Written language use within the context of young children's symbolic play
Bibliographic Data
| ID | 12136609 |
|---|---|
| Authors | Carol Taylor Schrader (Emporia State University, corresponding author) |
| Year | 1989 |
| Volume | 4 |
| Issue | 2 |
| Pages | 225-244 |
| Publication date | 1989-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/s0885-2006(89)80005-5 |
| OpenAlex | W2043730483 |
| Language | EN |
| Citations received | 3 |
| References cited | 37 |
Context (archaeology · Field (mathematics · Linguistics · Mathematics education · Meaning (existential · Psychoanalysis · The Symbolic · Computer Science · Early Childhood Education and Development · Education and Technology Integration · History · Psychology · Teacher Education and Leadership Studies
Pre-School Children's Knowledge of English Phonology
Play and Its Role in the Mental Development of the Child
The construction of cohesive text by preschoolers in two play contexts∗
The Development of Oral and Written Language in Social Contexts
Symbolic play and its cognitive significance
Symbolic Play
Children's Judgments of Phonetic Similarities in Relation to English Spelling1
Defending young children's play as the ladder to literacy
Cognitive implications in children's spontaneous role play
| Citations per year | 0.08 |
|---|---|
| Citation span | 1990 - 2019 (30) |
| Highly cited | No |