Pretend play-based training improves some socio-emotional competences in 5-6-year-old children: A large-scale study assessing implementation

被引：4
作者：
Richard, Sylvie [1 ,3 ,4 ]
Clerc-Georgy, Anne [2 ]
Gentaz, Edouard [3 ]
机构：
[1] Valais Univ Teacher Educ, St Maurice, Switzerland
[2] Vaud Univ Teacher Educ, Lausanne, Switzerland
[3] Univ Geneva, Dept Psychol, Geneva, Switzerland
[4] Valais Univ Teacher Educ, Haute Ecole Pedag Canton Valais, HEP, VS, CH-1890 St Maurice, Switzerland
来源：
ACTA PSYCHOLOGICA | 2023年 / 238卷
关键词：
Pretend play; Intervention; Implementation; Socio-emotional competences; School; EMOTION REGULATION; ACADEMIC-PERFORMANCE; PROSOCIAL BEHAVIOR; INHIBITORY CONTROL; KNOWLEDGE; VALIDATION; LANGUAGE; IMPACT;
D O I：
10.1016/j.actpsy.2023.103961
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
The purpose of this study is to evaluate the effect of a pretend play-based training in 5-6-year-old children in a large scale school context on emotion comprehension, emotion regulation, prosocial behaviour and on their pretend play competences. The analysis of implementation variables was carried out in order to ensure program implementation quality in the experimental group. Results show an improvement in emotion comprehension and a decrease in aggressive behavioural responses in children in the experimental group (n = 101) compared to those in the control group (n = 79). Findings are discussed in regard to implementation outcomes and the influence of this form of play on the improvement of these variables.
引用
收藏
页数：14
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