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2021-06-18T13:46:42+09:00
2021-06-18T13:46:42+09:00
2021-06-18T13:46:42+09:00
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Ritsumeikan Univ.KO-668
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(Children's comprehension of symbolic play)Tj
/TT1 1 Tf
12 0 0 12 484.3516 759.75 Tm
(INOUE YOHEI)Tj
-36.654 -2.313 Td
(The aim of this dissertation was to explore whole experiences of young c\
hildren through symbolic play,)Tj
-1 -1.5 Td
(because almost previous studies concerning symbolic play had focused on \
specific functions under certain)Tj
0 -1.5 TD
(conditions.)Tj
T*
(In chapter 1, to address the purpose, following three approaches were su\
ggested. \(1\) Various situations which)Tj
T*
(children face in daily life do not have to be excluded. \(2\) To regard \
another as an intentional agent not only)Tj
T*
(who has a same intention like "me" but also whose intention is different\
from "me". \(3\) Experiences of young)Tj
T*
(children through symbolic play have to be considered based on findings o\
f specific functions. Concrete)Tj
T*
(matters for the investigation were also presented. )Tj
T*
(In chapter 2, eighty-nine children \(ages 30-59 months\) participated in\
an experiment and children's reactions)Tj
T*
(to unexpected another's pretense and symbol comprehension were investiga\
ted. As a result, both reactions to)Tj
T*
(another's pretense and symbol comprehension changed around 42 months. Ba\
sed on these findings, how)Tj
T*
(comprehension of another's pretense developed was discussed.)Tj
T*
(In chapter 3, eighteen young children \(ages 29-41 months\) participated\
in an experiment. When a "pretend)Tj
T*
(scenario" was not shared with another, whether young children perform an\
understood another's pretense or)Tj
T*
(not was investigated. As a result, a certain proportion of children who \
answered the question concerning)Tj
T*
(symbol comprehension refused to perform another's pretense. This finding\
was considered in terms of self-)Tj
T*
(other differentiation.)Tj
T*
(In chapter 4, twenty-one young children \(ages 29-40 months\) participat\
ed in an observational study. It was)Tj
T*
(confirmed that children experienced symbolic play in various situations \
and episodes were analyzed by the)Tj
T*
(findings of the experimental studies.)Tj
T*
(Finally, in chapter 5, the results and problems of this dissertation wer\
e put in order as general discussions.)Tj
T*
(And implications concerning the education for young children and the edu\
cation for children with special)Tj
T*
(needs were discussed.)Tj
ET
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