Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change?

IF 2.4 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL International Journal of Behavioral Development Pub Date : 2022-07-13 DOI:10.1177/01650254221108163
Isabelle Kalkusch, Ann-Kathrin Jaggy, Carine Burkhardt Bossi, Barbara Weiss, F. Sticca, S. Perren
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引用次数: 1

Abstract

Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups (N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention group (play tutoring), the material group (half-dose), and the control group (treatment as usual). Weekly treatment sessions took place for six consecutive weeks. Pre-tests, post-tests, and a follow-up were made. Playgroup educators reported on children’s pretend play competence and social skills using a questionnaire. Children’s pretend play quality during treatment sessions was assessed by standardized behavioral observations. Using latent change models with indirect effects, we investigated whether the intervention effects of play tutoring on children’s pretend play competence and social skills are mediated by their social pretend play quality shown during the intervention sessions. The results indicate mediating effects of social pretend play quality on children’s change in social pretend play competence and self-oriented social skills (sociability and setting limits). The study supports social pretend play as a beneficial ground to promote social development but also indicates a more complex interplay of different change mechanisms.
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通过游戏辅导培养孩子的社交假装游戏能力和社交技能:变化的机制是什么?
训练研究表明,游戏辅导对儿童的社交技能有积极影响。本研究旨在探讨游戏辅导对社会假装游戏能力和社会技能的影响是否能以理论提出的社会假装游戏质量的改变机制来解释。27个瑞士游戏小组(N = 214名三到四岁的孩子)参加了一项随机干预研究,分为三种情况:干预组(游戏辅导)、材料组(半剂量)和对照组(照常治疗)。每周的治疗疗程连续进行六周。进行了前测、后测和随访。游戏组教育者使用问卷调查报告了儿童的假装游戏能力和社交技能。通过标准化的行为观察来评估治疗期间儿童的假装游戏质量。本研究采用具有间接效应的潜变模型,探讨了游戏辅导对儿童假装游戏能力和社交技能的干预效应是否受干预期间儿童的社交假装游戏质量的调节。结果表明,社会假装游戏质量对儿童社会假装游戏能力和自我导向社交技能(社交性和设定限制)的变化具有中介作用。该研究支持社会假装游戏是促进社会发展的有益基础,但也表明不同变化机制之间存在更复杂的相互作用。
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来源期刊
CiteScore
6.80
自引率
0.00%
发文量
48
期刊介绍: The International Journal of Behavioral Development is the official journal of the International Society for the Study of Behavioural Development, which exists to promote the discovery, dissemination and application of knowledge about developmental processes at all stages of the life span - infancy, childhood, adolescence, adulthood and old age. The Journal is already the leading international outlet devoted to reporting interdisciplinary research on behavioural development, and has now, in response to the rapidly developing fields of behavioural genetics, neuroscience and developmental psychopathology, expanded its scope to these and other related new domains of scholarship. In this way, it provides a truly world-wide platform for researchers which can facilitate a greater integrated lifespan perspective. In addition to original empirical research, the Journal also publishes theoretical and review papers, methodological papers, and other work of scientific interest that represents a significant advance in the understanding of any aspect of behavioural development. The Journal also publishes papers on behaviour development research within or across particular geographical regions. Papers are therefore considered from a wide range of disciplines, covering all aspects of the lifespan. Articles on topics of eminent current interest, such as research on the later life phases, biological processes in behaviour development, cross-national, and cross-cultural issues, and interdisciplinary research in general, are particularly welcome.
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