TY - JOUR
T1 - Mother-child interaction and imaginative behavior of preschool children
AU - Johnson, James E.
N1 - Funding Information:
This research was supported in part by a university graduate fellowship from Wayne State University and in part by a USPHS postdoctoral fellowship (5 TO1 MH 08260) to Educational Testing Service. The research is based on part of a dissertation submitted to the Office of Graduate Studies, Graduate Division of Wayne State University, Detroit, Michi-gan. Requests for reprints should be sent to the author at the address shown at the end of this article.
PY - 1978/9
Y1 - 1978/9
N2 - Forty-two preschool boys and girls and their mothers were observed in play and story-telling interactions. Imaginative behavior by mothers and children were correlated within and across sessions as well as with indexes of the child’s divergent thinking ability and spontaneous fantasy play. The results showed that mothers’ and childrens’ imaginative behavior scores were positively and significantly correlated within each session but not across sessions. Moreover, the child’s scores for divergent thinking ability and spontaneous fantasy play at nursery school were not significantly related with either the mother’s or the child’s imaginative behavior during the interaction sessions. The results pointed to the importance of situational factors in preschoolers’ imaginative behavior.
AB - Forty-two preschool boys and girls and their mothers were observed in play and story-telling interactions. Imaginative behavior by mothers and children were correlated within and across sessions as well as with indexes of the child’s divergent thinking ability and spontaneous fantasy play. The results showed that mothers’ and childrens’ imaginative behavior scores were positively and significantly correlated within each session but not across sessions. Moreover, the child’s scores for divergent thinking ability and spontaneous fantasy play at nursery school were not significantly related with either the mother’s or the child’s imaginative behavior during the interaction sessions. The results pointed to the importance of situational factors in preschoolers’ imaginative behavior.
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U2 - 10.1080/00223980.1978.9923480
DO - 10.1080/00223980.1978.9923480
M3 - Article
AN - SCOPUS:84886247208
SN - 0022-3980
VL - 100
SP - 123
EP - 129
JO - Journal of Psychology: Interdisciplinary and Applied
JF - Journal of Psychology: Interdisciplinary and Applied
IS - 1
ER -