The Jigsaw Puzzle Performance of Preschoolers and Its Relationship with Inhibitory Control

Early Childhood Education Journal, Год журнала: 2025, Номер unknown

Опубликована: Фев. 1, 2025

Язык: Английский

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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

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Play to Foster Children’s Executive Function Skills: Exploring Short-and Long-Term Effects of Digital and Traditional Types of Play

International Journal of Early Childhood, Год журнала: 2023, Номер 56(3), С. 687 - 709

Опубликована: Ноя. 16, 2023

Язык: Английский

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Dramatic Perezhivanie as a driver of executive functions development through role-play in early childhood: Theoretical framework and experimental evidence

Frontiers in Psychology, Год журнала: 2022, Номер 13

Опубликована: Ноя. 18, 2022

Role-play in early childhood is associated with development of executive functions (EFs), although study results remain inconsistent. Due to the complex nature role-play, underlying mechanisms these associations are not obvious. In this article, play viewed framework cultural-historical approach as a special social situation that can become if it dramatic perezhivanie child. study, we compared level EFs and behavior between two contexts: guided by an adult one less involvement. Play was analyzed based on five behavioral measures suggested be markers perezhivanie. Measures were taken before after experimental procedure. Results show might considered driver through role-play childhood. As well this, involvement into different patterns dynamics intervention. Future work investigate construct perezhivanie, microsocial development, micro-crisis explain variability association child development.

Язык: Английский

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Pretend Play and Project-Based Learning as Factors in the Development of Preschool Children

RUDN Journal of Psychology and Pedagogics, Год журнала: 2023, Номер 20(3), С. 431 - 445

Опубликована: Дек. 6, 2023

In psychology, playing is traditionally considered the most developing form of preschool children’s activity. Nowadays, despite large amount research demonstrating significant impact pretend play on psychological development preschoolers, project-based learning widespread in kindergartens. Therefore, purpose this work to determine whether it enough for successful children include them or important use other educational technologies as well. According cultural-historical and activity-based approaches key features are identified fundamental preschoolers. Based features, authors conduct a comparative analysis order their differences. The results show that these types activities have own developmental tools: an imaginary situation (in play) space realization (for activity). It also demonstrated inclusion involves process orientation caused by underdevelopment operational sphere while result-oriented activity aimed at creating socially product. Finally, essential point associated with role adult. play, child independent, being subject project activities, author idea, adult child’s interpreter. shows differences between which should be taken into account when working age.

Язык: Английский

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The influence of pretend play on the cognitive and emotional development of children 3-4 years old

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

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Trends in the play of modern children and their connection with mental development: empirical study

Perspectives of science and education, Год журнала: 2024, Номер 67(1), С. 470 - 489

Опубликована: Март 1, 2024

Introduction. Role play is the leading activity of preschool period, in which key development takes place. However, specifics modern childhood leads to a decrease time for implementation free play. Therefore, search means support role an important task scientific community and education system. The purpose this study was identify current trends behavior preschoolers, as well relationship main indicators children's mental with attitudes their parents Materials methods. involved 596 children aged 5-6 years (from 23 51 years). Sociometric status, understanding emotions, executive functions nonverbal intelligence were considered children’s development. Data on parents' towards obtained using questionnaire containing three blocks questions: socio-economic block, questions about attitude Results discussion. results indicated relatively low level preschoolers: according observations parents, only every fifth child deeply immersed game plot, 15% do not seek at all. data that most consider it necessary allocate enough More than 40% "useless" activity, more 80% give priority cognitive activities, example, joint reading. At same time, significant links sociometric status group, ability understand visual working memory, flexibility, information processing speed recorded. Conclusion. can be used develop recommendations play, purposes analyze childhood.

Язык: Английский

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The Development of Executive Functions in Play Contexts

Опубликована: Янв. 1, 2024

This chapter presents an experimental study of the development executive functions (EF) in young children play contexts by two groups researchers Australia and Russia. Both studies had a common purpose—to investigate EF specific contexts—the Playworlds first research project sociodramatic context second. projects took cultural-historical approach to psychological child as theoretical basis and, were based on vision nature their development. Despite approach, was considered more imbedded social practices, whereas second research, analysis built general analytic-genetical model (Veresov Subjectivity within approach: Theory, methodology research. Springer Singapore, pp. 61–83, 2019). In addition, focused process using concepts situation development, perezhivanie drama.

Язык: Английский

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Supporting the Development of Executive Function Skills Through Structured Play: A Qualitative Study of South African Preschool Teachers

Early Childhood Education Journal, Год журнала: 2024, Номер unknown

Опубликована: Дек. 25, 2024

Abstract Executive function encompasses various cognitive skills that govern our thoughts and actions when completing a task. The include self-regulation, memorisation, flexibility to ultimately foster autonomy, planning, problem solving skills. Various interventions have been used develop executive skills; however, the use of structured play has not adequately assessed. Therefore, this qualitative study explored how development can be supported in preschool settings using play. Since acquiring new knowledge is particularly effective during social interaction, Vygotsky’s sociocultural theory was conceptual framework. A approach deemed most suitable choice as it relied on direct observation phenomenon. Eight South African teachers were selected from four preschools with different curricula (National Curriculum Framework, Independent School Association Africa curriculum, Montessori, Reggio Emilia). Research data obtained semi-structured interviews lesson observations. then analysed coded arrive at six themes. themes include: (1) guiding, (2) modelling, (3) instructing, (4) repeating, (5) incorporating child-led activities, (6) considering children’s interests. Overall, active engagement through experiences route Given psychosocial benefits an early age, contribution suggests play-based strategies are enhancing These applicable learning environments.

Язык: Английский

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Russian and Indian preschool educators’ beliefs about play activities: a comprehensive study

Frontiers in Education, Год журнала: 2023, Номер 8

Опубликована: Июль 20, 2023

In this study, preschool teachers’ beliefs regarding play in children its various forms (role-play, rough-and-tumble play, digital play), and the process of development groups based on samples Russian Indian educators were examined. From Russia, 3,013 respondents (all women), aged 18–77 ( M = 41.57; SD 10.02) took part 116 (10.34% men), 23–50 36; 9) from India also participated. An original questionnaire aimed at assessing attitudes toward different types was used. This instrument consisted sections which focused understanding place everyday routine child group, role-play patterns characteristics (i.e., preferred plots, materials, course practice, educators’ competence (self-assessment difficulties with joining suggesting a plot or materials for etc.). Our main finding that although vast majority both cultures recognize value development, belief does not find practical expression daily life group. data showed are more likely to be mediators children’s experience while their counterparts engaged children. The content among Russia described. There differences play: experienced teachers have positive attitude activities devices, they see opportunities play. At same time, whose enter into only type but evaluate themselves positively playing

Язык: Английский

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