國立虎尾科技大學 |

Where Does Pretend Play Go? A Lifespan Developmental Perspective.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Where Does Pretend Play Go? A Lifespan Developmental Perspective./
作者:	Norman, Katherine E.
面頁冊數:	1 online resource (214 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: B.
Contained By:	Dissertations Abstracts International85-06B.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9798381178586

Where Does Pretend Play Go? A Lifespan Developmental Perspective.
Norman, Katherine E.

Where Does Pretend Play Go? A Lifespan Developmental Perspective. - 1 online resource (214 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2023.

Includes bibliographical references

Pretend play is a common activity for children across the world, yet specifics of its definition and developmental trajectory remain elusive. Pretend play's connection to a host of valuable competencies in early childhood is a frequently studied topic. Contemporary research, however, continues to rely upon definitions developed during a period of mid-twentieth century pretend play research dominated by observations of external behavior. This observation-based research described pretend play's presence only during a narrow developmental window in early childhood. Despite pretend play's relevance and presence in contemporary human development research, very little work has been attempted to either replicate or challenge the idea that it is a discrete developmental stage in early childhood. In this dissertation, I take a methodological pivot to constructivist epistemology and self-report interview studies with various age-groups to enable a re-examination of what pretend play is and how it develops.Chapter 1 provides a review and critical analysis of the history of research on pretend play in order to interrogate the foundations of its accepted developmental trajectory. Chapter 2 contrasts that history against contemporary evidence surrounding pretense and play behaviors beyond early childhood, situates pretend play within a continuum of pretense behaviors, and develops the operational definition used in my subsequent work. Chapter 3 presents an empirical study of children's self-reports during play in an outdoor play space and finds that rates of pretend play reports are constant until at least age 10. Chapter 4 reports on interviews with undergraduate participants in which they shared stories of both current and retrospective pretend play behaviors, further demonstrating that pretend play does not end during early childhood but instead persists well into adulthood. In the final chapter, I draw upon these empirical data to construct a novel model of pretend play development from early childhood through young adulthood. This model suggests that pretend play persists much longer than dominant narratives suggest and raises additional questions about how the phenomenon may transform, internalize, and manifest at different ages. This revised developmental trajectory has the power to immediately impact research and the potential to eventually influence educational practice and policy.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381178586Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

ConstructivistIndex Terms--Genre/Form:

554714
Electronic books.

Where Does Pretend Play Go? A Lifespan Developmental Perspective.
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520 $a Pretend play is a common activity for children across the world, yet specifics of its definition and developmental trajectory remain elusive. Pretend play's connection to a host of valuable competencies in early childhood is a frequently studied topic. Contemporary research, however, continues to rely upon definitions developed during a period of mid-twentieth century pretend play research dominated by observations of external behavior. This observation-based research described pretend play's presence only during a narrow developmental window in early childhood. Despite pretend play's relevance and presence in contemporary human development research, very little work has been attempted to either replicate or challenge the idea that it is a discrete developmental stage in early childhood. In this dissertation, I take a methodological pivot to constructivist epistemology and self-report interview studies with various age-groups to enable a re-examination of what pretend play is and how it develops.Chapter 1 provides a review and critical analysis of the history of research on pretend play in order to interrogate the foundations of its accepted developmental trajectory. Chapter 2 contrasts that history against contemporary evidence surrounding pretense and play behaviors beyond early childhood, situates pretend play within a continuum of pretense behaviors, and develops the operational definition used in my subsequent work. Chapter 3 presents an empirical study of children's self-reports during play in an outdoor play space and finds that rates of pretend play reports are constant until at least age 10. Chapter 4 reports on interviews with undergraduate participants in which they shared stories of both current and retrospective pretend play behaviors, further demonstrating that pretend play does not end during early childhood but instead persists well into adulthood. In the final chapter, I draw upon these empirical data to construct a novel model of pretend play development from early childhood through young adulthood. This model suggests that pretend play persists much longer than dominant narratives suggest and raises additional questions about how the phenomenon may transform, internalize, and manifest at different ages. This revised developmental trajectory has the power to immediately impact research and the potential to eventually influence educational practice and policy.
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