L’objectif de cette recherche était d’évaluer les effets d’un programme d’entraînement basé sur le jeu de faire semblant destiné à favoriser le développement des compétences socio-émotionnelles. Dix-neuf enfants âgés de cinq ans ont été évalués à l’aide d’un paradigme pré-test, entraînement (groupe expérimental vs témoin), post-test. Le groupe expérimental a bénéficié d’un programme de onze semaines d’une heure hebdomadaire durant les heures de classe portant sur les compétences socio-émotionnelles – telles que la compréhension des émotions, la régulation des émotions négatives et le comportement prosocial – tandis que le groupe témoin n’a bénéficié d’aucune intervention spécifique. Les résultats montrent une amélioration partielle de l’habileté à comprendre les émotions et à réguler les émotions négatives chez les enfants ayant bénéficié du programme d’entraînement. Toutefois, aucune progression significative n’a été constatée aux épreuves mesurant le comportement prosocial pour le groupe expérimental. Ces résultats suggèrent qu’un entraînement basé sur le jeu de faire semblant favorise le développement de certains aspects des compétences émotionnelles, plutôt que le comportement prosocial.
The objective of this study was to evaluate the effects of a pretend play‐based training designed to promote the development of socio‐emotional competences. 79 children aged 5 to 6 years were evaluated before and after a pretend play‐based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while the control group (40 children) received no specific intervention. The programme was implemented by 5 teachers. The results show improvements in the ability to understand emotions in children who benefited from the training. These findings are discussed in the broader context of using this form of play as a privileged pedagogical tool to allow children to develop these competences.
What are the foundational abilities that young children must develop at the beginning of school for their future academic success? Little is known about how emotion knowledge, social behaviour, and locomotor activity are associated and how these abilities may be predictors of academic-mathematic performance (less correlated with the children’s SES than pre-reading and linguistic achievement) in a large cohort of preschool children. Here we show that emotion knowledge, locomotor activity, social behaviour, and academic-mathematic performance are interrelated in 706 French preschool children aged 3 to 6. Mediation analyses reveal that the increase in academic-mathematic performance is explained by the increases in emotion knowledge and social behaviour and, in turn, children with a greater comprehension of emotions tend to have better locomotor skills and higher academic-mathematic scores. Additionally, sequential mediation analysis reveals that the increase in emotion knowledge, locomotor activity and social behaviour partially explains the increase in academic-mathematic performance. These results are discussed in relation to three possible mechanisms. Our findings are consistent with the political and scientific consensus on the importance of social-emotional abilities in the academic world at the beginning of school and suggest adding locomotor activity to these foundational abilities.
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