Which Play Is Better? Different Play Types and Development of Executive Functions in Early Childhood

Autor/inn/en	Veraksa, Aleksander; Sukhikh, Vera; Veresov, Nikolay; Almazova, Olga
Titel	Which Play Is Better? Different Play Types and Development of Executive Functions in Early Childhood
Quelle	In: International Journal of Early Years Education, 30 (2022) 3, S.560-576 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veraksa, Aleksander) ORCID (Sukhikh, Vera) ORCID (Almazova, Olga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2022.2091979
Schlagwörter	Play; Child Behavior; Executive Function; Short Term Memory; Inhibition; Young Children; Games; Computer Games; Childhood Needs; Tablet Computers; Role Playing; Child Development + Suchen Sie Ihr Suchwort? Spiel; Kurzzeitgedächtnis; Hemmung; Frühe Kindheit; Game; Spiele; Computer game; Computerspiel; Computerspiele; Childhood; needs; Kindheit; Bedürfnis; Tablet computer; Tablet PC; Computer; Digitalrechner; Rollenspiel; Kindesentwicklung
Abstract	In this study we aimed to compare the contribution of each play type to the development of different EFs components: shifting, working memory (visuospatial and auditory) and inhibition (two aspects of cognitive inhibition and physical inhibition). Following a preliminary examination of EFs was the intervention, which consisted of 14 play sessions for 20-30 min twice a week. Participants (n = 199, 46.7% females), aged from 52 to 69 months (M = 60.79; SD = 4.10) were assigned to one of five experimental groups: three types of role play (free role play; adult-directed play; child-directed play), digital games, games with rules (board games). All the measured EFs significantly increased following the digital games' intervention. In 'Games with rules' and 'Adult-directed play' intervention groups, significant changes were registered in 5 (out of 6) measures of EFs. In the 'Free play' and 'Child-directed play', significant changes were found in 4 measures of EFs. Differential effect of play on EFs components is discussed. These results demonstrate the importance of play for EFs development and given the differential effect of play types, those can be applied based on the children's needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01