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Play as Regulation: Promoting Self-Regulation through Play

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Title: Play as Regulation: Promoting Self-Regulation through Play
Language: English
Authors: Foley, Gilbert M.
Source: Topics in Language Disorders. Jul-Sep 2017 37(3):241-258.
Availability: Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Descriptors: Play, Young Children, Vignettes, Emotional Response, Arousal Patterns, Anxiety, Stress Variables, Sensory Experience, Stimulation, Self Management, Personality Traits, Individual Characteristics, Executive Function, Child Rearing, Parenting Styles, Attachment Behavior
DOI: 10.1097/TLD.0000000000000129
ISSN: 0271-8294
Abstract: The nature of play and an overview of the stages of play in the first 5 years of childhood are discussed. The core features of sensorimotor, functional, and symbolic play are identified. Vignettes describing how play serves a regulatory function punctuate each section. A conceptual framework for the construct of regulation is presented and counterpointed against the primary sources of dysregulation in young children, including excessive psychosensory stimulation, states of intense emotional arousal, anxiety, and conditions of toxic stress. Factors are reviewed that contribute to the development of self-regulatory capacity, including temperament and constitutional factors, cognitive control in the form of executive function; positive parenting, attachment, and internal representation; and the capacity for symbolization, along with the expected progression of the acquisition of self-regulatory capacity. Specific regulatory functions of play are identified and explicated including play as regulatory practice, novelty and investigation, and roles and rules. The article concludes by summarizing the state of current empirical evidence with regard to play and self-regulation.
Abstractor: As Provided
Entry Date: 2017
Accession Number: EJ1152636
Database: ERIC
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  Data: Play as Regulation: Promoting Self-Regulation through Play
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  Data: <searchLink fieldCode="SO" term="%22Topics+in+Language+Disorders%22"><i>Topics in Language Disorders</i></searchLink>. Jul-Sep 2017 37(3):241-258.
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  Data: Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
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  Data: The nature of play and an overview of the stages of play in the first 5 years of childhood are discussed. The core features of sensorimotor, functional, and symbolic play are identified. Vignettes describing how play serves a regulatory function punctuate each section. A conceptual framework for the construct of regulation is presented and counterpointed against the primary sources of dysregulation in young children, including excessive psychosensory stimulation, states of intense emotional arousal, anxiety, and conditions of toxic stress. Factors are reviewed that contribute to the development of self-regulatory capacity, including temperament and constitutional factors, cognitive control in the form of executive function; positive parenting, attachment, and internal representation; and the capacity for symbolization, along with the expected progression of the acquisition of self-regulatory capacity. Specific regulatory functions of play are identified and explicated including play as regulatory practice, novelty and investigation, and roles and rules. The article concludes by summarizing the state of current empirical evidence with regard to play and self-regulation.
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        Value: 10.1097/TLD.0000000000000129
    Languages:
      – Text: English
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      Pagination:
        PageCount: 18
        StartPage: 241
    Subjects:
      – SubjectFull: Play
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Vignettes
        Type: general
      – SubjectFull: Emotional Response
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      – SubjectFull: Arousal Patterns
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      – SubjectFull: Anxiety
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      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Sensory Experience
        Type: general
      – SubjectFull: Stimulation
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Personality Traits
        Type: general
      – SubjectFull: Individual Characteristics
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      – SubjectFull: Executive Function
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      – SubjectFull: Child Rearing
        Type: general
      – SubjectFull: Parenting Styles
        Type: general
      – SubjectFull: Attachment Behavior
        Type: general
    Titles:
      – TitleFull: Play as Regulation: Promoting Self-Regulation through Play
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              Value: 37
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            – TitleFull: Topics in Language Disorders
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