الفهرس 
مستخلص الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The study aimed at identifying the effectiveness of a pretend play program for depressing shyness and improving attention and memory of preschoolers and their acquisition of English language vocabulary. To achieve this aim, the researcher used the following tools: observation checklists of shyness, an observation checklist of pretend play, a pretend play test, visual and auditory selective attention tasks, joint attention tasks, a visual and auditory memory test, and a test of English vocabulary acquisition, which are all prepared by the researcher, as well as a program of pretend play that included (18) pretend play scinarios. The total sample of the study consisted of (60) female and male shy children, of 5 and 6 years old that were selected from the kindergarten of Al-Tahrir Language School at Assiut City. This sample was selected after the administration of the shy observation checklist of preschooers. The study reached the following results.
- The pretend play program had a strong effect on improving the children’s performance on visual selective attention tasks (number of correct responses), the total score of the memory test, short term ordered recall, the teacher, family and researcher forms of the observation checklist of shyness, the pretend play observation checklist, the pretend play inventory and the test of English Vocabulary Acquisition. The program moderately affected the auditory selective attention tasks (as measured by reaction times), joint attention tasks (as measured by number of correct responses, and reaction times), and the family form of the observation checklist of shyness. The program had a weak effect on short term unordered recall, visual selective attention as measured by reaction times and, auditory selective attention (as measured by number of correct responses).
- No statistically significant differences were found between the mean scores of the experimental group in the first post measurement and their mean scores in the follow up measurments on selective, and joint attention tasks (as measured by number of correct responses), observation checklists of shyness, the pretend play observation checklist, the pretend play inventory, test of English vocabulary acquisition, short term ordered recall and joint attention tasks as measured by reaction times.