The impact of social pretend play on preschoolers’ social development: Results of an experimental study

Jaggy, Ann‐Kathrin; Kalkusch, Isabelle; Bossi, Carine Burkhardt; Weiss, Barbara; Sticca, Fabio; Perren, Sonja

doi:10.1016/j.ecresq.2023.01.012

Cited by 22 publications

(18 citation statements)

References 55 publications

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“…Findings from several previous studies support that role playing has significant benefits and results for children's social-emotional development (Goldstein & Matthew, 2017;Happ et al, 2017;Kalkusch et al, 2021). Jaggy et al, (2023) found that children who did role play showed many positive changes in social skills with peers, and encouraged positive social behavior. As a supporter, Brown et al, (2016) found that role playing can improve social and emotional skills such as understanding emotions or understanding the mental state of others and understanding social situations.…”

Section: Introductionmentioning

confidence: 60%

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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Section: Introductionmentioning

confidence: 60%

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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“…This result implies that EL, rather than RL, might have a significant impact on SCWP skills by enabling children to initiate peer interactions, integrate into peer groups and maintain harmonious peer relationships (e.g., Chow et al, 2022; Janik Blaskova & Gibson, 2021). One possibility is that frequent peer conversations about role assignments, game rules and resolving conflicts through negotiation in preschool backgrounds might promote children's SCWP skills (e.g., Fung & Cheng, 2017; Jaggy et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Social competence with peers and theory of mind among Chinese preschool children

Hou,

Liu,

Qin

et al. 2023

Infant and Child Development

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The current study investigated the link between social competence with peers (SCWP) and theory of mind (ToM) skills among Chinese preschool children. Using a sample of 363 Chinese children aged 3–5 (Mage = 4.54 years, SD = 0.84, 183 boys), this cross‐sectional study demonstrates that children's SCWP, as reported by teachers, was significantly related to their ToM. Notably, this link was found to be significant even after controlling for children's age, sex, sibling presence or absence, parental education level, family possessions, family size and language skills. The current research provides empirical evidence for the association between SCWP and social understanding. Furthermore, beyond links with scores on the false‐belief tests used in most past studies, the current result showed a clear independent link between teachers' ratings of social competence and the total score on a reliable developmentally sequenced ToM scale.

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“…These complex interactions can encourage social skills like perspective-taking and social problem-solving (Coplan & Arbeau, 2009;Göncü, Patt, & Kouba, 2002;Rubin, Bukowski, Parker, & Bowker, 2008). Moreover, during preschool, engaging in play with peers is associated with increases in social and school competence (e.g., Eggum-Wilkens et al, 2014;Howes & Matheson, 1992;Jaggy et al, 2023;Lindsey & Colwell, 2013).…”

Section: Parallel and Social Play In Early Childhoodmentioning

confidence: 99%

Understanding the Developmental Transition between Parallel and Social Play During Preschool: A Multiplex Social Network Analysis

Neal,

Brutzman

et al. 2024

Preprint

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Preschoolers are expected to transition from parallel play, where they engage in similar activities next to peers, to social play, where they engage in direct interactions with peers. We use longitudinal, multiplex social network analysis to examine the transition between observed parallel and social play over a school year in a 3-year-old classroom (N = 25, 45% girls, 48% White) and a 4-year-old classroom (N = 28, 42.86% girls, 60.71% White). In both classrooms, the existence of a parallel play relationship between two children predicted the formation of a social play relationship between the same two children over time but not vice versa. Findings provide support for a unidirectional, sequential transition from parallel to social play with the same peers.

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The impact of social pretend play on preschoolers’ social development: Results of an experimental study

Cited by 22 publications

References 55 publications

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

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

Social competence with peers and theory of mind among Chinese preschool children

Understanding the Developmental Transition between Parallel and Social Play During Preschool: A Multiplex Social Network Analysis

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