Imaginary Situations Research Articles

Infants and toddlers in imaginary play situations: The genesis and conditions that support the development of imagination

In line with contemporary views that problematise a stage-based approach to play, the study reported in this paper investigated the early forms of imaginary play of infants and toddlers. Results from two cohorts are presented in support of the genesis (11 infants; 1.1–2.0y; mean 1.6) and development of imagination as a psychological function (19 toddlers; 2.5–3.3ys; mean 2.9). Under the same conditions of an intervention of a Conceptual PlayWorld, the results show infants in imaginary situations gesturing imaginative intent, and the under three-year-olds engaged in more developed forms of imaginative play actions. Invited into imaginary play scenarios by educators, a dramatic tension between the infants' reality and their playing of reality was resolved through imitation, while the toddlers resolved emotional tensions in the drama of the imaginary play through emotional imagining (images). We concluded that there was a unique relationship between image formation, emotional imagining and the development of the psychological function of imagination. We argue that when imaginary play is made available to infants and toddlers that early forms of imagining are evident and suggest educators have a key role in creating conditions to support the development of imagination in group settings.

Взаимодействие с культурой в структуре дошкольного детства как пространства развития

<p>The article is devoted to the analysis of the process of interaction of a child with culture. Domestic psychologists, including L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, A.V. Zaporozhets and others, assigned a decisive role in the development process to the development of culture by the child as a source of development. One of the issues that is specifically considered in this paper is related to the analysis of situations that allow a child to master cultural forms. The publication examines three types of situations in the context of which the child's appeal to culture occurs. First of all, the study of normative situations, the structure of which includes cultural artifacts, is carried out. Being in such a situation requires the child to master the rules of interaction with a cultural artifact. The second type of situations in which children turn to culture are imaginary or imaginary situations. The third type of situations includes creative situations. Each situation determines its own way of addressing preschoolers to culture and its own form of development. There are three forms of development: learning, play and creativity. All these forms of development should be presented in preschool childhood, which will allow to amplify children's development.</p>

ОҚЫТУДЫҢ ИНТЕРБЕЛСЕНДІ ӘДІСТЕРІН ОҚУ ҮРДІСІНДЕ ҚОЛДАНУ

Abstract. This article will describe innovative learning technologies, including the types of interactive methods and how they are used in the educational process. Thus, the word "interactive"- the term "interaction" - refers to the tendency to communicate or communicate with someone (a person) or with someone (for example, a computer) in an interview mode. Innovative educational work is formulated through the rational introduction of new technologies that adapt the educational process to productive education. These are modern technologies, such as cable and satellite television, video conferences, telephone forums, telethons, party portfolios, individual achievements in education and upbringing, as well as life skills development trainings, including social training, which tell about various achievements. It was noted that interactive learning is, first of all, learning in which teachers and students interact and conduct interviews. It was about the main goals of interactive learning: – the establishment of free and open creative relationships between students; – orientation of students to independent search for knowledge; – development of skills and abilities necessary for students; He gave an interview to the interactive method and focused on its goals. Note: the purpose of the training is to establish free and open creative relations between students; orientation of the student to an independent search for knowledge; formation of the necessary skills and abilities of the student, etc. In addition, the types of interactive methods: jigsaw method, case study, design method, brainstorming, training, Fishbone method, Spider method, Istanbul game method, Backronym method, hot chair method, business games, role-playing games, essay descriptions will be given, and it will be discussed about the effectiveness of their use. The case study method (situational learning method) is a teaching method used to analyze and predict real or imaginary situations, that is, to describe specific economic and social situations. In the case of a situation (case), we mean a written transmission of the real real situation in the team. For example, it tells about the history of education, organization and creation of the organization, its development, achievements in business, etc. Key words: innovation, interactive method, jigsaw, case study, project, training, brainstorming, fishbone, essay, game, debate.

