1.4. The present study
In conclusion, little empirical work has examined the relationship between solitary play and children’s cognitive skills, although there is some literature linking solitary play with creativity and problem-solving abilities (Johnson, Christie, & Yawkey, 1999). Nevertheless, questions about what children are actually doing with the play materials when in solitary play have received little systematic attention. Therefore, in the present study, we identified three forms of solitary play in preschool children (solitary-active, solitary-passive, reticent) and examined associations with convergent and divergent thinking, which were assessed with several measures (e.g., PPVT, Torrance Thinking Creatively in Action and Movement (TCAM)Test). Children’s social and cognitive playwas observed (Rubin, 1982; Rubin&Mills, 1988), in addition, to noting the type (open-, closed-ended) and use of materials (intended, nonintended use). Based on the literature reviewed above, the following hypotheses were advanced. First, given findings that actively-isolated solitary behavior was associated with poorer cognitive processing (e.g., Harrist et al., 1997), we predicted that solitary-active playwould be negatively related to both convergent and divergent thinking skills. Second, based on Rubin (1982), who reported negative associations between the PPVT, cognitive complexity and reticence, we predicted that reticent behavior would be negatively related to both convergent and divergent thinking skills due the lack of engagement with the physical and social environment. Third, based on Jennings’ (1975) findings that solitary players preferred object to social play, we predicted that solitary-passive behavior would be positively related to both convergent and divergent thinking. Fourth, we examined associations between solitary behavior categories and types and uses of materials. Solitary-passive play with open-ended materials (i.e., block, art) was predicted to be positively related to divergent thinking, whereas solitary-passive play with closed-ended materials (i.e., puzzles) would be positively related to convergent thinking. Given the spare literature, we were uncertain how solitary-active players would be related to open- versus closed-ended materials. Finally, both solitary-active and solitary-passive players’ intended use of materials (i.e., using a toy telephone as such) would be positively related to convergent thinking, whereas solitary-active and solitary-passive play with nonintended use of materials (i.e., using a cup as an airplane) would be positively related to divergent thinking.