Children's descriptions of playing and learning as related processes.

ABSTRACT: Many studies have examined children's understanding of playing and learning as separate concepts, but the ways that children relate playing and learning to one another remain relatively unexplored. The current study asked 5- to 8-year-olds (N = 92) to define playing and learning, and examined whether children defined them as abstract processes or merely as labels for particular types of activities. We also asked children to state whether playing and learning can occur simultaneously, and examined whether they could give examples of playing and learning with attributes either congruent or incongruent with those activities. Older children were more likely to define both playing and learning in terms of abstract processes, rather than by describing particular topics or activities. Children wh

SUBMITTER: Letourneau SM 

PROVIDER: S-EPMC7159209 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature