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The Effects of Teacher’s Restriction of Children’s Free Play on Children’s Pretend Play
- Title
- The Effects of Teacher’s Restriction of Children’s Free Play on Children’s Pretend Play
- Authors
- Kim H.; Lee G.
- Ewha Authors
- 김희진
- SCOPUS Author ID
- 김희진
- Issue Date
- 2022
- Journal Title
- Asia-Pacific Journal of Research in Early Childhood Education
- ISSN
- 1976-1961
- Citation
- Asia-Pacific Journal of Research in Early Childhood Education vol. 16, no. 1, pp. 31 - 51
- Keywords
- Free play; Make-believe play; Pretend play; Restricting children’s play by teachers
- Publisher
- Pacific Early Childhood Education Research Association
- Indexed
- SCOPUS
- Document Type
- Article
- Abstract
- The purpose of this study is to investigate the effects of restricting children’s free play on children’s levels of pretend play. The level of play restriction was examined using the following: How many children can play in the same area of interest, freedom of using toys, the space available for play, and time limitation. The participants for this study were selected through two screening steps. First, a questionnaire concerning the extent of free-play restriction was sent out to 90 teachers in Korea. Of these teachers, two teachers with a high degree of limitation and two teachers with a low degree of limitation were chosen. Second, the 60 children from the classrooms of the 4 chosen teachers were observed in order to measure their levels of pretend play. The results of this study found children who were under the care of the teachers with a low degree of limitation engaged in pretend play more frequently, demonstrated a higher degree of make-believe actions and subjects, and played in more diverse areas of interest than the children under the care of the more limiting teachers. This study emphasizes the importance of providing children with an environment where they can play freely. © 2022 by THE PACIFIC
- DOI
- 10.17206/apjrece.2022.16.1.31
- Appears in Collections:
- 사범대학 > 유아교육과 > Journal papers
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