Affiliation:
1. Lomonosov Moscow State University
Abstract
In modern pre-school education, more and more time is devoted to educational activities, while kindergarten children have very little time to play. However, play activity is extremely important for the development of inhibition in preschoolers. The article presents results of a study on the relationship between the child's acceptance of different roles (positive, wise or negative hero) and the success of executive function tasks implementation (cognitive flexibility and self-restraint). The study involved 81 children aged 5—6 years of Moscow kindergartens. Assessment of the level of executive functions development was carried out three times: pre-test (without a role), test (task execution in a role), post-test (without a role) using the same complex of methods. Based on the results of the pre-test, preschoolers were divided into 4 groups (3 experimental and one control). Ekvivalent groups formation was carried out basing on the actual level of executive functions development (low and high level) and on the number of boys and girls included in each of the groups. The study showed that the adoption of the role can have both positive and negative impacts on the success of executive function tasks implementation, depending on the type of task and the level of inhibition in preschoolers. The roles of the positive and wise characters had a positive effect in all three tasks, and the role of the negative character had of positive effect only in the tasks on behavioral and cognitive restraining control (in the task on cognitive flexibility it had a negative effect). In addition, role-taking in children with low levels of executive functions interfered with the behavioral control task, whereas in the cognitive control task, role-taking contributed to improved outcomes. Thus, accepting a role can help a preschooler to regulate their behavior, which confirms the role of play as the leading activity in preschool age.
Funder
Russian Foundation for Basic Research
Publisher
Federal State-Financed Educational Institution of Higher Education Moscow State University of Psychology and Education
Subject
Psychology (miscellaneous),Social Psychology,Developmental and Educational Psychology,Cultural Studies,Applied Psychology
Reference25 articles.
1. Vygotskii L.S. Igra i ee rolâ v psikhicheskom razvitii rebenka [Play and its role in the mental development of the child]. Psikhologiya razvitiya rebenka [Psychology of child development]. Moscow: EKSMO, 2004, pp. 200â223. (In Russ.)
2. Matveeva L.V., Anikeeva T.Ya., Mochalova Yu.V., Makalatiya A.G. Vospriyatie detâmi doshkolânogo i mladshego shkolânogo vozrasta obrazov geroev otechestvennykh i zarubezhnykh mulâtfilâmov [Perception of images of heroes of domestic and foreign cartoons by children of preschool and primary school age]. Vestnik Moskovskogo universiteta. Seriya 14. Psikhologiya [Bulletin of Moscow University. Series 14. Psychology.], 2019, Vol. 3, pp. 105â123. (In Russ., abstr. in Engl.).
3. Smirnova E.O., Gudareva O.V. Sotstoyanie igrovoi deyatelânosti sovremennykh doshkolânikov [The state of the play activities of modern preschoolers]. Psikhologicheskaya nauka i obrazovanie [ Psychological science and education], 2005, Vol. 2, pp. 76â86. (In Russ., abstr. in Engl.)
4. Elâkonin D.B. Psikhologiya igry [Psychology of play]. Moscow: Pedagogika, 1976. 304 p. (In Russ.).
5. Carlson S., White R., Davis-Ungera A. Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development, 2014. Vol. 29, pp. 1â24. doi:10.1016/j.cogdev.2013.09.001
Cited by
7 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献