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The Impact of Pretend Play on Children's Development: A Review of the Evidence

Psychological bulletin, 2013-01, Vol.139 (1), p.1-34

2013

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The real thing: preschoolers prefer actual activities to pretend ones

Developmental science, 2018-05, Vol.21 (3), p.e12582-n/a

2018

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What Shall We Do: Pretend or Real? Preschoolers' Choices and Parents' Perceptions

Journal of cognition and development, 2020-03, Vol.21 (2), p.261-281

2020

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Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Educational psychology review, 2019-12, Vol.31 (4), p.939-965

Lillard, Angeline S.

2019

Volltextzugriff (PDF)

Cultural Variations in Global Versus Local Processing: A Developmental Perspective

Developmental psychology, 2014-12, Vol.50 (12), p.2654-2665

2014

Volltextzugriff (PDF)

Montessori Education's Impact on Academic and Nonacademic Outcomes: A Systematic Review

Campbell Systematic Reviews, 2023-09, Vol.19 (3), p.e1330-e1330

2023

Volltextzugriff (PDF)

Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs

Journal of school psychology, 2012-06, Vol.50 (3), p.379-401

Lillard, Angeline S.

2012

Volltextzugriff (PDF)

“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni

Psychology in the schools, 2023-03, Vol.60 (3), p.541-565

2023

Volltextzugriff (PDF)

Montessori as an alternative early childhood education

Early child development and care, 2021-07, Vol.191 (7-8), p.1196-1206

Lillard, Angeline S.

2021

Volltextzugriff (PDF)

Children Prefer Familiar Fantasy, but not Anthropomorphism, in Their Storybooks

Journal of cognition and development, 2023-01, Vol.24 (1), p.129-141

2023

Volltextzugriff (PDF)

Where Is the Real Cheese? Young Children's Ability to Discriminate Between Real and Pretend Acts

Child development, 2006-11, Vol.77 (6), p.1762-1777

2006

Volltextzugriff (PDF)

Further Examination of the Immediate Impact of Television on Children's Executive Function

Developmental psychology, 2015-06, Vol.51 (6), p.792-805

2015

Volltextzugriff (PDF)

Math achievement outcomes associated with Montessori education

Early child development and care, 2021-07, Vol.191 (7-8), p.1207-1218

2021

Volltextzugriff (PDF)

Learning from Apps and Objects: The Human Touch

Mind, brain and education, 2020-02, Vol.14 (1), p.16-23

2020

Volltextzugriff (PDF)

Old dogs learning new tricks: Neuroplasticity beyond the juvenile period

Developmental review, 2011-12, Vol.31 (4), p.207-239

2011

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Standardized Test Proficiency in Public Montessori Schools

Journal of school choice, 2022, Vol.16 (1), p.105-135

2022

Volltextzugriff (PDF)

Play on: Retrospective Reports of the Persistence of Pretend Play Into Middle Childhood

Journal of cognition and development, 2012-11, Vol.13 (4), p.524-549

2012

Volltextzugriff (PDF)

Mothers' Behavior Modifications During Pretense and Their Possible Signal Value for Toddlers

Developmental psychology, 2004-01, Vol.40 (1), p.95-113

2004

Volltextzugriff (PDF)

The Development of Substitute Object Pretense: The Differential Importance of Form and Function

Journal of cognition and development, 2016-03, Vol.17 (2), p.197-220

2016

Volltextzugriff (PDF)

Concepts and Theories, Methods and Reasons: Why Do the Children (Pretend) Play? Reply to Weisberg, Hirsh-Pasek, and Golinkoff (2013); Bergen (2013); and Walker and Gopnik (2013)

Psychological bulletin, 2013-01, Vol.139 (1), p.49-52

2013

Volltextzugriff (PDF)

The informative value of emotional expressions: 'social referencing' in mother-child pretense

Developmental science, 2007-03, Vol.10 (2), p.205-212

2007

Volltextzugriff (PDF)

Children's Understanding of the Knowledge Prerequisites of Drawing and Pretending

Developmental psychology, 2002-11, Vol.38 (6), p.1004-1015

2002

Volltextzugriff (PDF)

Wanting to Be It: Children's Understanding of Intentions Underlying Pretense

Child development, 1998-08, Vol.69 (4), p.981-993

Lillard, Angeline S.

1998

Volltextzugriff (PDF)

Observers’ proficiency at identifying pretense acts based on behavioral cues

Cognitive development, 2004-04, Vol.19 (2), p.223-240

2004

Volltextzugriff (PDF)

Preschooler's Understanding of the Role of Mental States and Action in Pretense

Journal of cognition and development, 2004-01, Vol.5 (2), p.213-238

2004

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The Impact of Pretend Play on Children's Development: A Review of the Evidence

The real thing: preschoolers prefer actual activities to pretend ones

What Shall We Do: Pretend or Real? Preschoolers' Choices and Parents' Perceptions

Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Cultural Variations in Global Versus Local Processing: A Developmental Perspective

Montessori Education's Impact on Academic and Nonacademic Outcomes: A Systematic Review

Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs

“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni

Montessori as an alternative early childhood education

Children Prefer Familiar Fantasy, but not Anthropomorphism, in Their Storybooks

Where Is the Real Cheese? Young Children's Ability to Discriminate Between Real and Pretend Acts

Further Examination of the Immediate Impact of Television on Children's Executive Function

Math achievement outcomes associated with Montessori education

Learning from Apps and Objects: The Human Touch

Old dogs learning new tricks: Neuroplasticity beyond the juvenile period

Standardized Test Proficiency in Public Montessori Schools

Play on: Retrospective Reports of the Persistence of Pretend Play Into Middle Childhood

Mothers' Behavior Modifications During Pretense and Their Possible Signal Value for Toddlers

The Development of Substitute Object Pretense: The Differential Importance of Form and Function

Concepts and Theories, Methods and Reasons: Why Do the Children (Pretend) Play? Reply to Weisberg, Hirsh-Pasek, and Golinkoff (2013); Bergen (2013); and Walker and Gopnik (2013)

The informative value of emotional expressions: 'social referencing' in mother-child pretense

Children's Understanding of the Knowledge Prerequisites of Drawing and Pretending

Wanting to Be It: Children's Understanding of Intentions Underlying Pretense

Observers’ proficiency at identifying pretense acts based on behavioral cues

Preschooler's Understanding of the Role of Mental States and Action in Pretense

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