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…

The variability in the play of 30 preschool children with cognitive delays associated with different toy sets (vehicle, doll, and mixed toy sets) was examined. Sex differences emerged for only 4 of 12 play behaviors: exploration, pretend, ordered multischeme sequences, and global play sophistication. (Author/CR)

This paper broadly summarizes research conclusions on the following aspects of creativity: characteristics of the creative behavior of preschool children; specific thinking abilities that account for differences in the degree of creativity from one person to another (fluency, flexibility, originality, and elaboration); general conditions under…

Examined the conversations of preschool children as they completed two different tasks--a picture making task and a doll playing task. Concludes that the children's speech was primarily task-focused and that the rate of speech varied with task. (FL)

Researchers observed activities of preschool children engaged in various forms of play, and focused particularly on symbolic play. (Author/DB)

The imaginative behavior scores of 42 children correlated significantly with their mothers' scores during play sessions, but not across sessions. That children's scores during nursery school times were not related to either mothers' or children's scores during those original sessions suggests the importance of situational factors in preschoolers'…

Reviews research on children's imaginary companions. Notes that companions may serve many psychological functions, such as compensating for real or perceived deficits, and helping the child through difficult developmental times. Suggests that the companion does not compromise reality testing or social development, but may foster developmental,…

Examined changes in preschoolers' ability to distinguish among memories of performed, pretended, and imagined episodes, and used source monitoring as a tool for inferring the nature of preschoolers' conceptualization of pretense. Found significant improvements between ages three and four in their ability to distinguish performed actions from…

By watching, listening, and offering gentle reassurance, you can help young children work through their fears. Sudden noises, movement, or unfamiliar people often frighten babies. After 12 months of nurturing experiences with familiar teachers and routines, a baby is more prepared and less easily startled. Preschoolers have a variety of fears such…

This study examined children's beliefs in Santa Claus, the Easter Bunny, and the Tooth Fairy as well as the effects of parental encouragement or support of these fantasy characters upon the children's beliefs. Subjects were 60 children aged 4, 6 and 8 years and their parents. Measures included a parental questionnaire and child interviews. Partial…

This bibliography offers an historical perspective on imaginary play companions with 48 entries dating from 1891 to 1975. Entries, which include journal articles, monographs, and books, draw heavily from child development literature. A list of 10 titles from general literature related to the subject of imaginary companions is also included. The…

Cognitive consequences of play and exploration were examined by assigning 36 economically disadvantaged preschoolers to one of three treatment conditions: sociodramatic play training, exploration training, and free-play control. (MP)

Interviewed mothers to examine the developmental significance of preschoolers' imaginary companions. Found that relationships with invisible companions were described as sociable and friendly, whereas personified objects were usually nurtured. Object personification frequently occurred as a result of acquiring a toy; invisible friends were viewed…

This study assessed the theory of mind (ToM) and executive functioning (EF) abilities of 124 typically developing preschool children aged 3 to 5 years in relation to whether or not they had a child-aged sibling (i.e. a child aged 1 to 12 years) at home with whom to play and converse. On a ToM battery that included tests of false belief,…

This article provides a comparative analysis of studies in which symbolic play in children ages 1 through 3 was the major focus of a formal research strategy. The review provides readers with (1) information allowing more effective evaluation of research involving symbolic play and (2) background for designing or adopting play measurement…