Citation

Howe N, Moller L, Chambers B, Petrakos H. Early Child Res. Q. 1993; 8(2): 235-251.

Copyright

(Copyright © 1993, Elsevier Publishing)

DOI

10.1016/S0885-2006(05)80093-6

PMID

unavailable

Abstract

Traditional housekeeping and novel dramatic play centers were employed to compare the effects of theme, novelty, and duration on the social and cognitive play of 2 1/2- to 5-year-old children in a repeated-measures design (Term 1, n = 47; Term 2, n = 53). Significantly more dramatic play was observed in the familiar than the unfamiliar centers and on Day 1 of each novel center than on Day 3. The hypothesis that children would engage in more frequent dramatic play in the novel and postintervention housekeeping centers, compared to baseline, was generally not supported. Girls preferred the traditional housekeeping centers, whereas boys preferred the novel centers; age differences in preferences were also apparent. Findings are discussed in light of direct implications for curriculum planning and specific recommendations are advanced for educators.