Free play predicts self-regulation years later: Longitudinal evidence from a large Australian sample of toddlers and preschoolers

Colliver, Yeshe; Brown, Judith E.; Harrison, Linda J.; Humburg, Peter

doi:10.1016/j.ecresq.2021.11.011

Cited by 35 publications

(22 citation statements)

References 90 publications

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“…Physically active free play has also been associated with selfregulation performance (Becker et al, 2014) and EF (Carson et al, 2016). Colliver et al (2022) found unstructured quiet play also predicts self-regulation abilities, speculating that this type of play provides children with opportunities for practicing self-direction.…”

Section: Introductionmentioning

confidence: 97%

Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes

2022

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This study examined the effect of nature-based practices on preschoolers’ executive function (EF). The Minnesota Executive Function Scale was administered to 147 children within one school district at the beginning and end of the preschool year. Results suggest incorporating nature-based practices into preschool was effective, as children in preschool classrooms where nature-based practices were used had significantly higher levels of EF at the end of the school year than children in programs where nature-based practices were more minimally used. Preschools that used a blended approach (some incorporation of nature-based practices) were significantly more effective than preschools that had lesser incorporation of nature-based practices. Results also point to the effectiveness of a blended approach for supporting EF in lower SES children. This study contributes to the literature regarding effective practices for supporting EF development and adds to the growing body of research surrounding the impact of nature play on child development and school readiness.

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Section: Introductionmentioning

confidence: 97%

Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes

2022

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“…Managing one’s own and others’ behavior for preschool children may represent independent abilities. We suggesting that simple calculations of play (e.g., time spent in free play; Colliver et al, 2022 ) may be insufficient to accurately catalog the impact of different play behaviors on executive functions. For a more detailed study of play in subsequent studies, it will be necessary either to expand the questionnaire or use additional techniques (for example ChiPPA).…”

Section: Discussionmentioning

confidence: 99%

“…Increased free time is associated with self-directed executive functioning ( Barker et al, 2014 ), positive adaptive behavior, and even academic success ( Lehrer et al, 2014 ), suggesting that children’s autonomy over their activities may practice EFs ( Barker and Munakata, 2015 ). Large longitudinal data suggest that time spent playing at 2–5 years of age predicts self-regulation, including inhibition and other EFs, 2 years later ( Colliver et al, 2022 ). Particular EFs, such as attention shifting ( Pierucci et al, 2013 ; White and Carlson, 2016 ), working memory ( Thibodeau et al, 2016 ), delay skills ( Carlson et al, 2014 ), and inhibitory control ( Goble and Pianta, 2017 ; White et al, 2021 ; White and Carlson, 2021 ), have all been associated with pretend play behaviors.…”

Section: The Developing Relationship Between Play and Executive Funct...mentioning

confidence: 99%

The Relationship Between Russian Kindergarteners’ Play and Executive Functions: Validating the Play Observed Behaviors Scale

et al. 2022

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BackgroundYoung children’s play is theorized to develop executive functions, skills strongly predictive of many later advantages. The current study sought to validate a practicably short play behavior survey for kindergarten teachers (N = 18) and compare the reported behaviors to the executive functions (EFs) of their 443 Russian kindergarteners (Mage = 78.6 months; SD = 4.04).Research FindingsThe factor model with satisfactory construct validity and internal consistency included three factors: leadership, play preferences and rule conformity. Analyses provide partial support for Vygotsky’s theory that play supports EF development, but particular behaviors were related to different EF components. However, kindergarteners exhibiting more leadership, preferences and conformity overall rated higher on most EF components.Practice and PolicyThese findings do not support the theory that play skills improve unidirectionally with age and EFs, suggesting particular profiles of types of players and complex changes with age. The play behavior survey may be a practicable way to trace different profiles across the early years.

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“…For example, in one study, 3-to 5-year-old children who took part in a pretendplay intervention showed greater increases in executive function than children in a nonimaginative play intervention (Thibodeau et al, 2016). In a 2-year longitudinal study, the amount of time preschool children engaged in free play at home (some of which was fantasy play) positively predicted a measure of self-regulation two years later (Colliver et al, 2022). According to Blair and Diamond (2008, p. 907), "During social pretend play, children must hold their own role and those of others in mind (working memory), inhibit acting out of character (employ inhibitory control), and flexibly adjust to twists and turns in the evolving plot (mental flexibility); all three of the core executive functions thus get exercise."…”

Section: Young Children's Dispositions Toward Exploration and Playmentioning

confidence: 99%

Children’s Evolved Learning Abilities and Their Implications for Education

Bjorklund

2022

Educ Psychol Rev

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In this article, I examine children's evolved learning mechanisms that make humans the most educable of animals. These include (1) skeletal perceptual and cognitive mechanisms that get fleshed out over the course of development, mainly through play; (2) a high level of plasticity that is greatest early in life but that persists into adulthood; (3) remarkable social-learning capabilities; and (4) dispositions toward exploration and play. I next examine some evolutionary mismatches-conflicts between psychological mechanisms evolved in ancient environments and their utility in modern ones-specifically with respect to modern educational systems. I then suggest some ways educators can take advantage of children's evolved learning abilities to minimize the effects of evolutionary mismatches, including (1) following developmentally appropriate practices (which are also evolutionarily appropriate practices), (2) increasing opportunities for physical activities, (3) increasing opportunities to learn through play, and (4) taking advantage of stress-adapted children's "hidden talents." I argue that evolutionary theory informs teachers and parents about how children evolved to learn and can result in moreenlightened teaching methods that will result in a more enjoyable and successful learning experiences for children.

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Free play predicts self-regulation years later: Longitudinal evidence from a large Australian sample of toddlers and preschoolers

Cited by 35 publications

References 90 publications

Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes

Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes

The Relationship Between Russian Kindergarteners’ Play and Executive Functions: Validating the Play Observed Behaviors Scale

Children’s Evolved Learning Abilities and Their Implications for Education

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