The Role of Pretend Play in Children's Cognitive Development.

By D. Bergen. 2002

375 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/77e6981497b65678d34ba445d429c3faab8d2dde

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Citations in the corpus

Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation (2012, background): “This type of play is already linked with positive outcomes in domains such as early literacy development, problem-solving and social competence (Bergen, 2002).”
Ten Ways to Restrict Children's Freedom to Play: The Problem of Surplus Safety (2010, unknown): “There is now a vast research literature identifying the importance of active, outdoor play (e.g. Guldberg, 2001; Isenberg, 2002; Bergen, 2002; Golinkoff et al, 2006; Pellegrini & Holmes, 2006; Bundy et al, 2008).”
Play in the School Context? The Perspectives of Finnish Teachers. (2011, background): “Researchers have also questioned the quality of play (Bergen, 2002; Hujala et al., 2010) and the opportunities for playful learning environments that have been missed (Maynard & Waters, 2007; Price & Rogers, 2004).”
A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play (2017, background): “As a result, the length of time many kindergarten children spend in play is decreasing (Bergen, 2002; Miller & Almon, 2009).”
The Evolutionary Basis of Sex Differences in Parenting and Its Relationship with Child Anxiety in Western Societies (2013, background): “A type of play in which the elements of perspective taking and empathizing with others are practiced and improving social relationships is stimulated in pretend play (e.g., Bergen, 2002; Howes, Unger, & Matheson, 1992; Youngblade & Dunn, 1995).”
The relationship of teacher–child play interactions to mathematics learning in preschool (2016, background): “One way that teachers might promote math learning is by supporting play, itself (Bergen, 2002; Trawick-Smith et al., 2011).”
An Investigation of the Status of Outdoor Play (2004, background): “…play and creative pretend play influence social cognition, inventiveness, language development, the use of symbols, comprehension skills, and the number of opportunities for children to imitate and interpret adult behavior (Guddemi & Eriksen, 1992; Singer & Singer, 2000; Bergen, 2002; Perry, 2003).”