A Pragmatic Study of the Speech Act of Threatening between Jordanian and American Speakers

This paper investigates the speech act of making threats among native speakers of Jordanian Arabic (JA) and American English (AE). It explores new threat strategies used by Jordanian and American speakers and their pragmatic functions to construct an analytical framework for analyzing this act across cultures. The data for this study were collected using an open-ended questionnaire. This questionnaire consists of ten imaginary situations drawn from real life. The data were analyzed using chi-square tests (value <0.05) to determine whether the difference between the two groups for each threat strategy was statistically significant. The subjects of Jordanian Arabic included 40 male participants and 40 female participants from three universities in Irbid district while the American subjects included 15 male participants and 15 female participants from the University of Illinois in the United States. Five threat strategies were identified. Four of which were shared between the two groups: Telling Authority, Committing Harm, Introducing Options and Warning. However, Promise of Vague Consequence was confined to JA speakers. The study also found that JA speakers tended to be less direct than their AE counterparts.

Penerepan Metode Bermain Peran (Role Play) Dalam Meningkatkan Minat Belajar Siswa Pada Mata Pelajaran IPS Kelas IV DI SDN 173249 Sibulan- Bulan

In an educational context, student interest in learning is very important, because high interest will motivate students to learn more enthusiastically and have a positive impact on achieving learning outcomes Role playing is a learning strategy that involves students in imaginary situations where they take on certain roles or characters. related to Social Studies (Social Studies) class IV. This study uses a Classroom Action Research (CAR) approach. The data collection techniques used in this study were observation, tests, and documentation. The research instruments were teacher observation sheets, student observation sheets, and evaluation question sheets.

The Neural Secrets of Narration

The Default Mode Network (DMN) is a network of brain regions responsible for active or passive narration and the sharing of experiences. The ability to simulate experiences and use memories to construct hypothetical tales about how people might behave is a fundamental skill in building a social aggregate as it allows us to foreshadow the consequences of our actions and reflect on the intentions of others, simulating their experiences to anticipate their behavior. We can process imaginary situations whose accuracy is a measure of our social skills since the closer the imagination approaches social reality, the better we negotiate our social worlds. The DMN is responsible for these activities that encompass the frontal and parietal structures of the brain along the midline, the lateral and medial temporal lobes, and the lateral parietal cortex. This work reviews the DMN in all its aspects, both in the construction of narrative plots and in the preparation of believable and immersive emotional scenarios, including endocrine outcomes (oxytocin and cortisol).

ФОРМИРОВАНИЕ СПОНТАННОЙ МОНОЛОГИЧЕСКОЙ РЕЧИ

The article deals with a set of exercises for the formation of spontaneous monologue speech: exercises for describing a picture / photograph, reproductive exercises, situational exercises (with supplemented, problematic and imaginary situations), discusive exercises (discussion and commenting), compositional exercises

Digital games and digital play in early childhood: a cultural-historical approach

ABSTRACT A body of research that investigates the social, cognitive and emotional effects of digital technologies on the development of children reports that digital technologies are limiting activities that connect children with people. On the other hand, there is a great amount of research on the positive role of digital play. However, digital games per se and their influence on young children’s development remain less researched. The role of digital play and digital games in the development of young children is discussed within the framework of Vygotsky’s cultural-historical conception. This article proposes a distinction between digital play (DP) and digital game (DG) as a cultural tool connected to the main components of play – imaginary situations, play rules and play actions. A ‘normative situation’, an important component of play that links play rules, roles and play actions, is introduced as a reliable criterion for assessing the developing potential of DGs.

РАЗВИТИЕ НА ТВОРЧЕСКИЯ РАЗКАЗ В ПРЕДУЧИЛИЩНА ВЪЗРАСТ В СВЕТЛИНАТА НА ТЕОРИЯТА ЗА РЕЧЕВАТА ДЕЙНОСТ

The article discusses the basic concept in the theory of speech activity. The ratio of the four phases in the structure of speech activity to the system for development of creative storytelling in preschool age is analyzed. The significance of the imaginary communicative-speech situations for the natural motivation of the children’s speech activity and the orientation in the communication situation is considered. Describes the pedagogical tools used to build the communicative-speech situation and the requirements it must meet in order to motivate children’s creative storytelling. Guided by the theory of speech activity and the peculiarities of the imaginary communicative-speech situation, the author derives methodical algorithms of creative storytelling in preschool age, which, develop in unity the verbal-creative and communicative-speech skills of children.

