Childrens Ability to Differentiate Between Real and Fantastical Entiti

IntroductionIn the field of developmental psychology, children have become a popular interest. By studying such changes children go through in the early stages of childhood, researchers provide better knowledge and insight on how these changes influence the actions and behaviors of children. It has been identify by many that during these stages, children have rapid mental and cognitive development. Likewise, during this time children atomic number 18 thought to easily confuse tangibleity and fantasy. This paper will inhabit of two reviews involving two different studies which assesses the childrens ability to differentiate between fantasy and reality. One will examine how fantasy/reality distinction evolves with age, while the separate investigates childrens perception of storybook entities. Both focus on childrens ability to categorize specified objects/people/events. Article One - Purpose, Hypothesis & Goal of StudyIt is believed that a basal component of human cognitive ski lls is the ability to differentiate between reality and fantasy. Traditionally, children were assumed to confuse the boundaries between them. Yet, previous research has shown that three year olds are able to make reality/non-reality distinctions. The first article, published in 2004 describes a study performed by Sharon & Woolley. They hoped to provide a new viewpoint at a preschoolers level of fantasy/reality differentiation. They believed that children have a better understanding of these boundaries than most people assume. Believing that children have an understanding of what is human and what is not, which they use to determine whether entities are real or fantastical. The main goal of their study was to show this possibility, by exploring what childr... ... impossible allows for a broader understanding of what can be considered as real or pretend. Both studies show that increased exposure to fantasy based activities, improve their ability to differentiate and likelihood to qu estion the reality status of sundry(a) entities/events. It is also important to note that environmental and social factors play a key role in what children believe is real, especially if false truths like Santa Claus are instilled by a dominant figure in the childs life. ReferencesSharon, T. & Woolley, J.D. (2004). Do monsters dream? Young childrens understanding of the fantasy/reality distinction. British Journal of informational Psychology, 22, 293-310.Woolley, J. D. & Cox, V. (2007). Development of beliefs about storybook reality. Developmental Science, 10 (5), 681-693. doi 10.1111/j.1467-7687.2007.00612.x