Citations (79)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (19)
Rebecca H. Bauer & Ansley Tullos Gilpin. (2023) Imaginative Children in the Classroom: Mixed-Methods Examining Teacher Reported Behavior, Play Observations and Child Assessments. Early Education and Development 34:2, pages 449-468.
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Beyza Hamamcı & Asude Balaban Dagal. (2022) Self-regulation and play: how children’s play directed with executive function and emotion regulation. Early Child Development and Care 192:13, pages 2149-2159.
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Geoff Goodman & Valeda F. Dent. (2019) A Story Grows in Rural Uganda: Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers’ School Readiness Skills. Journal of Infant, Child, and Adolescent Psychotherapy 18:3, pages 288-306.
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Jennifer Mata-McMahon. (2019) Finding connections between spirituality and play for early childhood education. International Journal of Children's Spirituality 24:1, pages 44-57.
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Sibel Halfon, Özlem Bekar, Serra Ababay & Görkem Çöklü Dorlach. (2017) Dyadic Mental State Talk and Sophistication of Symbolic Play between Parents and Children with Behavioral Problems. Journal of Infant, Child, and Adolescent Psychotherapy 16:4, pages 291-307.
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Sibel Halfon. (2017) Play Profile Constructions: An Empirical Assessment of Children’s Play in Psychodynamic Play Therapy. Journal of Infant, Child, and Adolescent Psychotherapy 16:3, pages 219-233.
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Pamela Meersand. (2017) Early Latency and the Impact of the Digital World: Exploring the Effect of Technological Games on Evolving Ego Capacities, Superego Development, and Peer Relationships. The Psychoanalytic Study of the Child 70:1, pages 117-129.
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Marissa L. Diener, Cheryl Wright, Beverly Brehl & Tyler Black. (2016) Socioemotional Correlates of Creative Potential in Preschool Age Children: Thinking Beyond Student Academic Assessments. Creativity Research Journal 28:4, pages 450-457.
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Phil Turner, Richard Hetherington, Susan Turner & Maggie Kosek. (2015) The limits of pretending. Digital Creativity 26:3-4, pages 304-317.
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Rebecca Berliner & Tracy Loye Masterson. (2015) Review of Research: Promoting Empathy Development in the Early Childhood and Elementary Classroom. Childhood Education 91:1, pages 57-64.
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KarlaK. Fehr & SandraW. Russ. (2014) Assessment of Pretend Play in Preschool-Aged Children: Validation and Factor Analysis of the Affect in Play Scale–Preschool Version. Journal of Personality Assessment 96:3, pages 350-357.
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SandraW. Russ & JessicaA. Dillon. (2011) Changes in Children's Pretend Play Over Two Decades. Creativity Research Journal 23:4, pages 330-338.
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Astrida
Seja Kaugars & SandraW. Russ. (2009) Assessing Preschool Children's Pretend Play: Preliminary Validation of the Affect in Play Scale-Preschool Version. Early Education and Development 20:5, pages 733-755.
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Melisa Moore & SandraW. Russ. (2008) Follow-up of a Pretend Play Intervention: Effects on Play, Creativity, and Emotional Processes in Children. Creativity Research Journal 20:4, pages 427-436.
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Beth L. Pearson, Sandra W. Russ & Sarah A. Cain Spannagel. (2008) Pretend play and positive psychology: Natural companions. The Journal of Positive Psychology 3:2, pages 110-119.
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ToriJ. Sacha Cordiano, SandraW. Russ & ElizabethJ. Short. (2008) Development and Validation of the Affect in Play Scale–Brief Rating Version (APS–BR). Journal of Personality Assessment 90:1, pages 52-60.
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Sandra W. Russ & Ethan D. Schafer. (2006) Affect in Fantasy Play, Emotion in Memories, and Divergent Thinking. Creativity Research Journal 18:3, pages 347-354.
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JoannaJ. Cemore & JoanE. Herwig. (2005) Delay of Gratification and Make-Believe Play of Preschoolers. Journal of Research in Childhood Education 19:3, pages 251-266.
