[1]
|
陈灿(2018). 建构游戏中幼儿同伴交往能力的指导策略. 考试周刊, (33), 189-190.
|
[2]
|
高以玲(2017). 儿童绘本在幼儿园艺术教学中的开发与应用分析. 中国校外教育: 中旬, (6), 149-150.
|
[3]
|
林崇德(2018). 创造性心理学. 北京: 北京师范大学出版社.
|
[4]
|
刘文, 张嘉琪, 车翰博(2020). 3~4岁幼儿创造性人格与气质的交叉滞后分析. 心理科学, 43(3), 645-651.
|
[5]
|
娄龙雁(2018). 绘本在学科深度学习中的应用. 上海教育科研, (11), 72-75.
|
[6]
|
李静(2012). 幼儿创造性人格及其培养刍议. 淄博师专学报, (1), 31-33.
|
[7]
|
孟子郁(2016). 幼儿游戏中元交际的类型, 发展特征及作用. 早期教育: 教科研版, (12), 32-36.
|
[8]
|
彭运石, 段碧花(2011). 社会科学领域创造性人格结构模型研究. 湖南师范大学教育科学学报, (1), 109-114.
|
[9]
|
全海英, 马超(2014). 情境启动体育游戏对幼儿合作行为的影响. 体育学刊, 21(2), 95-98.
|
[10]
|
孙岩, 金芳, 何明影, 沈悦, 杨丽珠(2015). 游戏训练提高幼儿自我控制能力: 来自ERP的证据. 心理科学, 38(5), 1109-1115.
|
[11]
|
杨丽珠, 金芳(2005). 促进幼儿责任心发展的教育现场实验研究. 学前教育研究, (6), 22-24.
|
[12]
|
杨丽珠, 王娥蕊(2005). 大班幼儿自信心培养的实验研究. 学前教育研究, (4), 40-42.
|
[13]
|
张金梅(2019). 生长戏剧: 学前儿童戏剧经验的有机建构. 学前教育研究, (10), 71-84.
|
[14]
|
张文新, 谷传华(2004). 创造力发展心理学. 合肥: 安徽教育出版社.
|
[15]
|
Alfonso-Benlliure, V., Meléndez, J. C., & García-Ballesteros, M. (2013). Evaluation of a Creativity Intervention Program for Preschoolers. Thinking Skills and Creativity, 10, 112-120. https://doi.org/10.1016/j.tsc.2013.07.005
|
[16]
|
Bateson, G. (2006). A Theory of Play and Fantasy. In The Game Design Reader: A Rule of Play Anthology (pp. 314-328). Cambridge, MA: The MIT Press.
|
[17]
|
Bautista, A., Moreno-Núñez, A., Bull, R., Amsah, F., & Koh, S. F. (2018). Arts-Related Pedagogies in Preschool Education: An Asian Perspective. Early Childhood Research Quarterly, 45, 277-288. https://doi.org/10.1016/j.ecresq.2017.12.005
|
[18]
|
Berlyne, D. E. (1960). Conflict, Arousal, and Curiosity. New York: McGraw-Hill. https://doi.org/10.1037/11164-000
|
[19]
|
Berlyne, D. E., & Lawrence, G. H. (1964). Effects of Complexity and Incongruity Variables on GSR, Investigatory Behavior, and Verbally Expressed Preference. The Journal of General Psychology, 71, 21-45.
https://doi.org/10.1080/00221309.1964.9710286
|
[20]
|
Bohart, H., Charner, K., & Koralek, D. G. (2015). Spotlight on Young Children: Exploring Play (pp. 26-36). Washington DC: NAEYC.
|
[21]
|
Chronopoulou, E., & Riga, V. (2012). The Contribution of Music and Movement Activities to Creative Thinking in Pre-School Children. Creative Education, 3, 196. https://doi.org/10.4236/ce.2012.32031
|
[22]
|
Craig, R. T. (2016). Metacommunication. In The International Encyclopedia of Communication Theory and Philosophy (pp. 1-8). Hoboken, NJ: John Wiley & Sons, Inc. https://doi.org/10.1002/9781118766804.wbiect232
|
[23]
|
de Haan, D., Vriens-van Hoogdalem, A. G., Zeijlmans, K., & Boom, J. (2020). Metacommunication in Social Pretend Play: Two Dimensions. International Journal of Early Years Education, 1-15. https://doi.org/10.1080/09669760.2020.1778451
|
[24]
|
Dziedziewicz, D., Oledzka, D., & Karwowski, M. (2013). Developing 4- to 6-Year-Old Children’s Figural Creativity Using a Doodle-Book Program. Thinking Skills and Creativity, 9, 85-95. https://doi.org/10.1016/j.tsc.2012.09.004
|
[25]
|
Erbay, F., & Doğru, S. S. Y. (2010). The Effectiveness of Creative Drama Education on the Teaching of Social Communication Skills in Mainstreamed Students. Procedia—Social and Behavioral Sciences, 2, 4475-4479.
https://doi.org/10.1016/j.sbspro.2010.03.714
|
[26]
|
Eysenck, H. J. (1997). Creativity and Personality. In M. A. Runco (Ed.), The Creativity Research Handbook (Vol. 1, pp. 41-66). Cresskill, NJ: Hampton Press.
