Characteristics of Role Substitution in Preschooler’s Play with Different Materials Psychological-Educational Studies
Ryabkova I.A. post-graduate student, Department of preschool psychology and pedagogy, faculty of psychology of education, Moscow State University of Psychology & Education, Moscow, Russia, email@example.com
The paper compares the role play of preschool children from 3 to 7 years with two different types of play material: play clothes and open-ended materials. The role is understood as a three-part process, including renaming, changing the appearance and playing actions. It is shown that role substitution depends on the object environment: children of the same age play differently in two different object environments. Children 3-5 years demonstrate more integral play in open-ended environment. They call themselves a role-name and their actions and changing the appearance often support it. In comparison children of this age often rename themselves, but rarely realize a new name in play actions in environment with play clothes. Role substitution of children of 6 years are different: children do not play in a open-ended environment, but they realize plots with varying degrees of complexity in play clothes' environment. It could be explained by the structured environment is much safer for this age group. It concluded that open-ended environment is more suitable for play needs of preschool children, because role substitution is accompanied by research, testing activity, which fill the role with emotionally content.
Keywords: role play, preschooler’s play, play clothes, play substitutions. open-ended materials
Anders Nel'son. Igra kak oposredovannoe deistvie.
Gendernyi aspect [Play as a mediated action. Gender aspect].
Psihologicheskaya nauka i obrazovanie [Psychological Science and
Education], 2011, no. 2, pp. 93—101. (In Russ., abstr. in Engl.)
Kravcov G.G., Kravcova E.E. Psikhologiya i pedagogika
obucheniya doshkol'nikov. Uchebnoe posobie [Elektronnyi resurs] [Psychology and
pedagogy of learning of preschoolers]. Moscow: Mozaika-Sintez Publ., 2013.
Rjabkova I.A. Postroenie igrovogo zamysla v svobodnoj igre
doshkol'nikov [Constructing a play design in preschoolers’ free play].
Voprosy psikhologii [Issues of psychology], 2016, no. 5, pp.
Smirnova E.O., Rjabkova I.A. Rolevoe zameshhenie v raznyh
predmetnyh sredah [Characteristics of perception by preschoolers of the play in
various playing environment]. Voprosy psikhologii [Issues of
psychology], 2018, no. 1, pp. 12—20.
El'konin D.B. Psihologija igry [Elektronnyj resurs]
[Psychology of play]. 2 publ. Moscow: Gumanit. izd. centr VLADOS Publ., 1999.
360 p. Available at: http://psychlib.ru/mgppu/EPi-1999/EPI-001.HTM#$p1
El'koninova L.I., Antonova M.V. Specifika igry s kukloi
Barbi u detei doshkol'nogo vozrasta [Characteristics of preschoolers play with
Barbie doll]. Psikhologicheskaya nauka i obrazovanie [Psychological
Science and Education], 2002, no. 4, pp. 38—52. (In Russ., abstr. in
Fein G. Pretend Play in Childhood: An Integrative Review.
Child Development, 1981. Vol. 52, no. 4, pp. 1095—1118.
Gulden Tore. Plenteous and limited play, transmedia
storytelling-toys in light of individualist and social esthetics.
International Journal of Play, 2016. Vol. 5, no 1, pp. 77—92.
Møller S.J. Imagination, Playfulness, and Creativity in
Children’s Play with Different Toys. American Journal of Play, 2015.
Vol. 7, no. 3, pp. 322—346.
Parsons A., Howe N. Superhero toys and boys' physically
active and imaginative play. Journal of Research in Childhood Education,
2006. Vol. 20, no. 4, pp. 287-300.
Rubin K.H., Howe N. Toys and play behaviors: An overview.
Topics in Early Childhood Special Education, 1985. Vol. 5, no. 3, pp.