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From Play to Creativity: The Mediating Role of Self-Regulation in Kindergarteners

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Title: From Play to Creativity: The Mediating Role of Self-Regulation in Kindergarteners
Language: English
Authors: Rafat Ghanamah (ORCID 0000-0002-8876-7585)
Source: Early Childhood Education Journal. 2026 54(2):741-756.
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: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Kindergarten, Young Children, Play, Creativity, Self Control, Executive Function, Arabs, Foreign Countries, Task Analysis, Intelligence Tests, Perceptual Motor Coordination, Visual Perception, Creativity Tests, Creative Thinking, Child Development
Geographic Terms: Israel
Assessment and Survey Identifiers: Kaufman Assessment Battery for Children, Beery Developmental Test of Visual Motor Integration, Torrance Tests of Creative Thinking
DOI: 10.1007/s10643-025-01867-1
ISSN: 1082-3301
1573-1707
Abstract: The interplay between playfulness, executive functions, and creativity is paramount for children's cognitive and emotional development, as these variables significantly impact early learning and problem-solving abilities. The current study investigates the associations between playfulness, executive functions, and creativity among kindergarteners, with a focus on the mediating role of self-regulation. A sample of 124 Arab Israeli children (64 females) aged 5-6 years completed the head-toes-knees-shoulders (HTKS; Ponitz et al. in Developmental Psychology, 45(3):605-619, 2009, https://doi.org/10.1037/a0015365) task, the Hand Movement Test (Kaufman and Kaufman (Kaufman Assessment Battery for Children (KABC, K-ABC), APA PsycTests, 1983, https://doi.org/10.1037/t27677-000), the Beery Visual-Motor Integration [Beery and Beery (The Beery-Buktenica developmental test of visual-motor integration: Administration, scoring, and teaching manual, NCS Pearson, 2004)] test, and the Thinking Creatively in Action and Movement [Torrance (Thinking creatively in action and movement, Scholastic-Testing Service, 1981)] measures while the teachers completed The Children's Playfulness Scale (Barnett in Play & Culture, 3(4):319-336, 1990). Correlation analyses revealed significant associations between playfulness factors and creativity, indicating that playful behaviors are positively linked to creative expression. Notably, the HTKS task demonstrated a significant mediating effect in the relationship between total playfulness and creativity, as confirmed by Sobel test results (z ≈ 7.49). This highlights the crucial role of self-regulation in facilitating creative thought processes during play. The findings highlighted the importance of promoting playfulness and self-regulation abilities in early childhood education to advance creative development. Implications for educational practices and the need for future research exploring these constructs across diverse populations and settings are discussed. This study contributes to the expanding body of literature connecting executive functions to creativity, especially within the context of play, underscoring the necessity of holistic approaches in early childhood development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507443
Database: ERIC
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  Value: <anid>AN0191573898;5mx01feb.26;2026Feb17.02:11;v2.2.500</anid> <title id="AN0191573898-1">From Play to Creativity: The Mediating Role of Self-regulation in Kindergarteners </title> <p>The interplay between playfulness, executive functions, and creativity is paramount for children's cognitive and emotional development, as these variables significantly impact early learning and problem-solving abilities. The current study investigates the associations between playfulness, executive functions, and creativity among kindergarteners, with a focus on the mediating role of self-regulation. A sample of 124 Arab Israeli children (64 females) aged 5–6 years completed the head-toes-knees-shoulders (HTKS; Ponitz et al. in Developmental Psychology, 45(<reflink idref="bib3" id="ref1">3</reflink>):605–619, 2009, https://doi.org/10.1037/a0015365) task, the Hand Movement Test (Kaufman and Kaufman (Kaufman Assessment Battery for Children (KABC, K-ABC), APA PsycTests, 1983, https://doi.org/10.1037/t27677-000), the Beery Visual-Motor Integration [Beery and Beery (The Beery-Buktenica developmental test of visual-motor integration: Administration, scoring, and teaching manual, NCS Pearson, 2004)] test, and the Thinking Creatively in Action and Movement [Torrance (Thinking creatively in action and movement, Scholastic-Testing Service, 1981)] measures while the teachers completed The Children's Playfulness Scale (Barnett in Play & Culture, 3(<reflink idref="bib4" id="ref2">4</reflink>):319–336, 1990). Correlation analyses revealed significant associations between playfulness factors and creativity, indicating that playful behaviors are positively linked to creative expression. Notably, the HTKS task demonstrated a significant mediating effect in the relationship between total playfulness and creativity, as confirmed by Sobel test results (z ≈ 7.49). This highlights the crucial role of self-regulation in facilitating creative thought processes during play. The findings highlighted the importance of promoting playfulness and self-regulation abilities in early childhood education to advance creative development. Implications for educational practices and the need for future research exploring these constructs across diverse populations and settings are discussed. This study contributes to the expanding body of literature connecting executive functions to creativity, especially within the context of play, underscoring the necessity of holistic approaches in early childhood development.</p> <p>Keywords: Playfulness; Creativity; Executive functions; Self-regulation; Education; Psychology and Cognitive Sciences Psychology</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <hd id="AN0191573898-2">Introduction</hd> <p>Playfulness and creativity are essential to early childhood development, contributing significantly to cognitive, motor, social, and emotional development (Singer, [<reflink idref="bib145" id="ref3">145</reflink>]). For example, playfulness has been linked to improvements in cognitive flexibility and executive functioning (Berk, [<reflink idref="bib19" id="ref4">19</reflink>]), while creativity supports cognitive and problem-solving skills (Elgrably & Leiken, [<reflink idref="bib43" id="ref5">43</reflink>]; Khalid et al., [<reflink idref="bib85" id="ref6">85</reflink>]). On the motor side, creative play enhances fine motor learning and retention (Ghanamah, [<reflink idref="bib51" id="ref7">51</reflink>]), while social play is essential for social skills such as empathy and cooperation (Indriyani et al., [<reflink idref="bib72" id="ref8">72</reflink>]). Emotionally, playfulness helps with emotional regulation and coping strategies (Shorer & Leibovich., [<reflink idref="bib144" id="ref9">144</reflink>]).</p> <p>Play is considered a path for pleasure but also an influential resource for children to discover, imagine, and create (Black Delfin, [<reflink idref="bib23" id="ref10">23</reflink>]; Ghanamah, [<reflink idref="bib52" id="ref11">52</reflink>]). It allows children to explore, make judgments, solve issues, and use symbolic thinking, all of which are necessary components of creativity (Critten et al., [<reflink idref="bib33" id="ref12">33</reflink>]; Hammershøj, [<reflink idref="bib61" id="ref13">61</reflink>]; Karaca et al., [<reflink idref="bib79" id="ref14">79</reflink>]). Playfulness and creativity are strongly correlated over the years, with children who engage in playful activities such as imaginative role-playing, constructing open-ended block structures, and participating in cooperative storytelling games being more likely to develop creative thinking abilities like divergent thinking, originality, and problem-solving skills (Hammershøj, [<reflink idref="bib61" id="ref15">61</reflink>]; Holmes et al., [<reflink idref="bib69" id="ref16">69</reflink>]; Møller, [<reflink idref="bib106" id="ref17">106</reflink>]; Trevlas et al., [<reflink idref="bib157" id="ref18">157</reflink>]).</p> <p>Fostering creativity and playfulness is crucial in education, particularly in the early years, because these qualities constitute the cornerstone of lifelong learning (Ernst & Burcak, [<reflink idref="bib44" id="ref19">44</reflink>]). However, the relationship between playfulness and creativity is still an open question, particularly regarding their influence on specific cognitive development processes such as problem-solving skills, conceptual thinking, and decision-making, as well as learning outcomes like language acquisition, math performance, and collaborative task completion (Barnett, [<reflink idref="bib10" id="ref20">10</reflink>]; Behnamnia et al., [<reflink idref="bib17" id="ref21">17</reflink>]; Singer, [<reflink idref="bib145" id="ref22">145</reflink>]; Tok, [<reflink idref="bib153" id="ref23">153</reflink>]). Notably, executive functions (EFs)—cognitive processes that include working memory, cognitive flexibility, and inhibitory control—have appeared as considerable predictors of creativity (Arán Filippetti & Krumm, [<reflink idref="bib2" id="ref24">2</reflink>]; Benedek et al., [<reflink idref="bib18" id="ref25">18</reflink>]). These functions enable children to manage their thoughts, emotions, and actions, facilitating complex problem-solving, such as resolving peer conflicts during group activities or creating multi-step plans to complete a project (McClelland & Cameron, [<reflink idref="bib100" id="ref26">100</reflink>]). For instance, working memory allows children to hold and manipulate information when solving puzzles (Baddeley., [<reflink idref="bib6" id="ref27">6</reflink>]), cognitive flexibility helps them shift perspectives when encountering challenges (Kalia et al., [<reflink idref="bib77" id="ref28">77</reflink>]), and inhibitory control supports them in resisting impulsive responses to maintain focus on a task. These skills are foundational for generating innovative ideas in both academic and social contexts.