Influence of Ego Depletion on Individual Forgiveness in Different Interpersonal Offense Situations.

Forgiveness, as an important content in the field of morality, means that the offended person overcomes the negative emotion, cognition, and behavior toward the offender and replaces it with positive emotion, cognition, and behavior. Based on the theory of the limitation of psychological resources, ego depletion (ED) will lead to the weakening of self-regulation function, thus making some immoral behaviors, which is not conducive to individual forgiveness. In order to explore the influence of ED on individual forgiveness in different interpersonal offense situations, this study used the Stroop task to manipulate the level of ED and used imaginary situations to distinguish offending situations. We found that the level of forgiveness in a serious offense situation was significantly lower than that in a mild offense situation, p < 0.001, partial η2 = 0.158. In different interpersonal offense situations, ED has different effects on forgiveness. In the severe offense situation, the forgiveness level of high-ED individuals was significantly lower than that of the low-ED individuals, p = 0.023, partial η2 = 0.144; in the mild offense situation, the forgiveness level of high-ED individuals was significantly higher than that of low-ED individuals, p = 0.029, partial η2 = 0.140. The results showed that different levels of ED have no consistent effect on forgiveness in different interpersonal offense situations; high ED hinders individual forgiveness in serious offense situations but can promote individual forgiveness in mild offense situations.

Make‐believe play with the Internet of Toys: A case for multimodal playscapes

AbstractThis study examines whether the Internet of Toys (IoToys) (de)limits children's make‐believe play and whether the functionality and manipulatives offered by the IoToys serve as motivational pleasure (tactile, virtual and visual) for children to engage in make‐believe play. Combining Piagetian and Vygotskian ideas of play as a unity of cognition and social context, we consider IoToys as a motivational conduit for children's symbolic actions that leads to make‐believe play. Qualitative methodology was employed using observations of young children at home when interacting with IoToys (total n = 10 families) from England (n = 5 families) and Australia (n = 5 families). Data showed that children's interaction does not limit the development of their make‐believe play as they engage in imitation schemata and create imaginative situations within and beyond the intended pre‐programmed functions of the IoToy. To conclude, it is argued that instead of differentiating virtual and physical play, we should (re)think play with multimodal playscape lenses. Practitioner notesWhat is already known about this topic Children from a very young age engage with mainly touch screen technology and this engagement has led to the discourse of digital play inquiries. When children use technology, they create imaginary situations that leads to make‐believe play. What this paper adds Research on the haptic technologies is still in an embryonic stage. Thus, this paper aims to examine how children engage with this new developing technology in home‐based settings. The findings of our research suggest that when haptic technological tools are used by children, this leads to make‐believe play using physical and virtual spaces as a continuum of child's learning and development. Implications for practice and/or policy As children's interactions with haptic technologies showed that they exhibit motivated actions and psychologically triggered interactions, this calls for parent‐educator partnerships to foster a pedagogy that embeds a poly‐pronged approach (digital, virtual, visual, physical) which enhances children's multimodal playscapes.

Young children’s mathematical problem solving and thinking in a playworld

In the literature in recent years, a number of developmental studies have demonstrated the importance of children entering the school environment with a solid foundation of mathematical content knowledge and argued that problem solving, as an important mathematical process, should be acknowledged in early childhood mathematical education. However, there is less research on how children process mathematics information through problem solving in play-based early childhood education settings. This paper draws upon a cultural-historical concept of play, motives and pedagogical process of a playworld approach to investigate how Mathematical Playworld creates the motivating conditions for young children to achieve a meaningful learning experience about repeating patterns? We argue that Mathematical Playworld, as a new pedagogical approach within the worlds of imaginary situations, should be promoted, as it builds the motivating conditions that support meaningful learning of mathematical concepts in the double sense created in children. This study also contributes to understanding young children’s mathematical problem-solving processes in the collective imaginary situation, considering how learning processes become personally meaningful for children and capturing teachers’ role in play for supporting children’s mathematisation.

