Learning From Fantasy and Real Characters in Preschool and Kindergarten

Rebekah A. Richert · Alison B. Shawber · Ruth Elaine Hoffman · Marjorie Taylor

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Child and Animal Learning Development Early Childhood Education and Development Visual and Cognitive Learning Processes

Abstract

In three experiments, 3½- to 6-year-old children were presented with analogical problems in which the protagonists were either real people or fantasy characters. Children were more likely to transfer solutions from the stories about real people rather than the stories about fantasy characters. These results suggest that the use of a fantasy character might not be an effective strategy for teaching children information that is meant to be applied to the real world.

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2014Handbook of Social Cognition 2000The work of the imagination 1999Imaginary Companions and the Children Who Create Them 2007Preschoolers monitor the relative accuracy of informants.1986Early Understanding of Mental Entities: A Reexamination of Childhood Realism 1988Preschool children can learn to transfer: Learning to learn and learning from example 1990The House of Make-Believe 2002Early Understanding of the Division of Cognitive Labor

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2015Shovels and swords: How realistic and fantastical themes affect children's word learning 2012Just pretending can be really learning: Children use pretend play as a source for acquiring generic knowledge.2016The youngest readers’ dilemma: A review of children’s learning from fictional sources 2015(Un)Real Animals: Anthropomorphism and Early Learning About Animals 2014Humans (really) are animals: picture-book reading influences 5-year-old urban children’s construal of the relation between humans and non-human animals

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