Perspectives of science and education, Год журнала: 2024, Номер 67(1), С. 456 - 469

Опубликована: Март 1, 2024

Introduction. Play is the leading activity of preschool age, and play with an imaginary situation (pretend play) considered as most significant type for children’s mental development, which allows this to be used in educational process a means teaching developing children. The purpose article was assess impact pretend on cognitive emotional development children 3-4 years old. We assumed that (1) can influence executive functions, imagination understanding emotions old, (2) different depending developmental mechanisms it contains more involved. Materials methods. To test hypotheses, training controlled experiment design developed. As experimental intervention series sessions adult were conducted. Before after intervention, level assessed. 39 aged took part sessions. video recorded later analysis. Results. data obtained analyzed two stages. First, results pre- post-test control groups compared. At second stage, analysis recordings carried out order child's ability stay context. Thus, same before participating (Student's paired t-test) Significant differences identified indicator “Understanding external causes emotions” Test Emotion Comprehension “Elaboration” imagination. Analysis variance hot self-regulation at time participation confirmed exposure factor affecting understand (F(1.36) = 3.87, p 0.030, n2 0.035). showed both playing conditions large extent involved and, expected, their there emphasis meanings human activity, relationship between characters feelings. conducted whole low effectiveness even active adult. Conclusion. age initial stage formation itself, such functions imagination, emotions. generally experimenter play. conclude when planning use purposes, important take into account individual zone proximal available child. This will allow what format adult’s interventions effective.

Язык: Английский