Great Pretenders

Church, Ellen Booth
February 2005
Scholastic Parent & Child;Feb/Mar2005, Vol. 12 Issue 4, p80
The article reports on why imaginary play is the stepping stone to thinking abstractly in case of children. The development of abstract or symbolic thought is an essential element of intellectual development in kindergarten. Children begin to think abstractly through pretend play. It helps them visualize and understand past history, characters in books, shapes on a graph, letters on a page, and places on a map. Abstract thinking is essential for learning the alphabet. It's amazing how some 5-year-olds can already read these squiggles and lines and understand their meaning.


Related Articles

  • CORRELATIONS OF CONCEPTUAL DEVELOPMENT WITH MOTOR SKILLS FOR A TURKISH SAMPLE OF KINDERGARTEN CHILDREN. Aynur Bütün Ayhan; Esra Aki; Neriman Aral; Hülya Kayihan // Perceptual & Motor Skills;Aug2007, Vol. 105 Issue 1, p261 

    The purpose was to research the conceptual development and motor skills of 36 healthy children of kindergarten age (M age=67.6 mo., SD=3.6). 19 girls and 17 boys completed the Bracken Basic Concept Scale-Revised and the Bruininks-Oseretsky Test of Motor Proficiency-Short Form.

  • KINDERGARTEN. Holm, Bill // Coming Home Crazy;2000, p103 

    Presents a narrative of the author's insight on preschool education in China. Description of a kindergarten school situated near the residence of the author in Xi'an.

  • Helping Others Understand Academic Rigor in Teachers' Developmentally Appropriate Practices. Pierce Brown, Christopher; Smith Feger, Beth; Mowry, Brian // YC: Young Children;Sep2015, Vol. 70 Issue 4, p62 

    The article discusses a study which examined how three pre-K teachers used developmentally appropriate teaching practices to help the children they taught successfully transition to a standardized kindergarten learning context. Topics covered include the components of academically rigorous...

  • Listen to the child's voice in your setting. Henry, Laura // Nursery World (Haymarket Business Publications Ltd);12/10/2012, Vol. 112 Issue 4309, p32 

    The article suggests that the senior management of an early education centre must carry out on a peer-to-peer level an audit on how children have a voice within the setting. It offers several pointers to consider, including the emotional connection between the practitioner and the child and...

  • Froebel and the Kindergarten.  // Education Digest;Feb1957, Vol. 22 Issue 6, p29 

    Presents a personal account regarding the kindergarten system of education founded by German educator Friedrich Wilhelm August Froebel. Criticisms against the esthetic philosophy and dogmatic system of Froebel; Disagreement over the process of forcing conformity to the education of children;...

  • The Need for Full-Day Kindergarten. Naron, Nancy K. // Educational Leadership;Jan1981, Vol. 38 Issue 4, p306 

    Focuses on the need for kindergarten education, with their diverse abilities and experiences, to implement an individualized full-day program emphasizing cognitive leaning. Function of ability; Result of the use of appropriate instructional principles during kindergarten; Significance of early...

  • Math, Reading Gaps Between White, Minority Kindergartners Widens.  // Black Issues in Higher Education;9/25/2003, Vol. 20 Issue 16, p19 

    Discusses the increasing gap in math and reading skills between Afro-American, Hispanic and White kindergarten students in the U.S. as of September 2003. Factors which contribute to the disparity in learning rates between students.

  • An Activity Theory View on Learning Studies. Mosvold, Reidar; Bjuland, Raymond // International Journal of Early Childhood;2011, Vol. 43 Issue 3, p261 

    Learning study has been used by many to develop exemplary teaching in school, and this approach has recently been adopted for use in kindergarten as well. When using such approaches in different settings than they were intended for, several challenges potentially arise. This article discusses...

  • Full Day Early Learning Kindergarten Program Team: Perspectives from the Principal. Shahbazi, Sara; Salinitri, Geri // Early Childhood Education Journal;Nov2016, Vol. 44 Issue 6, p681 

    The Full Day Early Learning Kindergarten (FDK) Program has expanded the role of the principal and has altered the teaching dynamics of the classroom with the introduction of an early years team. The early years team consists of a certified teacher with the Ontario College of Teachers and a...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics