Examining the Relation between Adult Scaffolding of Make-Believe Play and Children's Executive Functions: An Observational Study Conducted in a Natural Educational Setting

Autor/inn/en	Duval, Stéphanie; Montminy, Noémie; Brault Foisy, Lorie-Marlène; Arapi, Enkeleda; Vézina, Sophie-Anne
Titel	Examining the Relation between Adult Scaffolding of Make-Believe Play and Children's Executive Functions: An Observational Study Conducted in a Natural Educational Setting
Quelle	In: Early Child Development and Care, 193 (2023) 8, S.1022-1040 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duval, Stéphanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2023.2216891
Schlagwörter	Scaffolding (Teaching Technique); Imagination; Play; Executive Function; Observation; Cognitive Development; Kindergarten; Preschool Children; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Spiel; Beobachtung; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Kanada
Abstract	This study aims to bridge a gap between Vygotsky's seminal framework on the importance of make-believe play and adult scaffolding in children's cognitive development (e.g. executive function [EFs]) and research in cognitive neuroscience. Kindergarten children (N = 160) and teachers (N = 12) took part in the study. EFs skills and make-believe play (Child and Teacher dimensions; e.g. adult' level of scaffolding) were assessed through observation with the "Executive Functions Observation Tool" and the "Mature Play Observation Tool." Results from stepwise polynomial regressions and mediation analysis showed a significant mediating effect of the context on the curvilinear relationship between teacher scaffolding of play and the child's level of EFs. These results show the importance of observing each child and the context in which they learn and play to understand their EFs. Observation of EFs manifestations could allow for better planning of intentional interventions to support the child's skills in accordance with their developmental needs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01