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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/17979

Authors: Wu, Li-Yuan
Contributors: 企業管理學系
Keywords: Play;Symbolism;Imagination;Object;Gesture
Date: 2013
Issue Date: 2014-01-22T09:01:43Z
Publisher: 彰化師範大學企業管理學系
Abstract: This paper presents an analysis of children’s play and its relation to their symbolic representation in language development by addressing relevant issues, including needs and incentives, imagination and rules, objects and thoughts, and gesture and symbolism in children’s play. As suggested by research reports, children’s symbolic representation in play is a creative activity, involving a series of high-order thinking/concept formation and communicational representations. In play children’s capacity for concept formation and symbolic representation may be fully developed through the use of gestures, speech, and written signs in an imaginary situation. Interacting with their playmates in play, children may also acquire understandings about the rules embedded in the operation and evolution of the nature and social institutions, and thus learn to employ appropriately languages and other forms of representations in communicating with their peers and assimilating into their societies. For the purpose of promoting the quality of care and educational services provided to young children within a multicultural context, play may be incorporated into children’s daily activities to enhance their capacity for symbolic representation in language and social development.
Relation: Review of Global Management and Service Science, 3: 7-14
Appears in Collections:[全球管理暨服務科學評論] 第三卷

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