A taxonomic view of pretend play activity among 4- and 5-year-old children     

Kathy Roskos 《Early childhood research quarterly》1990,5(4)

Based on findings from a 6-month study that explored the nature of literate behavior in the pretend play episodes of eight preschoolers, a taxonomy of their pretend play activity is described and analyzed. Relationships between the different kinds of pretend play activity as demonstrated by these youngsters are examined in light of the taxonomy and other research. Implications of certain kinds of pretend play activity for emergent literacy development are also briefly discussed.  相似文献   

What mothers do: everyday routines and rituals and their impact upon young children’s use of drawing for meaning making     

Kathy Ring 《International Journal of Early Years Education》2006,14(1):63-84

This paper draws upon evidence from a three‐year longitudinal study of young children drawing across home, pre‐school and school. The study shows how the belief systems of significant adults and more able peers/siblings impact upon the child’s access to, use of and beliefs about drawing. Concentrating upon the children when in the Foundation Stage (aged between three and five), the paper highlights:

• the importance of the mother’s role in organizing the home space, the child’s time and his or her access to materials;

• gendered responses to an environment in which the mother is a constant presence in comparison with the limited presence of the father.

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What to do if you've got SME sclerosis     

Kathy L. Indermill 《Performance Improvement》1986,25(2):14-19

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