|
[27]
|
Feist, G. J. (1998). A Meta-Analysis of Personality in Scientific and Artistic Creativity. Personality and Social Psychology Review, 2, 290-309.
|
[28]
|
Garaigordobil, M., & Berrueco, L. (2011). Effects of a Play Program on Creative Thinking of Preschool Children. The Spanish Journal of Psychology, 14, 608-618. https://doi.org/10.5209/rev_SJOP.2011.v14.n2.9
|
[29]
|
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454. https://doi.org/10.1037/h0063487
|
[30]
|
Hennessey, B. A. (2017). Taking a Systems View of Creativity: On the Right Path toward Understanding. The Journal of Creative Behavior, 51, 341-344. https://doi.org/10.1002/jocb.196
|
[31]
|
Hong, E., Peng, Y., & O’Neil Jr., H. F. (2014). Activities and Accomplish-ments in Various Domains: Relationships with Creative Personality and Creative Motivation in Adolescence. Roeper Review, 36, 92-103.
https://doi.org/10.1080/02783193.2014.884199
|
[32]
|
McCaslin, N. (2005). Seeking the Aesthetic in Creative Drama and Theatre for Young Audiences. The Journal of Aesthetic Education, 39, 12-19. https://doi.org/10.1353/jae.2005.0045
|
[33]
|
Oudeyer, P. Y., Gottlieb, J., & Lopes, M. (2016). Intrinsic Motivation, Curiosity, and Learning: Theory and Applications in Educational Technologies. Progress in Brain Research, 229, 257-284. https://doi.org/10.1016/bs.pbr.2016.05.005
|
[34]
|
Park, J. (2019). The Qualities Criteria of Constructive Play and the Teacher’s Role. Turkish Online Journal of Educational Technology, 18, 126-132.
|
[35]
|
Shiner, R. L., & Masten, A. S. (2012). Childhood Personality as a Harbinger of Competence and Resilience in Adulthood. Development and Psychopathology, 24, 507-528. https://doi.org/10.1017/S0954579412000120
|
[36]
|
Smogorzewska, J. (2014). Developing Children’s Language Creativity through Telling Stories—An Experimental Study. Thinking Skills and Creativity, 13, 20-31. https://doi.org/10.1016/j.tsc.2014.02.005
|
[37]
|
Symons, D. K., Peterson, C. C., Slaughter, V., Roche, J., & Doyle, E. (2005). Theory of Mind and Mental State Discourse during Book Reading and Story-Telling Tasks. British Journal of Developmental Psychology, 23, 81-102.
https://doi.org/10.1348/026151004X21080
|
[38]
|
Tompkins, V. (2015). Mothers’ Cognitive State Talk during Shared Book Reading and Children’s Later False Belief Understanding. Cognitive Development, 36, 40-51. https://doi.org/10.1016/j.cogdev.2015.08.004
|
[39]
|
Vandorpe, B., Vandendriessche, J., Vaeyens, R., Pion, J., Matthys, S., Lefevre, J., Lenoir, M. et al. (2012). Relationship between Sports Participation and the Level of Motor Coordination in Childhood: A Longitudinal Approach. Journal of Science and Medicine in Sport, 15, 220-225. https://doi.org/10.1016/j.jsams.2011.09.006
|
[40]
|
Vriens-van Hoogdalem, A. G., de Haan, D. M., & Boom, J. (2016). The Role of Language Ability in Young Children’s Cooperation during Play and Collaborative Interactions. Early Child Development and Care, 186, 1491-1504.
https://doi.org/10.1080/03004430.2015.1108312
|
[41]
|
Wardle, F. (2000). Supporting Constructive Play in the Wild. Child Care Information Exchange, 5, 1-26.
|
[42]
|
Whitebread, D., & O’Sullivan, L. (2012). Preschool Children’s Social Pretend Play: Supporting the Development of Metacommunication, Metacognition and Self-Regulation. International Journal of Play, 1, 197-213.
https://doi.org/10.1080/21594937.2012.693384
|
[43]
|
Williamson, P. A., & Silvern, S. B. (1992). “You Can’t Be Grandma; You’re a Boy”: Events within the Thematic Fantasy Play Context That Contribute to Story Comprehension. Early Childhood Research Quarterly, 7, 75-93.
https://doi.org/10.1016/0885-2006(92)90020-Y
|
[44]
|
Wood, E., & Attfield, J. (2010). Play, Learning and the Early Childhood Curriculum. Journal of Early Childhood Research, 8, 313-330.
|
[45]
|
Yeterge, H. T., Demirtas, V. Y., Coskun, U. H., & Kacar, G. V. (2019). The Effects of Creative Drama-Based Sensory Integration Training Program on Preschool Children’s Self-Regulating Skills and Visual Perceptions. International Online Journal of Educational Sciences, 11, 73-91. https://doi.org/10.15345/iojes.2019.05.005
|
[46]
|
Zarotis, G. F. (2019). Positive Self-Concept through Physical-Sport Activity of Preschool Children. American Journal of Humanities and Social Sciences Research, 3, 53-60.
|