Examining the relation between adult scaffolding of make-believe play and children's executive functions: an observational study conducted in a natural educational setting

被引:0
|
作者
Duval, Stephanie [1 ]
Montminy, Noemie [1 ]
Foisy, Lorie-Marlene Brault [2 ]
Arapi, Enkeleda [1 ]
Vezina, Sophie-Anne [1 ]
机构
[1] Univ Laval, Dept Etud Efnseignement & Apprentissage, Quebec City, PQ, Canada
[2] Univ Quebec Montreal, Dept Didact, Montreal, PQ, Canada
基金
加拿大魁北克医学研究基金会;
关键词
Make-believe play; executive function skills; 5-year-old children; kindergarten; teacher's scaffolding; PRETEND-PLAY; INTERVENTIONS; SKILLS;
D O I
10.1080/03004430.2023.2216891
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study aims to bridge a gap between Vygotsky's seminal framework on the importance of make-believe play and adult scaffolding in children's cognitive development (e.g. executive function [EFs]) and research in cognitive neuroscience. Kindergarten children (N = 160) and teachers (N = 12) took part in the study. EFs skills and make-believe play (Child and Teacher dimensions; e.g. adult' level of scaffolding) were assessed through observation with the Executive Functions Observation Tool and the Mature Play Observation Tool. Results from stepwise polynomial regressions and mediation analysis showed a significant mediating effect of the context on the curvilinear relationship between teacher scaffolding of play and the child's level of EFs. These results show the importance of observing each child and the context in which they learn and play to understand their EFs. Observation of EFs manifestations could allow for better planning of intentional interventions to support the child's skills in accordance with their developmental needs.
引用
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页码:1022 / 1040
页数:19
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