The Impact of Teacher-Directed and Child-Directed Pretend Play on Cognitive Competence in Kindergarten Children

By Vlasta Gmitrová, J. Gmitrov. 2003

96 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/13d4b8f05fade2ad12a97a6abb5ea8bb43fc5193

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Laura M. Justice
2. R. Bowles
3. H. Ezell
4. Paige C. Pullen
5. G. Gillon
6. Catherine Moran
7. Anne van Bysterveldt

In Education

1. R. Bowles
2. Laura M. Justice
3. K. Pence
4. H. Ezell
5. Paige C. Pullen
6. Catherine Moran
7. Anne van Bysterveldt
8. G. Gillon

Citations in the corpus

• Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts (2008, result): “These results may reflect findings from studies investigating teacher– child interactions during child-directed play in which joint attention and child motivation were integral in promoting adult– child conversation ( Girolametto, Weitzman, et al, 2000 ; Gmitrova & Gmitrov, 2003 ; O'Brien & Bi, 19”