Повышение качества функциональной грамотности младших школьников в процессе внеурочной деятельности

The article discusses the problem of organizing extracurricular activities of younger schoolchildren by a teacher, focused on the formation of their experience of using the skills of functional literacy in various imaginary situations. The author reveals the special importance of director’s play in improving the quality of functional literacy, gives examples of playful imaginary situations that are used in class with fourth grade students as part of an integrated extracurricular activity course, designed to develop their mathematical literacy and achieve higher meta-subject learning outcomes.

Engineering PlayWorld—a Model of Practice to Support Children to Collectively Design, Imagine and Think Using Engineering Concepts

Preschool environments offer an abundance of opportunities for exploring the physical world where children can learn engineering concepts and principles (theories or laws). Yet how teachers design motivating conditions for engineering thinking has not been fully investigated. The study reported in this paper examined how teachers and young children engaged in engineering principles over 12 months. Digital video observations (123 h) captured the daily interactions of two teachers and 13 children across two classrooms during their engineering sessions. The participants were 8 preschool children aged 4.7–5.5 years and 5 school children aged 5.5–6.4 years. Different to previous studies that focus on engineering affordances during free play, the results identify new play pedagogies that support personally meaningful engineering learning of children in preschools. The new practices, named as an Engineering PlayWorld, build imaginary situations, where children in teams act ‘as if’ they are engineers, meeting engineering problems and generating engineering solutions.

Playing with science: manifestation of scientific play in early science inquiry

ABSTRACT Drawing on sociocultural theorizing, this case study investigates and unpacks the qualities of scientific play during children’s inquiry-based science activities framed by imagination and play (i.e. Poetry Science). The data were gathered in Finnish preschool groups with children aged five to six years old (N: 31) over a five-week period. The data consist of video recordings, observational field notes, and artifacts, subjected to multimodal analysis. The results show that scientific play that manifested throughout young children’s inquiry process has the following four characteristics: (i) creating and maintaining an imaginary science situation, (ii) assigning new meanings to science objects and processes, (iii) combining imaginary situations and problem solving, and (iv) engaging in science talk in an imaginary situation. The study shows how imagination and play are important elements of children’s science inquiry, with implications for early science education.

A Virtual Reality Simulation of Drug Users' Everyday Life: The Effect of Supported Sensorimotor Contingencies on Empathy.

Perspective taking techniques have been used to transport people into imaginary situations and the lives of others. Virtual Reality provides an immersive way to virtually experience the lives of stigmatized by society members. Through the support of sensorimotor contingencies, people can use natural movements to view and interact with the virtual world around them. In this study, we compared a perspective-taking immersive Virtual Reality system which supports a number of sensorimotor contingencies (SC group) with a perspective-taking desktop system of the same application but without support of any sensorimotor contingencies (NSC group), to investigate the effect of the supported sensorimotor contingencies in promoting empathy and positive attitudes toward drug users. Results demonstrate a strong correlation between closeness to the drug user and empathy in the SC group. In both groups there were a within group significant change in their reported attitudes before and after their exposure. Finally, participants in the SC condition reported significantly higher levels of Place Illusion (PI), body ownership, agency and plausibility of people. Further research is needed to investigate how sensorimotor contingencies can be exploited to the fullest to be used as an effective method to induce empathy and change attitudes toward stigmatized by society people.

