Abstract
We compared the efficiency of teacher's direct and indirect intervention into pretend play. Three hundred sixty-eight kindergarten children and 92 qualified kindergarten teachers were involved in the study. In the control group, a teacher indirectly initiated a play, creating a playing corner adjusted to the theme of the pretend play and during three consecutive days indirectly managed pretend play unobtrusively intervening into the playing process in accordance with actual situation needs. In an experimental group, a teacher during the first day actively initiated pretend play and directly conducted its course performing the main role in accordance with the predefined scenario and during the next two consecutive days indirectly managed the playing process as in the control group. In the experimental group, a statistically significant prevalence of the cognitively complex indicators of the children's playing activity was found suggesting pretend-play demonstration to be an effective facilitation instrument.
Published Version
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