Cognitive levels of block play among preschoolers in a combined block play and dramatic play center

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dc.contributor.advisor Stroud, Judith E. en_US
dc.contributor.author Foster, Suzanne M. en_US
dc.date.accessioned 2011-06-03T19:25:35Z
dc.date.available 2011-06-03T19:25:35Z
dc.date.created 1995 en_US
dc.date.issued 1995
dc.identifier LD2489.Z64 1995 .F67 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/176208
dc.description.abstract The purpose of this study was to examine the cognitive levels of block play among preschoolers in a combined block play and dramatic play center. Gender differences in the cognitive levels of block play as well as the location of block play were explored. The sample consisted of 17 children, 13 girls and 4 boys, enrolled in a preschool at a Midwestern university. Six hypotheses were formulated; two could be tested at the .05 level of significance. The others could not be tested due to insufficient data.Each child was observed, twice before and twice after the centers were combined, in groups of six for 20-minute periods.The findings of the study were:1. There was a highly significant difference in the percentage of time functional block play occurred, for both boys and girls, after the block play and dramatic play centers were combined, with more functional play occurring after (p = .002) after the centers were combined.2. Overall, boys engaged in functional block play a significantly greater percentage of time than did girls (p = .042).3. There was no significant difference in the percentage of time constructive block play occurred, for both boys and girls, after the block play and dramatic play centers were combined.4. Overall, boys engaged in constructive block play a significantly greater percentage of time than did girls (p = .038).5. Dramatic play with blocks did not occur before the block play and dramatic play centers were combined and it occurred only four times after the centers were combined.6. There were no episodes of games with rules play before or after the block play and dramatic play centers were combined.7. All of the block play occurred in the block play center both before and after the block play and dramatic play centers were combined.8. There was no block play in the dramatic play center before or after the block play and dramatic play centers were combined.Overall, the findings favored the block play and dramatic play centers being combined. Block play occurred a greater percentage of time after the centers were combined. en_US
dc.description.sponsorship Department of Elementary Education
dc.format.extent ix, 90 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Sex differences (Psychology) in children. en_US
dc.subject.lcsh Early childhood education. en_US
dc.subject.lcsh Play. en_US
dc.subject.lcsh Developmental psychology. en_US
dc.title Cognitive levels of block play among preschoolers in a combined block play and dramatic play center en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/941570 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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