulationsspiel |
Abstract | Two experiments assessed preschoolers' ability to understand pretend transformations. Subjects were two-, three-, and four-year-olds who viewed episodes in which either one or two similar props were altered in a pretend fashion. In both the single and double transformation, children demonstrated that they could keep track of the pretend transformations. (MDM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |