Effect of Props on Preschool Children's Communicative Interactions in Scripted Play Events

Date of Award

2010

Document Type

Thesis

Degree Name

Bachelors

Department

Social Sciences

First Advisor

Barton, Michelle

Keywords

Pretend Play, Props, Children

Area of Concentration

Psychology

Abstract

The current literature review and research proposal investigated the role of props in preschool children�s communicative exchanges during scripted play. It has been shown that several factors influence the physical environment that children are exposed to, and that the physical environment (including toys) influences how children play and communicate. The proposed study would try to explicate the role of abstract or realistic props during scripted play interactions. A total of sixty-four preschool children (thirty-two boys, thirty-two girls) between the ages of four and five would participate in this study. Preschool children would play with a same-sex peer and would be given either abstract props or realistic props for their play session. Children�s conversation would be analyzed for how the role of props would influence the duration of play episodes, the number of turns in an episode, the communicative strategies used during the play, the definition of roles, and children�s violation of the script.

Rights

This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.

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