Triadic Relationship among the Frequency of Role-Play, Self-Regulatory Behaviour in Role-Play, and Self-Regulation in Preschool Classrooms

Autor/inn/en	Fuji, Shohei; Sugimura, Shinichiro
Titel	Triadic Relationship among the Frequency of Role-Play, Self-Regulatory Behaviour in Role-Play, and Self-Regulation in Preschool Classrooms
Quelle	In: European Journal of Developmental Psychology, 20 (2023) 5, S.759-775 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fuji, Shohei) ORCID (Sugimura, Shinichiro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2023.2190093
Schlagwörter	Role Playing; Metacognition; Imagination; Fantasy; Classroom Environment; Child Behavior; Preschool Children; Foreign Countries; Correlation; Teacher Attitudes; Kindergarten; Classification; Japan + Suchen Sie Ihr Suchwort? Rollenspiel; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fantasie; Klassenklima; Unterrichtsklima; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Korrelation; Lehrerverhalten; Classification system; Klassifikation; Klassifikationssystem
Abstract	Studies have found a relationship between pretend play and self-regulation both during and outside pretend play; however, very few have investigated these three variables simultaneously. Therefore, this study examined the relationship between the frequency of role-play (a type of pretend play), self-regulatory behaviour during role-play, and self-regulation in a classroom with 55 Japanese children aged 4-6. Teachers rated the frequency of role-play and self-regulation in classrooms, based on which we conducted observations to evaluate self-regulatory behaviour during role-play. Frequency of role-play and self-regulatory behaviour during role-play were associated with self-regulation in classrooms. However, the frequency of role-play was not associated with self-regulatory behaviour during role-play. The results suggest that children who frequently engage in pretend play do not necessarily demonstrate self-regulatory behaviours during pretend play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01