The relationship of preschool children's cognitive style to their play preferences

Abstract

Children (300) ages three to five were tested for their cognitive style and their play preferences were observed and recorded. Reliability and validity estimates were obtained on the measures and procedures. A repeated measures multivariate analysis of variance indicated (1) that field‐independent children prefer physical and block play more than field‐dependent children, (2) that boys played more than girls in all areas but tended to engage in more physical play and in less manipulative play, (3) that girls engaged in more dramatic play and in less block play, and (4) that field‐independent children engaged more in manipulative play than did field‐dependent children. Manipulative play had more effects than the other types of play. No age differences were found in the children's selection of types of play. Implications for educational practice in relation to classroom programs and teacher.

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