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Symbolic Play in Preschool and Primary Settings

Patricia Monighan Nourot and Judith L. Van Hoorn
Young Children
Vol. 46, No. 6 (SEPTEMBER 1991), pp. 40-50
Stable URL: http://www.jstor.org/stable/42725230
Page Count: 11
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Abstract

A preschool teacher hears from parents that they fear that Andrew won't be ready for kindergarten if his major activity at school is play. Of course play is important, but what about real learning, like the ABC's and adding and subtracting? Won't he be at a disadvantage? A second grade teacher incorparates ''activity time'' in to each day's schedule During this time children invent and pursue projects of thier own choosing.The principal of the school visits on a day when a group of boys are preparing the advertising copy for their "Model 500" robot that they have built from cardboard boxes and art materials over several days' time. The principal questions the value of such playful activity in the second grade curriculum.

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