Digital pop-ups: studying digital pop-ups and theorising digital pop-up pedagogies for preschools

ABSTRACTWhilst a lot is known about the digital environments of preschools, less is understood about the emerging digital pedagogies of teachers. This paper presents the findings of a cultural-historical study of pedagogical practices of teachers as they implemented a digitally enhanced play-based programme where the MyCreate app was used to make an animation of a fairytale. Over a period of 5.4 weeks, digital observations (27.3 h) of 5 teachers and their 31 children (aged 3.4–5.5 years; mean age of 4.4 years) were undertaken. The central findings capture both the existing practices found in the literature and a new practice named as a digital pop-up. The microgenetic analysis identified that the same digital pop-up afforded very different actions by the teacher to realise the goal for making a digital animation. It is argued that the new digital pop-up needs new pedagogies where teachers act as co-actors, co-animators, co-directors with sensitivities around person and digital intersubjectivity, virtual-concrete combination; virtual designing; stimulating digital motive; digital authenticity; pop-up digital area; digital imaginary situations. A digital pop-up is purposefully oriented towards the goals of preschool education and its original institutional structure, but in ways that capture the digital dynamic world of the young child.

The legacy of González Rey’s concept of subjectivity continues to inform and inspire: a study of imagination in STEM and imagination in play (El legado del concepto de subjetividad de González Rey continúa informando e inspirando: un estudio de imaginación en STEM y de imaginación en los juegos)

The study reported in this paper was concerned with how imagination in play and imagination in STEM create conditions for preschool children’s development. Drawing on cultural-historical concepts, notably Fernando González Rey’s concept of subjectivity, the study examined how children experienced contradiction during moments of play and learning in a common PlayWorld. Affectively charged dramatic moments appeared to support collective play and STEM engagement, thus leading to the proposition that affect and intellect act in unity during the process of imagining. The individual-collective dialectic of imagining concepts within collective play situations became the basis of the subjectively configured exchanges that created the dynamic conditions for the development of the children, who became increasingly oriented to learning within imaginary situations.

Dramatization as a way of developing communicative skills

The article is devoted to the analysis of drama activities as a way of developing students’ communicative skills at all stages of teaching English. Drama activities are an essential component of interactive games. Demand for interactive games containing dramatization and for dramatization itself is constantly growing making teachers use new methods and educational styles. Drama activities can be an efficient way of forming and developing any language skills. All sorts of activities containing acting can help teachers to create communicative situations, which are close to real life. Properly arranged, these games can help the teacher to introduce new vocabulary or a grammar structure, to simplify the teacher’s explanation as well as motivate learners and keep them involved and active during the whole language class. Dramatization may function in various forms and may be used at different stages of teaching a foreign language class. Acting out short dialogues at beginner and elementary levels can be a good way of practicing new grammar structures. The triad teaching format offered by N. McIver can be beneficial for mixed-ability groups. The article proves that the language material used for drama activities can be divided into two groups – real and dramatic or imaginary. Examples from everyday experience can be used to create familiar communicative situations. Such exercises have a practical nature as the learners demonstrate the interaction between people and different services. Close-to-real-life situations are combined with some imaginary or dramatic components. Activities based upon imaginary situations contribute to learners’ better cooperation and provide the opportunity for creating an atmosphere of friendliness and mutual understanding. The exercises based on imaginary situations often require the preparation of lengthy role cards. The dramatization of famous paintings and songs forms another group of communicative activities, suitable for all levels of proficiency. An open, long-term drama activity can maximize creativity and motivation as well as provide an opportunity to develop flexibility in using a foreign language. The drama activities offered in the article are easily adaptable to any language material or teaching format.

Understanding the dramatic therapeutic play session: a contribution to pediatric nursing.

to understand how the dramatic therapeutic play session occurs within the care of hospitalized children. qualitative multiple case study, using theoretical references, such as symbolic interactionism and Vygotsky's theory of symbolic play. Twenty play sessions performed with six children from 3 to 10 years old were analyzed, each corresponding to one case. these sessions demonstrated that a dramatic therapeutic play session is a process of four interdependent and complementary steps: bonding, exploring, dramatizing, and play cessation. They also revealed the imaginary situations externalized by the child, the importance of the exploration step for which they manage the imaginary situation and catharsis, and how her higher psychological faculties are articulated during this process. the results contribute to the understanding of the conduct and analysis of the dramatic therapeutic play session, reinforcing the importance of its use in pediatric nursing care practice.