The Effects of Realistic versus Non-realistic Play Materials on Young Children's Symbolic Transformation of Objects

Abstract

Thirty-two preschool-aged children were observed playing in triads in each of two play environments—one equipped with traditional, realistic play props, the other with non-realistic raw materials. The frequency of their performance of three different types of symbolic object transformations as well as overall transformational behavior in each setting were examined. Boys of all ages studied and girls before age five demonstrated greater symbolic activity with realistic play props. It was concluded that the realistic play prop continues to be the preferred medium for object transformation among preschool children. Because all subjects performed few highly abstract transformations with non-realistic objects, it was recommended that such materials be incorporated into the early childhood classroom to varying degrees based upon age.

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