The microgenetic emergence of cooperative play in 6-year-olds developmentally at-risk

Aalsvoort, Diny van der; Leeden, Rien van der

doi:10.1016/j.ijer.2010.01.001

Cited by 3 publications

(1 citation statement)

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“…These results point in the same direction as other studies that confirmed the positive effects of play on various factors of social, emotional, and psychomotor development ( Andueza and Lavega 2017 ; Blazic 1986 ; Brownell et al 2002 ; Carlson 1999 ; Cuesta Cañadas et al 2016 ; Garcia 2021 ; Guerreros 2021 ; Guevara and Ubillus 2019 ; Grineski 1989 ; Beltrán 2007 ; Lavega et al 2014 ; Navarro-Patón et al 2019 ; Mender et al 1982 ; Mikami et al 2005 ; Miralles et al 2017 ; Ochoa 2019 ; Orlick 1981 ; Orlick et al 1978 ; Orlick and Foley 1979 ; Valencia 2010 ; van der Aalsvoort and van der Leeden 2009 ; Vega 2018 ; Zanandrea 1998 ) and also ratify the results of the recent review ( Garaigordobil 2022 ) that shows the positive effects of play on the development of intelligence and creativity.…”

Section: Conclusion and Discussionmentioning

confidence: 81%

Developing Children’s Creativity and Social-Emotional Competencies through Play: Summary of Twenty Years of Findings of the Evidence-Based Interventions “Game Program”

2022

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This work presents the results of four cooperative-creative game programs (Game Programs). In all four studies, experimental designs with repeated pretest-posttest measures and control groups were used. Validation samples ranged from 86 to 178 participants, randomly assigning participants to the experimental and control conditions. Before and after each program, a battery of assessment instruments was applied to measure the variables under study. The intervention consists of conducting a weekly game session during the school year. The results of the posttest covariance analyses confirmed a significant impact: (1) in social development, by increasing various positive social behaviors and decreasing many negative social behaviors; by increasing assertive cognitive strategies and prosocial resolution of interpersonal problems; and by enhancing relationships and positive communication among group members; (2) in emotional development, by improving self-concept, peer image, and emotional stability; and (3) in cognitive development, by increasing verbal intelligence, verbal and graphic-figurative creativity, as well as creative personality behaviors and traits. This work provides empirical evidence of the relevance of cooperative-creative play in child development.

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Section: Conclusion and Discussionmentioning

confidence: 81%

Developing Children’s Creativity and Social-Emotional Competencies through Play: Summary of Twenty Years of Findings of the Evidence-Based Interventions “Game Program”

2022

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Improving young children's peer collaboration in early educational settings: A systematic review

Burns,

Yu,

Brathwaite

et al. 2024

Review of Education

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Peer collaboration is a foundational skill that emerges in early childhood. Children spend significant time in early educational settings, making it an important setting where young children can learn how to collaborate with peers. However, research on how to support children's collaboration effectively is limited and findings in this area have been inconsistent. This systematic review synthesises the effectiveness of interventions designed to enhance peer collaboration among children aged zero to six in early educational settings. The searches were conducted in Education Resource Information Centre (ERIC), PsycINFO, Education Resource, and Child Development and Adolescent Studies. A total of 18 studies met our inclusion criteria and were included in the systematic review. Included interventions targeted five components of peer collobaration: (1) communication skills; (2) ability to share goals; (3) collaborative products; (4) knowledge exchange; and (5) collaborative prosocial skills. The structure and implementation of the interventions were examined. Diverse strategies such as grouping children based on criteria, evaluations of collaborative products, role assignments, and adult observation and guidance were used to enhance young children's peer collaboration. The interventions primarily focused on children's direct engagement in tasks, with limited attention given to educators. The systematic review found mixed results regarding the impact of interventions on children's peer collaboration. Our findings provide researchers, policy makers and educators with empirical guidance on how to support this skill in young children. Context and implicationsRationale for this studyEarly educational settings are in a unique position to support children's peer collaboration. This study synthesised research on how to support the development of peer collaboration in these settings.Why the new findings matterThis study identified heterogeneity in how peer collaboration is supported and measured. Findings about the effectiveness of interventions were mixed.Implications for policy makersThe heterogeneity in measures found in this study highlights the need to develop and utilise consistent measures of peer collaboration. It is important for interventions to identify the specific type of peer collaboration skills that they target and tailor interventions accordingly. Future studies should continuously aim to ensure the quality of research and the replicability and clarity of intervention procedures across contexts for integration of evidence. Finally, more research is needed to understand how to support process‐oriented collaboration outcomes in children.

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Working Across Disciplines to Understand Playful Learning in Educational Settings

Aalsvoort

Broadhead

2016

Childhood Education

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The microgenetic emergence of cooperative play in 6-year-olds developmentally at-risk

Cited by 3 publications

References 40 publications

Developing Children’s Creativity and Social-Emotional Competencies through Play: Summary of Twenty Years of Findings of the Evidence-Based Interventions “Game Program”

Developing Children’s Creativity and Social-Emotional Competencies through Play: Summary of Twenty Years of Findings of the Evidence-Based Interventions “Game Program”

Improving young children's peer collaboration in early educational settings: A systematic review

Working Across Disciplines to Understand Playful Learning in Educational Settings

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