Johann Wolfgang Goethe-Universität, Frankfurt am Main, Germany.
Br J Dev Psychol. 2010 Jun;28(Pt 2):331-45. doi: 10.1348/026151009x413666.
The present study suggests a method with which to assess the interrelations between different types of pretend play. In contrast to standard methods in this area, the various types of pretend play were measured within an interactive play scenario. The pretend play tasks were included in a semi-structured play sequence and presented to young children between 24 and 30 months of age (N = 30). Self- and doll-directed pretence, object substitution, pretence with realistic objects, and self-initiated pretend play, as well as the understanding that an object had been given two identities was tested. The capacity for dual representation was assessed by asking for the real and pretend identity of an object. Age differences were found in the overall score for elicited pretence but not for all items separately. Individual items also differed in difficulty and thus are of potential use for assessing intraindividual differences in pretend play. Findings are discussed in the context of current theories and methods concerning the development and assessment of pretend play.
本研究提出了一种评估不同类型假装游戏之间相互关系的方法。与该领域的标准方法不同，各种类型的假装游戏是在互动游戏场景中进行测量的。假装游戏任务被纳入半结构化游戏序列，并呈现给 24 至 30 个月大的幼儿（N=30）。自我和玩偶导向的假装、物体替代、使用真实物体的假装以及自我发起的假装游戏，以及对一个物体具有两个身份的理解都进行了测试。通过询问物体的真实身份和假装身份来评估双重表现能力。在引出的假装游戏的总得分上发现了年龄差异，但不是在所有项目上都有差异。个别项目在难度上也存在差异，因此对于评估假装游戏中的个体内差异具有潜在的用途。研究结果在当前关于假装游戏发展和评估的理论和方法的背景下进行了讨论。
