The research was funded by grant no. HD25739 from the National Institute of Child Health and Human Development awarded to the first author. We thank the children, parents, teachers, and directors of the ABZ Academy, Douglass-Psychology Child Study Center, Early Learning Preschool, Livingston College Day Care Center, and Montessori Children's House for their cooperation and assistance in this research. We also thank Kristen Condon for her assistance in data collection and transcription. Portions of this research were presented at the International Conference on Memory in Lancaster, England, July 1991, and at the Conference on Human Development, Atlanta, Georgia, April 1992.
Planning in the Real World: Preschool Children's Scripts and Plans for Familiar Events
Version of Record online: 28 JUN 2008
Volume 66, Issue 4, pages 984–998, August 1995
How to Cite
Hudson, J. A., Shapiro, L. R. and Sosa, B. B. (1995), Planning in the Real World: Preschool Children's Scripts and Plans for Familiar Events. Child Development, 66: 984–998. doi: 10.1111/j.1467-8624.1995.tb00917.x
- Issue online: 28 JUN 2008
- Version of Record online: 28 JUN 2008
3-, 4-, and 5-year-olds reported either scripts or verbal plans for 2 familiar events, going grocery shopping and going to the beach, and also constructed plans to remedy and prevent mishaps that might occur for each event. With increasing age, children reported more information, focused more on onset activities, and mentioned more specific planning activities in their plans than in their scripts. Although children at all ages provided adequate remedy plans, only 5-year-olds provided adequate prevention plans. In general, children were better at planning for the beach than for grocery shopping. Results indicate that developmental differences in event knowledge, in the ability to reflect upon event knowledge, and the event that they are planning for affect preschoolers' planning for real-world events.