Children Learn From Both Embodied and Passive Pretense: A Replication and Extension
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Thompson, Brittany N. [1] ; Goldstein, Thalia R. [1]
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[1] George Mason University
George Mason University
Estados Unidos
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- Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 4, 2020, págs. 1364-1374
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Research suggests that children can learn new information via pretense. However, a fundamental problem with existing studies is that children are passive receivers of the pretense rather than active, engaged participants. This preregistered study replicates previous learning from pretense findings (Sutherland & Friedman, 2012, Child Development), in which children are passive observers of pretense, and extends to two additional conditions that require children to partially (with puppets) or fully (with costumes) embody a character. Children (N = 144, 24?79 months) learned equally well, and better than those in the control condition, from all three play scenarios. At a 2-week follow-up, learning was equally retained across embodiment conditions for older, but not younger, preschoolers. Future research should consider embodiment?s role for more complex material.
