Play and Self-Regulation: Lessons from Vygotsky

Autor/inn/en	Bodrova, Elena; Germeroth, Carrie; Leong, Deborah J.
Titel	Play and Self-Regulation: Lessons from Vygotsky
Quelle	In: American Journal of Play, 6 (2013) 1, S.111-123 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-0399
Schlagwörter	Play; Metacognition; Sociocultural Patterns; Attribution Theory; Child Development; Creativity; Executive Function; Self Control; Cognitive Development; Classroom Observation Techniques; Learning Theories + Suchen Sie Ihr Suchwort? Spiel; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Soziokulturelle Theorie; Kindesentwicklung; Kreativität; Selbstbeherrschung; Kognitive Entwicklung; Learning theory; Lerntheorie
Abstract	The authors consider the analysis of the literature on play research by Lillard and others in the January 2013 "Psychological Bulletin," an analysis that questioned the prevailing assumption of a causal relationship between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of emotions. The authors regard these connections as critical for teachers in early-childhood classrooms and for other advocates of child play. They claim that the conclusions of Lillard and her coauthors place these professionals in a difficult position because they already face sharp pressure to replace play with academic activities. The authors suggest that the difficulty researchers have in linking play to development partly results from a failure to account for both cognitive and noncognitive developments across a complex trajectory. To help see the problem more clearly, they argue for a return to the Vygotskian and post-Vygotskian theories that differentiate between immature and mature play. The authors then describe their creation, an observational tool based on such theories, that helps researchers and practitioners judge the quality of pretend play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10