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Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ τ υ φ χ ψ ω
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Ä Ö Ü ä ö ü ß
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‘ ’ “ ” 〔 〕 〈 〉 「 」 『 』 【 】 ＂ （ ） ［ ］ ｛ ｝
± × ÷ ≠ ≤ ≥ ∞ ∴ ♂ ♀ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒ ≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧ ∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞
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§ ※ ☆ ★ ○ ● ◎ ◇ ◆ □ ■ △ ▽ → ← ↑ ↓ ↔ 〓 ◁ ◀ ▷ ▶ ♤ ♠ ♡ ♥ ♧ ♣ ⊙ ◈ ▣ ◐ ◑ ▒ ▤ ▥ ▨ ▧ ▦ ▩ ♨ ☏ ☎ ☜ ☞ † ‡ ↕ ↗ ↙ ↖ ↘ ♭ ♩ ♪ ♬ ㉿ ㈜ № ㏇ ™ ㏂ ㏘ ℡ ＃ ＆ ＊ ＠ ª º
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      Themes and Structures of Pretend Play in the Solitary, Parallel, and Collaborative Play of Young Children = Themes and Structures of Pretend Play in the Solitary, Parallel, and Collaborative Play of Young Children

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      https://www.riss.kr/link?id=A40092201

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      To examine the effects of age, sender, and social forms of pretend play, 203 3-, 4-, and 5-year-olds who were selected from the Korean kindergartens were observed in b]ock, manipulative, and dramatic play in their age-graded classrooms. The younger children showed higher frequencies and levels for themes and structures than the older children in solitary play. In contrast, the older children showed more elaborated themes and complex structures of pretend play than the younger children in collaborative pretend play. Boys showed higher scores for themes and structures of pretend play than girls
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      To examine the effects of age, sender, and social forms of pretend play, 203 3-, 4-, and 5-year-olds who were selected from the Korean kindergartens were observed in b]ock, manipulative, and dramatic play in their age-graded classrooms. The younger ch...

      To examine the effects of age, sender, and social forms of pretend play, 203 3-, 4-, and 5-year-olds who were selected from the Korean kindergartens were observed in b]ock, manipulative, and dramatic play in their age-graded classrooms. The younger children showed higher frequencies and levels for themes and structures than the older children in solitary play. In contrast, the older children showed more elaborated themes and complex structures of pretend play than the younger children in collaborative pretend play. Boys showed higher scores for themes and structures of pretend play than girls

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