The emergence of dyadic pretend play quality during peer play: The role of child competence, play partner competence and dyadic constellation

Jaggy, Ann‐Kathrin; Mainhard, Tim; Sticca, Fabio; Perren, Sonja

doi:10.1111/sode.12445

Cited by 12 publications

(10 citation statements)

References 37 publications

(53 reference statements)

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“…Finally, it should be noted that all these mechanisms will be more solicited with the influence of peers particularly of the pretend play quality, which tends to become more mature and social under the ‘scaffolding’ of peers. As shown by Jaggy, Mainhard, Sticca, and Perren (2020), skilled players tend to elicit more mature pretend play in others. As a result, a more mature pretend play would allow the child to ‘verbalize’ more, to ‘repeat’ elements of socio‐emotional competences by playing more sophisticated roles and more elaborate scenarios, thus facilitating the transfer to more complex ‘real‐life’ situations.…”

Section: Introductionmentioning

confidence: 90%

The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old Swiss children

Richard

Baud-Bovy

Clerc-Georgy

et al. 2020

British J of Psychology

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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.

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Section: Introductionmentioning

confidence: 90%

The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old Swiss children

Richard

Baud-Bovy

Clerc-Georgy

et al. 2020

British J of Psychology

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“…On the other hand, we consider SPPQ as the quality (in terms of the mentioned features) the child shows during play. It is rather situate and dependent on characteristics of the play situation (e.g., interaction partners, Jaggy, Mainhard, et al, 2020; Kalkusch et al, 2021).…”

Section: Sppq As Hypothesized Mechanism Of Changementioning

confidence: 99%

Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change?

Kalkusch

Jaggy

Bossi

et al. 2022

International Journal of Behavioral Development

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Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups ( N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention group (play tutoring), the material group (half-dose), and the control group (treatment as usual). Weekly treatment sessions took place for six consecutive weeks. Pre-tests, post-tests, and a follow-up were made. Playgroup educators reported on children’s pretend play competence and social skills using a questionnaire. Children’s pretend play quality during treatment sessions was assessed by standardized behavioral observations. Using latent change models with indirect effects, we investigated whether the intervention effects of play tutoring on children’s pretend play competence and social skills are mediated by their social pretend play quality shown during the intervention sessions. The results indicate mediating effects of social pretend play quality on children’s change in social pretend play competence and self-oriented social skills (sociability and setting limits). The study supports social pretend play as a beneficial ground to promote social development but also indicates a more complex interplay of different change mechanisms.

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“…These results strengthen the evidence that role playing has a significant and positive impact on children's emotional understanding and social skills, and that the quality of role playing is positively related to a child's age. (Jaggy, Perren, Mainhard, et al, 2020;.…”

Section: Better Emotional Regulationmentioning

confidence: 99%

“…In role playing, children will be introduced to various instructions by doing stories or scenarios on game tools such as doll figures that include animals or objects (such as toy cars, rubber balls, and others). This role teaches children to be able to manage various forms of emotional expression, the ability to behave aggressively, and the ability to prosocial behavior (Fehr et al, 2021;Jaggy, Perren, Mainhard, et al, 2020;Korosec & Zorec, 2019;Marcelo & Yates, 2020). A study in the Netherlands applied role-playing and incorporated this method into a part of the curriculum in a daycare centre.…”

Section: Better Emotional Regulationmentioning

confidence: 99%

The Effect of Role Playing Methods on Social-emotional Development in Preschool Children

Wirahandayani

Rakhmawati²,

Rukmasari³

2023

J. Obs. J. Pendidik. Anak Usia Dini

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Problems that are often experienced by preschool-age children include maladjustment, egocentric, aggressiveness, anxiety, and tend to withdraw from society so that it can cause behavioral problems that reduce social-emotional development. If this problem is not addressed immediately, it can have a negative impact on the health and behavior of children in adulthood. Provision of effective role playing encourages social emotional development of children where through fun playing activities, children get rich experiences so that they can improve social emotional development. This study aims to conduct a literature review review related to the influence of the role playing method on the social emotional development of preschool-aged children. The method used is SLR (Systematic Literature Review). Data collection was carried out by identifying, screening, eligibility, and inclusion stages. A total of 15 articles used in this study were obtained from the PubMed, Ebsco, Sage, and Science Direct databases. The results show that role play affects children's social emotional development. The role playing method can be the right solution for educators and parents in improving children's better social emotional development

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The emergence of dyadic pretend play quality during peer play: The role of child competence, play partner competence and dyadic constellation

Abstract: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Cited by 12 publications

References 37 publications

The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old Swiss children

The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old Swiss children

Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change?

The Effect of Role Playing Methods on Social-emotional Development in Preschool Children

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