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open access
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ISSN : 1229-0718
This study examined the roles of event knowledge in the early development of planning skills. 120 4-, 5-, 6-year-olds reported either event representation or verbal plans for 2 familiar events, going mart shopping and birthday party. Transcription of the verbal protocols provided the data. Measures of interest included amount of information reported proportion of overlap in master script and plan content, and specific planning components in the event representation or planning condition. The results of this study were 6-year-olds reported more actions than 5-year-olds and 4-year-olds in the event representation condition, whereas 6-year-olds reported more actions than 5-year-olds, and 5-year-olds than 4-year-olds in the planning condition, With increasing age, children reported more information about specific planning activities in their plans then in their event representation, that is, the information reported by children who were reporting plans became more differentiated from the information reported by children who were recounting scripts. The implications of results are that young children's planning skills may emerge and develop in familiar event contexts in which children can use generalized event representation to support their cognitive activities involved in planning for real-world events.
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