In-service teachers' perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics
Teaching and Teacher Education,
Год журнала:
2025,
Номер
157, С. 104951 - 104951
Опубликована: Фев. 4, 2025
Язык: Английский
Non-therapeutic play to overcome negative emotional symptoms and improve emotional intelligence in children aged 3–7: a systematic review
Frontiers in Psychology,
Год журнала:
2025,
Номер
16
Опубликована: Март 6, 2025
Play
therapy
is
an
effective
approach
to
reduce
emotional
symptoms,
stress
and
develop
sphere
in
early
childhood.
But
the
organization
of
requires
long-term
specialized
training
a
significant
number
sessions,
making
it
inaccessible
public
institutions.
This
systematic
review
aims
analyze
potential
mechanisms
play
outside
therapeutic
setting
for
overcoming
regulation
resilience
preschool-aged
children.
Using
PRISMA
method,
we
selected
33
articles
qualitative
analysis
from
9,639
published
over
past
5
years
found
through
PubMed,
ScienceDirect,
Scopus.
The
effectiveness
pretend
play,
with
rules,
digital
outdoor
addressing
symptoms
improving
mental
health
was
revealed.
It
shown
that
widely
used
improve
intelligence
its
components,
decrease
anxiety,
aggression,
fear.
In
accordance
cultural-historical
approach,
seven
generalized
blocks
were
identified
enhance
children’s
well-being
promote
development.
Pretend
have
greatest
corrective
developmental
potential,
due
diverse
involved.
findings
this
may
be
plan
future
research
educational
practice
kindergartens.
Язык: Английский
The development of specific emotion comprehension components in 1285 preschool children
Scientific Reports,
Год журнала:
2025,
Номер
15(1)
Опубликована: Март 12, 2025
The
goal
was
to
examine
the
development
of
specific
components
emotion
comprehension
in
1285
preschool
children
aged
3
5
years.
Three
tasks
were
used:
context-free
facial
recognition
four
primary
(and
neutral)
emotions,
and
external
causes
(i.e.,
pointing
which
a
character
feels
several
situations,
labelling
each
them).
Main
results
showed
that
improves
3-4-5-year-olds.
However,
some
seemed
improve
faster
regardless
age.
Context-free
emotions
better
mastered
compared
ability
identify
label
(respectively
non-verbal
verbal
tasks)
an
after
presenting
cause
(visually/verbally)
emotion.
Labelling
expressions
remained
most
complex
task.
When
generate
presented,
joy
tended
be
recognized
emotion,
while
anger,
fear,
sadness
came
improved
with
At
age
3,
on
task,
anger
best
recognized,
third
place.
5,
took
first
place
for
this
Fear
difficult
recognize
along
neutral
expression
task
group.
Finally,
all
three
Язык: Английский
Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years
Children,
Год журнала:
2023,
Номер
10(11), С. 1825 - 1825
Опубликована: Ноя. 17, 2023
Children's
emotional
abilities
have
been
shown
to
be
related
academic
performance,
peer
acceptance,
and
in-school
adjustment.
The
main
objective
of
this
study
was
evaluate
the
effect
innovative
emotion
training
designed
promote
316
preschool/kindergarten
children
aged
from
3
6
years
old
enrolled
in
public
schools
first
three
levels
(L1,
L2,
L3).
Another
examine
transfer
effects
on
language
comprehension
mathematics
abilities.
(eight
sessions)
focused
identification,
comprehension,
expression
emotions
were
co-constructed
with
teachers.
Children
tested
before
after
emotion,
language,
skills.
Results
showed
an
improvement
young
L1
(3-4
years)
L2
(4-5
intervention
group
compared
those
non-intervention
group.
Also,
although
children's
basic
correlated
their
abilities,
nature
link
not
demonstrated
causal.
Findings
are
discussed
regard
influence
level
links
variables.
Язык: Английский
Doll Play Improves Social Processing: Evidence from a Randomized-Control Trial
Research Square (Research Square),
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 7, 2024
Abstract
Play
is
often
described
as
a
child’s
“occupation,”
both
because
young
children
spend
the
majority
of
their
time
playing
when
given
option,
and
it
critical
mechanism
through
which
learn
cognitive
socio-emotional
skills.
In
randomized
control
trial
(N
=
73),
we
found
first
causal
evidence
that
doll
play,
more
so
than
creative
tablet
improves
theory
mind
in
4-
to
8-year-old
following
month-long
play
intervention.
Improvements
were
particularly
strong
for
who
had
parent-reported
peer
problems.
Diaries
during
intervention
indicated
likely
socially
with
dolls
tablets.
Together,
this
shows
may
be
suitable
pattern
practicing
improving
social
skills
like
by
encouraging
interaction
these
outside
interactions.
Язык: Английский
Short Playful Interactions Improve Executive Functions in Children
Daniela Yaffe,
Limor Shtoots,
Omer Kochav Isakow
и другие.
Research Square (Research Square),
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 14, 2024
Abstract
Executive
Functions
(EFs)
are
foundational
for
lifelong
flourishing,
supporting
crucial
capacities
such
as
planning,
decision-making,
and
self-regulation.
Research
indicates
that
EFs
in
children
malleable,
with
both
long-term
short-term
interventions
facilitating
the
acquisition
of
these
vital
skills.
Consequently,
there
is
significant
interest
enhancing
from
early
childhood.
Social
playfulness,
a
natural
core
aspect
children's
lives,
supports
broad
developmental
benefits
may
improve
EFs.
This
study
examined
effect
short
playful
interaction
compared
an
active
control
on
children’s
EF
performance
mood.
Sixty-two
aged
6
to
10
years
participated
either
or
adult
female.
The
results
showed
interaction,
but
not
improved
attentional
measured
Flanker
task.
Furthermore,
enhanced
positive
mood
led
stronger
social
bonds
co-player.
These
promising
findings
imply
interactions
multidimensional
activities
target
cognitive,
emotional,
functions
simultaneously.
We
suggest
playfulness
holds
unique
potential
aimed
at
training
primary
school
children,
it
highly
enjoyable
easy
learn
integrate
into
daily
activities.
Язык: Английский
Développer les compétences émotionnelles des élèves pour favoriser une école inclusive
Deleted Journal,
Год журнала:
2023,
Номер
13(04), С. 9 - 16
Опубликована: Дек. 5, 2023
Les
sciences
cognitives
appliquées
à
l’éducation
contribuent
identifier
les
trajectoires
développementales
des
élèves
avec
ou
sans
besoins
éducatifs
particuliers
afin
que
modalités
d’apprentissage
et
d’enseignement
leur
soient
davantage
adaptées.
Parmi
compétences
transversales
participant
la
réussite
académique
l’inclusion,
émotionnelles
constituent
une
base
essentielle,
aujourd’hui
reconnue
comme
prédicteur
du
bienêtre
de
scolaire
élèves.
Cet
article
vise
définir
le
concept
d’intelligence
émotionnelle,
présenter
comment
son
effet
l’école
sur
est
significatif,
proposer
repères
pour
favoriser
en
contexte
scolaire.