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Sandra W. Russ & Astrida Seja Kaugars. (2001) Emotion in Children's Play and Creative Problem Solving. Creativity Research Journal 13:2, pages 211-219.
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Articles from other publishers (60)
Erin G. Fox, Sarah N. Lang & Erin Tebben. (2023) Planning for Play in Early Childhood Classrooms. Early Childhood Education Journal.
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Sylvie Richard, Anne Clerc-Georgy & Edouard Gentaz. (2023) Pretend play-based training improves some socio-emotional competences in 5–6-year-old children: A large-scale study assessing implementation. Acta Psychologica 238, pages 103961.
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Hale ÇOTUK & Selda ÖZDEMİR. (2023) Theory of Mind and Reactions to Emotional Responses in Children with Visual Impairments: A Comparison with Sighted ChildrenGörme Yetersizliği Olan Çocuklarda Zihin Kuramı ve Duygu Tepkileri: Gören Çocuklarla Bir Karşılaştırma. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 24:2, pages 199-214.
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Stefanie Witt, Julia Quitmann, Anna T. Höglund, Sandra Russ, Anne Kaman, Gabriele Escherich & Sara Frygner-Holm. (2023) Effects of a Pretend Play Intervention on Health-Related Quality of Life in Children With Cancer: A Swedish–German Study. Journal of Pediatric Hematology/Oncology Nursing 40:3, pages 158-169.
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Tracy R. Gleason & Rachel E. White. (2023) Pretend play as abstraction: Implications for early development and beyond. Neuroscience & Biobehavioral Reviews 147, pages 105090.
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Ann-Kathrin Jaggy, Isabelle Kalkusch, Carine Burkhardt Bossi, Barbara Weiss, Fabio Sticca & Sonja Perren. (2023) The impact of social pretend play on preschoolers’ social development: Results of an experimental study. Early Childhood Research Quarterly 64, pages 13-25.
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Naomi Lott. (2022) Establishing the Right to Play as an Economic, a Social and a Cultural Right. The International Journal of Children’s Rights 30:3, pages 755-784.
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Macarena-Paz CELUME & Franck ZENASNI. (2022) How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy. Estudos de Psicologia (Campinas) 39.
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Rebecca H. Bauer, Ansley T. Gilpin & Rachel B. Thibodeau-Nielsen. (2021) Executive functions and imaginative play: Exploring relations with prosocial behaviors using structural equation modeling. Trends in Neuroscience and Education 25, pages 100165.
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Bingchan Shao, Yichi Zhang, Qi Wang, Xinchi Xu, Yang Zhou, Guihuan Feng & Fei Lv. (2021) StoryIcon: A Prototype for Visualizing Children’s Storytelling. StoryIcon: A Prototype for Visualizing Children’s Storytelling.
Sylvie Richard, Gabriel Baud‐Bovy, Anne Clerc‐Georgy & Edouard Gentaz. (2020) The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old Swiss children. British Journal of Psychology 112:3, pages 690-719.
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Ellen A. Doernberg, Sandra W. Russ & Anastasia Dimitropoulos. (2020) Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 51:2, pages 576-588.
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Nanjie Rao, Sharon Lynn Chu & Ranger Chenore. 2021. Virtual, Augmented and Mixed Reality. Virtual, Augmented and Mixed Reality
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Ana K. Marcelo & Tuppett M. Yates. (2020) Prospective relations of preschoolers’ prosocial and aggressive affect themes in pretend play with prosocial and aggressive behaviors across contexts. Social Development 29:4, pages 995-1013.
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Laura W. Stricker & David M. Sobel. (2020) Children’s developing reflections on and understanding of creativity. Cognitive Development 55, pages 100916.
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Niloofar Zarei, Sharon Lynn Chu, Francis Quek, Nanjie 'Jimmy' Rao & Sarah Anne Brown. (2020) Investigating the Effects of Self-Avatars and Story-Relevant Avatars on Children's Creative Storytelling. Investigating the Effects of Self-Avatars and Story-Relevant Avatars on Children's Creative Storytelling.
Vasantha W. B., Ilanthenral Kandasamy, Florentin Smarandache, Vinayak Devvrat & Shivam Ghildiyal. (2020) Study of Imaginative Play in Children Using Single-Valued Refined Neutrosophic Sets. Symmetry 12:3, pages 402.
