http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
Jessica M. Mallory,Lisa Kelly-Vance,Brigette Ryalls 대한사고개발학회 2010 The International Journal of Creativity & Problem Vol.20 No.2
Cognitive development and play development are mutually reinforcing. The present study measured the effect of an intervention intended to address both play skills and cognitive skills directly by incorporating divergent thinking prompts into a play-based intervention. The play of six at-risk children was observed and video recorded during independent pretend play. Qualitative and quantitative aspects of this play were recorded. Three at-risk children participated in six week divergent thinking intervention, while three comparison children participated in the general preschool curriculum. Children’s play was observed and recorded pre- and post-intervention. Results indicated that children who participated in the intervention did improve on measures of play quality, quantity, or both more than children who did not participate in the intervention. Implications for educators are discussed.