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Towards a Comprehensive View of Object-Oriented Play.

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Title: Towards a Comprehensive View of Object-Oriented Play.
Authors: Wynberg, Elizabeth R. (AUTHOR), Boland, Annerieke (AUTHOR), Raijmakers, Maartje E. J. (AUTHOR), van der Veen, Chiel (AUTHOR)
Source: Educational Psychology Review. Mar2022, Vol. 34 Issue 1, p197-228. 32p. 1 Diagram, 2 Charts.
Subjects: Early childhood educators, Evolutionary psychology, Early childhood education, Object manipulation
Abstract: The exploration and/or manipulation of objects and materials, referred to as object-oriented play (OOP), is one of the most prominent activities children engage in during early childhood. Especially within early childhood education, it is important to be able to assess and understand OOP, its developmental trajectory, and developmental value. This can support early childhood educators to successfully guide or enrich children's OOP, so it becomes a context in which learning can take place. During the past decades, three dominant theoretical perspectives have explained and assessed certain (developmental) aspects of OOP: (1) genetic epistemology, (2) cultural historical psychology, and (3) evolutionary psychology. After reviewing the literature concerning OOP according to each theoretical perspective, this paper aims to synthesize these existing theories into a unified theoretical framework. This theoretical framework can be a starting point for future research on OOP in early childhood (education). We answer the following research questions: Q1. What are the defining labels and features of the exploration and/or manipulation of objects and materials by children in early childhood?; Q2. What is the developmental trajectory of the exploration and/or manipulation of objects and materials by children in early childhood?; Q3. What is the developmental value of the exploration and/or manipulation of objects and materials by children in early childhood? [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Towards a Comprehensive View of Object-Oriented Play.
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  Data: <searchLink fieldCode="AR" term="%22Wynberg%2C+Elizabeth+R%2E%22">Wynberg, Elizabeth R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Boland%2C+Annerieke%22">Boland, Annerieke</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Raijmakers%2C+Maartje+E%2E+J%2E%22">Raijmakers, Maartje E. J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+der+Veen%2C+Chiel%22">van der Veen, Chiel</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Mar2022, Vol. 34 Issue 1, p197-228. 32p. 1 Diagram, 2 Charts.
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  Data: The exploration and/or manipulation of objects and materials, referred to as object-oriented play (OOP), is one of the most prominent activities children engage in during early childhood. Especially within early childhood education, it is important to be able to assess and understand OOP, its developmental trajectory, and developmental value. This can support early childhood educators to successfully guide or enrich children's OOP, so it becomes a context in which learning can take place. During the past decades, three dominant theoretical perspectives have explained and assessed certain (developmental) aspects of OOP: (1) genetic epistemology, (2) cultural historical psychology, and (3) evolutionary psychology. After reviewing the literature concerning OOP according to each theoretical perspective, this paper aims to synthesize these existing theories into a unified theoretical framework. This theoretical framework can be a starting point for future research on OOP in early childhood (education). We answer the following research questions: Q1. What are the defining labels and features of the exploration and/or manipulation of objects and materials by children in early childhood?; Q2. What is the developmental trajectory of the exploration and/or manipulation of objects and materials by children in early childhood?; Q3. What is the developmental value of the exploration and/or manipulation of objects and materials by children in early childhood? [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Mar2022
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