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David Whitebread & Lisha O'Sullivan. 2020. Creativity and the Wandering Mind. Creativity and the Wandering Mind
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Phil TurnerPhil Turner. 2020. Imagination + Technology. Imagination + Technology
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Anastasia Dimitropoulos, Olena Zyga & Sandra W. Russ. (2019) Early Social Cognitive Ability in Preschoolers with Prader–Willi Syndrome and Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 49:11, pages 4441-4454.
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Brittany N. Thompson & Thalia R. Goldstein. (2019) Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense. Developmental Review 52, pages 24-41.
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Geoff Goodman & Valeda F. Dent. 2019. Early Childhood Development. Early Childhood Development
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Dorota Maria Jankowska & Iwona Omelańczuk. 2019. The Palgrave Handbook of Social Creativity Research. The Palgrave Handbook of Social Creativity Research
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Dorota M. Jankowska & Iwona Omelańczuk. (2018) Potential Mechanisms Underlying the Impact of Imaginative Play on Socio-Emotional Development in Childhood. Creativity. Theories – Research - Applications 5:1, pages 84-103.
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Bilgesu HASÇUHADAR & Hamit COŞKUN. (2018) OKUL ÖNCESİ DÖNEMDE HAZZI GECİKTİRME VE YARATICILIK ARASINDAKİ İLİŞKİDE BİLİŞSEL ESNEKLİĞİN ARACI ROL. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 18:1, pages 230-249.
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Carol Bishop Mills. (2016) Child’s play or risky business? The development of teasing functions and relational implications in school-aged children. Journal of Social and Personal Relationships 35:3, pages 287-306.
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Sandra Russ & Claire Wallace. 2017. The Cambridge Handbook of Creativity across Domains. The Cambridge Handbook of Creativity across Domains
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Geoff Goodman & Valeda F. Dent. 2017. Emerging Research in Play Therapy, Child Counseling, and Consultation. Emerging Research in Play Therapy, Child Counseling, and Consultation
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Susanne Robra-Bissantz & Christoph Lattemann. 2017. Gamification. Gamification
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Elisa Delvecchio, Jian-Bin Li, Chiara Pazzagli, Adriana Lis & Claudia Mazzeschi. (2016) How Do You Play? A Comparison among Children Aged 4–10. Frontiers in Psychology 7.
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Phil Turner. (2015) Presence: Is it just pretending?. AI & SOCIETY 31:2, pages 147-156.
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V. P. Tessier, L. Normandin, K. Ensink & P. Fonagy. (2016) Fact or fiction? A longitudinal study of play and the development of reflective functioning. Bulletin of the Menninger Clinic 80:1, pages 60-79.
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Anara Sandygulova & Gregory M.P. O'Hare. (2016) Investigating the impact of gender segregation within observational pretend play interaction. Investigating the impact of gender segregation within observational pretend play interaction.
Michelle D. Guerrero, Matt D. Hoffmann & Krista J. Munroe-Chandler. (2016) Children’s Active Play Imagery and Its Association with Personal and Social Skills and Self-Confidence. Journal of Imagery Research in Sport and Physical Activity 11:1, pages 47-57.
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Elisa Delvecchio, Diana Mabilia, Jan-Bin Li & Daniela Di Riso. (2015) Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version. Journal of Child and Family Studies 25:1, pages 86-95.
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Phil TurnerPhil Turner. 2016. HCI Redux. HCI Redux
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Farah Deeba & Ronald M. Rapee. (2015) Evaluation of an innovative intervention for traumatized children from a low resourced country. Mental Health & Prevention 3:4, pages 157-169.
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Olena Zyga, Sandra Russ, Carolyn E. Ievers-Landis & Anastasia Dimitropoulos. (2014) Assessment of Pretend Play in Prader–Willi Syndrome: A Direct Comparison to Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 45:4, pages 975-987.
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Sai Li, Xiaoming Jiang, Hongbo Yu & Xiaolin Zhou. (2014) Cognitive empathy modulates the processing of pragmatic constraints during sentence comprehension. Social Cognitive and Affective Neuroscience 9:8, pages 1166-1174.
