The Effects of Play on Convergent and Divergent Problem Solving

Abstract

PEPLER, DFBRA J., and Ross, HILmDY S. The Effects of Play on Convergent and Divergent Problem Solving. CmLD DEVELOPMENT, 1981, 52, 1202-1210. This research examined behaviors that characterize play with convergent and divergent materials and the effects of play on convergent and divergent problem solving. In the first study 64 3and 4-year-olds were assigned to 4 conditions: (1) play with convergent materials, (2) play with divergent materials, (3) observe convergent activity, and (4) observe divergent activity. The play materials, 5 sets of 9 pieces which fit into 5 formboards, could be used as puzzles (convergent activity) or play blocks (divergent activity). All children participated individually in 3 10-min sessions. After the third session, a battery of convergent and divergent problem-solving tasks was given. There were marked differences in play behaviors with convergent and divergent materials. With the formboards present, the convergent group spent two-thirds of their time placing the pieces, whereas the divergent group engaged more often in a wide variety of activities with the pieces. The divergent group performed better on a divergent measure. The second study was similar to the first, except a nonplay control replaced the observe conditions and the problemsolving tasks were modified. The differences in play behaviors were replicated. The divergent group performed better than the convergent and control groups on the divergent tasks, whereas the convergent group used a higher proportion of stategy-based moves in solving the convergent tasks.