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CROSS-CULTURAL PERSPECTIVE ON CHILD DEVELOPMENT: A STUDY OF THE IMAGINATIVE PLAY OF CAMBODIAN AND BLACK PRESCHOOLERS.

机译:对儿童发育的跨文化视角:对柬埔寨人和黑人儿童具有想象力的游戏的研究。

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Developmental and cultural aspects of the imaginative play behavior of Cambodian and Black preschool children were investigated in order to further the understanding of the role these elements play in imaginative expression. A second area of investigation was the appropriateness of Sandplay as a cross-cultural evaluative tool.; Ten four to five year old children from each cultural group were seen for four weekly Sandplay sessions in which toys designed for the study were used. Parents and teachers were interviewed. All play sessions were videotaped. Sessions were rated on ten variables. T tests of the variables indicated no significant difference between groups: two approached.05 significance pointing to the possibility that developmental similarities may outweigh cultural and experiential differences. Vignettes and case studies further illustrate areas of similarity and difference. Consistency and change in the children's play over time were also evaluated. The findings suggest that the slight differences seen in the children's play can primarily be attributed to the greater command of English held by the Black children.; Play themes commonly shared by both groups were dominant while some themes emerged as salient in only Black or Cambodian play. These closely mesh with those delineated in the literature regarding preschool play, interests and developmental landmarks. Play styles showed some group differences. Case studies of children from each group illustrate the fact that Cambodian and Black children used their sessions similarly to explore their experiences.; The findings strongly suggest that the children's developmental stage is a greater determinant of imaginative play behaviours than are cultural group or experiential factors. The children's use of play for self expression and mastery was documented. It was found that a standardized form of Sandplay can serve as a research tool and holds promise for further investigation.
机译:对柬埔寨和黑人学龄前儿童的富有想象力的游戏行为的发展和文化方面进行了调查,以进一步了解这些元素在富有想象力的表达中所起的作用。第二个调查领域是Sandplay是否适合作为跨文化评估工具。在每个星期的四次Sandplay课中,每个文化组的十个四到五岁的孩子都被看到了,其中使用了为研究设计的玩具。家长和老师接受了采访。所有播放环节均进行了录像。会议被评定为十个变量。变量的T检验表明两组之间无显着差异:接近两个。05显着性表明发展相似性可能超过文化和经验差异。小插图和案例研究进一步说明了相似和不同的领域。还评估了儿童游戏随着时间的一致性和变化。研究结果表明,儿童游戏中出现的细微差异主要归因于黑人儿童对英语的掌握程度更高。两组共同使用的戏剧主题占主导地位,而某些主题仅在黑人或柬埔寨戏剧中显得突出。这些与学前游戏,兴趣和发展标志性文献中描述的内容紧密相关。游戏风格显示出一些群体差异。对每组儿童的案例研究表明,柬埔寨和黑人儿童使用他们的课程类似地探索他们的经历这一事实。研究结果强烈表明,与文化群体或体验因素相比,儿童的发展阶段是想象游戏行为的更大决定因素。记录了孩子们利用游戏进行自我表达和掌握。已经发现,Sandplay的标准化形式可以用作研究工具,并有望进一步进行研究。

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