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Ana K. Marcelo & Tuppett M. Yates. (2014) Prospective relations among preschoolers' play, coping, and adjustment as moderated by stressful events. Journal of Applied Developmental Psychology 35:3, pages 223-233.
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Zongqing Liao, Yan Li & Yanjie Su. (2013) Emotion understanding and reconciliation in overt and relational conflict scenarios among preschoolers. International Journal of Behavioral Development 38:2, pages 111-117.
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Tuppett M. Yates & Ana K. Marcelo. (2014) Through race-colored glasses: Preschoolers’ pretend play and teachers’ ratings of preschooler adjustment. Early Childhood Research Quarterly 29:1, pages 1-11.
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Daphne Chessa, Adriana Lis, Daniela Di Riso, Elisa Delvecchio, Claudia Mazzeschi, Sandra W. Russ & Jessica Dillon. (2012) A Cross-Cultural Comparison of Pretend Play in U.S. and Italian Children. Journal of Cross-Cultural Psychology 44:4, pages 640-656.
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Debbie J. Pope, Hannah Butler & Pamela Qualter. (2012) Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years. Child Development Research 2012, pages 1-9.
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Hsieh-Chun Hsieh. (2012) Effectiveness of adaptive pretend play on affective expression and imagination of children with cerebral palsy. Research in Developmental Disabilities 33:6, pages 1975-1983.
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Karen Stagnitti, Chloe O'Connor & Loretta Sheppard. (2012) Impact of the Learn to Play program on play, social competence and language for children aged 5–8 years who attend a specialist school. Australian Occupational Therapy Journal 59:4, pages 302-311.
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Daphne Chessa, Daniela Di Riso, Elisa Delvecchio, Silvia Salcuni & Adriana Lis. (2011) The Affect in Play Scale: Confirmatory Factor Analysis in Elementary School Children. Psychological Reports 109:3, pages 759-774.
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Raymond A. Mar, Jennifer L. Tackett & Chris Moore. (2010) Exposure to media and theory-of-mind development in preschoolers. Cognitive Development 25:1, pages 69-78.
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Claudia Mazzeschi, Silvia Salcuni, Daniela Di Riso, Adriana Lis & Samantha Bonucci. (2009) The APS and APS-P: A Methodological Comparison between Italian Preschool and School-Aged Children. Imagination, Cognition and Personality 28:1, pages 49-67.
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Raymond A. Mar, Keith Oatley, Jacob Hirsh, Jennifer dela Paz & Jordan B. Peterson. (2006) Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds. Journal of Research in Personality 40:5, pages 694-712.
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Jennifer Butcher & Larissa Niec. (2005) Disruptive Behaviors and Creativity in Childhood: The Importance of Affect Regulation. Creativity Research Journal 17:2, pages 181-193.
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Pamela W. Garner, Stephanie M. Curenton & Kelli Taylor. (2016) Predictors of mental state understanding in preschoolers of varying socioeconomic backgrounds. International Journal of Behavioral Development 29:4, pages 271-281.
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Claudia Mazzeschi, Silvia Salcuni, Laura Parolin & Adriana Lis. (2016) Two Measures of Affect and Emotion in Italian Children Aged 6 to 11 Years. Psychological Reports 95:1, pages 115-120.
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CLAUDIA MAZZESCHI. (2004) TWO MEASURES OF AFFECT AND EMOTION IN ITALIAN CHILDREN AGED 6 TO 11 YEARS. Psychological Reports 95:5, pages 115.
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Michael A. Southam-Gerow & Philip C. Kendall. (2002) Emotion regulation and understanding: implications for child psychopathology and therapy. Clinical Psychology Review 22:2, pages 189-222.
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Larissa N. Niec & Sandra W. Russ. (2002) Children's internal representations, empathy and fantasy play: A validity study of the SCORS-Q.. Psychological Assessment 14:3, pages 331-338.
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Carol Hall & Mary Reet. (2016) Review : Enhancing the state of play in children's nursing. Journal of Child Health Care 4:2, pages 49-54.
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