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PEDAL Hub Library

We’ve rounded up a set of high-quality play resources for you to explore. The library houses a collection of links that will take you to peer-reviewed publications, videos of play experts, and websites that may be of interest to you.

You can use the filters below to find the resources that best match your interests. The library can be sorted by format (journal papers, videos, blogs etc.), child age, and type of play.

Happy exploring!

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Self-regulation in young children: Is there a role for sociodramatic play?

This study tested Vygotsky’s assumption that sociodramatic play in early childhood contributes importantly to the development of self-regulation. It also explored whether the link between sociodramatic play and self-regulation differs for impulsive and nonimpulsive preschoolers. In a short-term longitudinal design, 51 middle-income 3- and 4-year-olds were observed in their preschool classrooms. Naturalistic observations of total […]

Title: Self-regulation in young children: Is there a role for sociodramatic play?
Abstract:

This study tested Vygotsky’s assumption that sociodramatic play in early childhood contributes importantly to the development of self-regulation. It also explored whether the link between sociodramatic play and self-regulation differs for impulsive and nonimpulsive preschoolers. In a short-term longitudinal design, 51 middle-income 3- and 4-year-olds were observed in their preschool classrooms. Naturalistic observations of total dramatic play, complex sociodramatic (CSD) play, and solitary dramatic play and of self-regulation in two classroom contexts—clean-up periods and group circle time—were gathered at Time 1, in the fall of the school year. To assess development of self-regulation, clean-up and circle time observations were repeated at Time 2, in late winter and early spring. CSD play predicted development of self-regulation during clean-up periods, whereas solitary dramatic play was negatively correlated with improvement in clean-up performance. The CSD play/improved self-regulation relationship was particularly strong for high-impulsive children, nil for low-impulsive children. Findings are consistent with Vygotsky’s theory and suggest that sociodramatic experiences may be especially advantageous for impulsive children, who are behind their peers in self-regulatory development.

Publication year: 2002
Date: 28/07/2022
Volume: 17
Page/s: 216-238

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