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Fostering Children's Social Pretend Play Competence and Social Skills through Play Tutoring: What Is the Mechanism of Change?

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Title: Fostering Children's Social Pretend Play Competence and Social Skills through Play Tutoring: What Is the Mechanism of Change?
Language: English
Authors: Kalkusch, Isabelle (ORCID 0000-0003-0076-4409), Jaggy, Ann-Kathrin, Burkhardt Bossi, Carine, Weiss, Barbara, Sticca, Fabio, Perren, Sonja
Source: International Journal of Behavioral Development. Sep 2022 46(5):461-471.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Young Children, Play, Interpersonal Competence, Child Development, Peer Relationship, Behavior Change, Predictor Variables, Tutoring
Geographic Terms: Switzerland
DOI: 10.1177/01650254221108163
ISSN: 0165-0254
1464-0651
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1348984
Database: ERIC
FullText Text:
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  Data: Fostering Children's Social Pretend Play Competence and Social Skills through Play Tutoring: What Is the Mechanism of Change?
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  Data: <searchLink fieldCode="AR" term="%22Kalkusch%2C+Isabelle%22">Kalkusch, Isabelle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0076-4409">0000-0003-0076-4409</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jaggy%2C+Ann-Kathrin%22">Jaggy, Ann-Kathrin</searchLink><br /><searchLink fieldCode="AR" term="%22Burkhardt+Bossi%2C+Carine%22">Burkhardt Bossi, Carine</searchLink><br /><searchLink fieldCode="AR" term="%22Weiss%2C+Barbara%22">Weiss, Barbara</searchLink><br /><searchLink fieldCode="AR" term="%22Sticca%2C+Fabio%22">Sticca, Fabio</searchLink><br /><searchLink fieldCode="AR" term="%22Perren%2C+Sonja%22">Perren, Sonja</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Behavioral+Development%22"><i>International Journal of Behavioral Development</i></searchLink>. Sep 2022 46(5):461-471.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
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  Data: 10.1177/01650254221108163
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  Data: 0165-0254<br />1464-0651
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  Data: 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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        Value: 10.1177/01650254221108163
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        PageCount: 11
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Young Children
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      – SubjectFull: Play
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      – SubjectFull: Switzerland
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