The Value of Pretend Play for Social Competence in Early Childhood: A Meta-Analysis
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| Title: | The Value of Pretend Play for Social Competence in Early Childhood: A Meta-Analysis |
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| Language: | English |
| Authors: | Mireille Smits-van der Nat (ORCID |
| Source: | Educational Psychology Review. 2024 36(2). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Journal Articles, Interpersonal Competence, Play, Correlation, Age Differences |
| DOI: | 10.1007/s10648-024-09884-z |
| ISSN: | 1040-726X 1573-336X |
| Abstract: | According to Vygotsky's cultural-historical activity theory, pretend play can be an important context for the development of children's social competence. The aim of this meta-analysis was to synthesize the current evidence about the relation between pretend play and social competence in early childhood (age 3-8 years). A systematic literature search of PsycINFO, ERIC, and Web of Science identified a total of 34 relevant empirical studies. The included studies were systematically coded and categorized for pretend play and social competence. Overall, the findings of this meta-analysis reveal a positive relation between pretend play and social competence, irrespective of how the latter was measured. The relation between pretend play and social competence was slightly negatively impacted by children's age, suggesting that the relation weakens as children get older. Studies measuring the amount of pretend play found lower correlations between pretend play and social competence than studies measuring the quality of pretend play. Most included studies adopted a cross-sectional design, so claims about causal effects could not be supported. Future research is required to determine the direction of causality and potential mechanisms that may explain the relation between pretend play and social competence. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/2d5ua |
| Entry Date: | 2024 |
| Accession Number: | EJ1421939 |
| Database: | ERIC |
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| Abstract: | According to Vygotsky's cultural-historical activity theory, pretend play can be an important context for the development of children's social competence. The aim of this meta-analysis was to synthesize the current evidence about the relation between pretend play and social competence in early childhood (age 3-8 years). A systematic literature search of PsycINFO, ERIC, and Web of Science identified a total of 34 relevant empirical studies. The included studies were systematically coded and categorized for pretend play and social competence. Overall, the findings of this meta-analysis reveal a positive relation between pretend play and social competence, irrespective of how the latter was measured. The relation between pretend play and social competence was slightly negatively impacted by children's age, suggesting that the relation weakens as children get older. Studies measuring the amount of pretend play found lower correlations between pretend play and social competence than studies measuring the quality of pretend play. Most included studies adopted a cross-sectional design, so claims about causal effects could not be supported. Future research is required to determine the direction of causality and potential mechanisms that may explain the relation between pretend play and social competence. |
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| ISSN: | 1040-726X 1573-336X |
| DOI: | 10.1007/s10648-024-09884-z |