</p> <p>Thus, the main goal of the current study was to examine the associations between playfulness and creativity among preschool children while considering the mediating role of EFs.</p> <hd id="AN0191573898-3">The Role of Playfulness in Development</hd> <p>Playfulness, as a concept, is consumed across many scholarly fields, including game studies, psychology, speech and language therapy, emotional therapy, occupational therapy, and sexuality studies (Gordienko-Mytrofanova et al., [<reflink idref="bib57" id="ref29">57</reflink>]; Masek & Stenros, [<reflink idref="bib98" id="ref30">98</reflink>]). Playfulness, as assessed in this study using the children's playfulness scale (CPS), is conceptualized as a multidimensional trait comprising cognitive spontaneity, social engagement, and a joyful approach to activities (Barnett, [<reflink idref="bib8" id="ref31">8</reflink>]). This operationalization captures children's tendencies to approach tasks with curiosity, imagination, and humor (Barnett, [<reflink idref="bib10" id="ref32">10</reflink>]; Proyer, [<reflink idref="bib119" id="ref33">119</reflink>]), aligning with the study's focus on its role in fostering creativity and EFs. Nonetheless, the conception of playfulness is marked by uncertainty and varies substantially across fields (Masek & Stenros, [<reflink idref="bib98" id="ref34">98</reflink>]). It has been described as the counterpart of various views, counting an adult worldview (Lester & Russell, [<reflink idref="bib89" id="ref35">89</reflink>]), work (Glynn & Webster, [<reflink idref="bib56" id="ref36">56</reflink>]), and adherence to rules, distinguishing <emph>gamefulness</emph> from <emph>playfulness</emph> (Bischof et al., [<reflink idref="bib21" id="ref37">21</reflink>]). On the other hand, playfulness has also been portrayed as an adult worldview (Shen et al., [<reflink idref="bib142" id="ref38">142</reflink>]), contributing to "substantial desired work outcomes" (Yu et al., [<reflink idref="bib167" id="ref39">167</reflink>], p. 423), and even including adherence to rules (Loukatari et al., [<reflink idref="bib94" id="ref40">94</reflink>]).</p> <p>Playfulness has also been described as a personality trait that manifests in spontaneous, flexible, and joyful behaviors, which are critical for a child's cognitive and social development (Barnett, [<reflink idref="bib10" id="ref41">10</reflink>]; Trevlas et al., [<reflink idref="bib157" id="ref42">157</reflink>]). Through play, children learn to adapt to new situations, such as pretending to be different characters or responding to unexpected changes in their play environment (Hammershøj, [<reflink idref="bib61" id="ref43">61</reflink>]; Lillard et al., [<reflink idref="bib92" id="ref44">92</reflink>]). They also think divergently, generating creative solutions to problems, like building a tower with unconventional materials (Beck et al., [<reflink idref="bib15" id="ref45">15</reflink>]). Additionally, children express their thoughts in unconventional ways, like using symbolic gestures or creating imaginative stories (Harris, [<reflink idref="bib64" id="ref46">64</reflink>]; Mujahidah et al., [<reflink idref="bib108" id="ref47">108</reflink>]). Studies have consistently shown that playful behaviors are linked to better problem-solving skills, such as finding creative solutions to puzzles or building challenges (Keen, [<reflink idref="bib82" id="ref48">82</reflink>]; Pepler & Ross, [<reflink idref="bib115" id="ref49">115</reflink>]; Ramani & Brownell, [<reflink idref="bib124" id="ref50">124</reflink>]). Play also enhances memory, as children remember rules, strategies, and social interactions during play (Jaggy et al., [<reflink idref="bib74" id="ref51">74</reflink>]; Lillard et al., [<reflink idref="bib92" id="ref52">92</reflink>]). Additionally, play increases social competence, as children learn to cooperate, share, and resolve conflicts with peers (Gibb et al., [<reflink idref="bib55" id="ref53">55</reflink>]). Play also allows children to explore different roles and scenarios (Tsortanidou et al., [<reflink idref="bib158" id="ref54">158</reflink>]), such as pretending to be doctors, firefighters, or princesses (Harris, [<reflink idref="bib63" id="ref55">63</reflink>]; Park, [<reflink idref="bib113" id="ref56">113</reflink>]). This helps them develop empathy by understanding different perspectives and feelings (Lillard et al., [<reflink idref="bib92" id="ref57">92</reflink>]). Additionally, it promotes imagination, as children create imaginative stories and scenarios (Devi et al., [<reflink idref="bib36" id="ref58">36</reflink>]; Fleer, [<reflink idref="bib47" id="ref59">47</reflink>]).