Preschool children's cognitive style and their selection of academic areas in their play

Abstract

Children (1276) ages three to five were tested for their cognitive style and their play was observed and recorded. Reliability and validity estimates were obtained on the measures and procedures. A repeated measures multivariate analysis of variance indicated significant results relating to the children's cognitive style and their frequency of play in the different play areas according to sex and age. Significant differences were found between field dependent (FD) and field independent (Fl) children and the frequency with which three‐ to five‐year‐old males and females played in the physical, block, manipulative and dramatic play areas. In the case of sex, FD females played the most in physical, manipulative and dramatic play, while males played the most in block play. In contrast, Fl females played the least in physical and block play and Fl males played the least in manipulative and dramatic play. In relation to age, FD four‐year‐old children played the most in physical, block, and dramatic play, while Fl five‐year‐old children played the most in manipulative play. On the other hand, Fl three‐year‐old children played the least in physical and dramatic play and Fl four‐year‐old children played the least in block and manipulative play.

Key words:

• Preschool
• cognitive style
• academic areas
• play