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Promoting narrative competence through adult-child joint pretense: Lessons from the Scandinavian educational practice of playworld
University of California San Diego, Laboratory of Comparative Human Cognition, La Jolla, CA, United States.
University of California San Diego, Laboratory of Comparative Human Cognition, La Jolla, CA, United States.
University of California San Diego, Laboratory of Comparative Human Cognition, La Jolla, CA, United States.
2005 (English)In: Cognitive development, ISSN 0885-2014, Vol. 20, no 4, 576-590 p.Article in journal (Refereed) Published
Abstract [en]

This paper examines the effects of the playworld educational practice on the development of narrative competence in 5- to 7-year-old children. The playworld educational practice is derived from play pedagogy and the theory of narrative learning, both developed and implemented in Scandinavia. The playworld practice consists of joint adult-child pretense based in a work of children's literature, discussion, free play, and visual art production. When compared to children under a control intervention (conventional school practices without pretend play), children who participated in the playworld practice show significant improvements in narrative length, coherence, and comprehension, although not in linguistic complexity. These findings provide further evidence concerning the role of pretense in the narrative development of young children.

Place, publisher, year, edition, pages
2005. Vol. 20, no 4, 576-590 p.
Keyword [en]
narrative competence, playworld, pretense, play, art
National Category
Psychology
Identifiers
URN: urn:nbn:se:hj:diva-27948DOI: 10.1016/j.cogdev.2005.08.003ISI: 000233620500006Scopus ID: 2-s2.0-28244452898OAI: oai:DiVA.org:hj-27948DiVA: diva2:854343
Available from: 2015-09-16 Created: 2015-09-16 Last updated: 2015-09-16Bibliographically approved

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