Development of Social Competence in Preschoolers with Different Levels of Executive Functions: Role Play and Project-Based Learning

Abstract

The research is aimed at clarifying and comparing the influence of role play and project-based learning on the development of social competence in older preschoolers. The paper presents the materials of the pilot phase of the study. 30 preschoolers aged 5-6 years (average age 5.8 years) participated in the experiment. At the pre-test children’s executive functions were assessed using NEPSY-II subtests and ther social competence was assessed using the SCBE-30 test, which includes the scales "Social Competence", "Anxiety-detachment", "Anger-aggression". Further, the participants were distributed to three experimental conditions so that in each group there were an equal number of preschoolers with low and high levels of executive functions according to cluster analysis. In each group 12 meetings were held in accordance with the developed programs: Free play, Research project, Creative project. After completing the programs children's social competence was tested similar to the initial diagnostics. The results showed that preschoolers with a low level of executive functions had a stronger decrease in social anxiety in a free role play than in the project activities. At the same time, children with a high level of executive functions showed a greater decrease of the social anxiety when participating in a research project. Role play and project-based learning equally influenced the development of social competence. The results clarify and expand the possibilities of using the described activities for the social competence development in kindergartens.