学龄前儿童的假装游戏:需要在学龄前儿童中进行结构化和自由的游戏

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2022-03-25 DOI:10.4102/sajce.v12i1.1092
Megha Mohan, Reenu Celshiya, Sudhin Karuppali, J. Bhat, M. Anil
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引用次数: 0

摘要

背景:假装游戏是一种涉及非文学行为的游戏形式。关于典型发展中的学龄前儿童假装游戏行为的发展趋势,研究报告有限。这些知识将有助于早期识别患有或有发展障碍风险的学龄前儿童的偏差。目的:本研究旨在描述不同年龄组学龄前儿童假装游戏技能的发展趋势。该研究还旨在了解在自由游戏和结构化玩具游戏场景中观察到的假装游戏的差异模式。背景:这项研究是在学校的一间教室里对学龄前儿童进行的。方法:本研究采用横断面研究设计。研究招募了48名参与者,他们被分为四组。在自由游戏和结构化玩具游戏场景中,使用Sony-HDRCX405摄像机录制了孩子假装游戏技能的视频。使用儿童早期游戏评估系统(PIECES)编码方案对录制的视频进行编码并分析假装游戏技能的发生。结果:研究结果显示了学龄前儿童假装游戏技能的发展趋势。它还强调了结构化玩具游戏和自由游戏场景融合对孩子整体发展的重要性,因为每个场景都有独特的好处。结论:研究结果有助于制定个性化教育计划目标,以帮助典型的发展中儿童和发育障碍儿童参与游戏,从而使这些儿童能够像同龄人一样体验到正常的、与情境相关的体验。
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Pretend play in pre-schoolers: Need for structured and free play in pre-schools
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.
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
期刊最新文献
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