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EJ580317 PS528928

Title: Private Speech in Two Preschools: Significance of Open-Ended Activities and Make-Believe Play for Verbal Self-Regulation.
Author(s): Krafft, Kerry C.; Berk, Laura E.
Source: Early Childhood Research Quarterly, v13 n4 p637-58 1998
Publication Date: 1998
ISSN: 0885-2006
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJSEP1999

Examined cross-sectional trends and contextual influences in the development of private speech among preschool children in Montessori and traditional classrooms. Found that diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for a lower incidence of private speech. (JS)

Descriptors: *Classroom Environment; Comparative Analysis; Inner Speech (Subvocal); *Play; *Preschool Children; Preschool Education; Pretend Play; *Speech; Traditional Schools
Identifiers: Montessori Schools; *Private Speech

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