</p> <p>Playfulness can be both structured and unstructured (Loukatari et al., [<reflink idref="bib94" id="ref60">94</reflink>]). Structured play involves activities with predetermined rules and goals, often guided by an adult (Zosh et al., [<reflink idref="bib171" id="ref61">171</reflink>]). Unstructured play, also known as <emph>free play</emph>, provides children with the freedom to explore their imaginations without rigid constraints, facilitating the development of original ideas and solutions (Sahlberg & Doyle, [<reflink idref="bib134" id="ref62">134</reflink>]; Santos et al., [<reflink idref="bib135" id="ref63">135</reflink>]).</p> <hd id="AN0191573898-4">The Role of Creativity in Development</hd> <p>Creativity, typically defined as the capacity to generate new and valuable ideas, has been increasingly acknowledged as a crucial cognitive skill in early childhood development (Green et al., [<reflink idref="bib58" id="ref64">58</reflink>]; Wahyuningsih et al., [<reflink idref="bib163" id="ref65">163</reflink>]). Creativity encompasses cognitive processes such as flexibility, exemplified by a child's ability to shift strategies when solving a puzzle; originality, such as devising unique solutions to construct a model; and abstract thinking, like recognizing patterns to solve mathematical problems. These processes are vital for effective problem-solving, enabling children to approach challenges innovatively, and for adaptive behavior, such as: adjusting to new learning environments or social dynamics (Feldhusen & Goh, [<reflink idref="bib45" id="ref66">45</reflink>]; Gube & Lajoie, [<reflink idref="bib59" id="ref67">59</reflink>]; Preiss, [<reflink idref="bib118" id="ref68">118</reflink>]; Runco & Chand, [<reflink idref="bib129" id="ref69">129</reflink>]). Several brain regions, including the prefrontal cortex, anterior cingulate cortex, and default mode network, have been linked to creative thought in neurocognitive studies of the brain processes underlying creativity (Chrysikou., [<reflink idref="bib31" id="ref70">31</reflink>]). These regions are associated with various cognitive functions, such as ideation, cognitive flexibility, and problem-solving (Tzachrista et al., [<reflink idref="bib159" id="ref71">159</reflink>]).</p> <p>Creativity theories, such as Guilford's structure of intellect model and Runco's theory of creativity, posit that divergent thinking and cognitive flexibility are essential components of creative problem-solving (Guilford, [<reflink idref="bib60" id="ref72">60</reflink>]; Runco & Chand, [<reflink idref="bib129" id="ref73">129</reflink>]). Given these theoretical frameworks, recent research suggests that creativity may also be a significant factor in motor learning (Ghanamah, [<reflink idref="bib51" id="ref74">51</reflink>]). The cognitive demands associated with creative thinking could influence a child's ability to acquire and refine motor skills by requiring the integration of planning, adaptability, and coordination. For instance, designing an imaginative movement sequence, such as creating a unique dance or navigating an obstacle course creatively, engages abstract thinking and problem-solving skills, fostering motor learning and precision (Azaryahu et al., [<reflink idref="bib5" id="ref75">5</reflink>]; Sezgin & Ulus, [<reflink idref="bib140" id="ref76">140</reflink>]; Wang, [<reflink idref="bib164" id="ref77">164</reflink>]). These tasks emphasize flexibility and originality, which enhance the development of both fine and gross motor skills. Creativity can manifest in diverse forms, including writing, drawing, music composition, and open-ended problem-solving, where solutions are not predetermined and require innovative thinking. For example, tasks like designing a new tool to solve a challenge, devising unique strategies in a game, or inventing a story foster creative exploration and adaptability (Azaryahu et al., [<reflink idref="bib5" id="ref78">5</reflink>]; Burnard & Loughrey, [<reflink idref="bib26" id="ref79">26</reflink>]; Oliveira et al., [<reflink idref="bib112" id="ref80">112</reflink>]). These activities encourage children to think flexibly, generate multiple solutions, and refine their ideas through experimentation. Assessing creativity typically involves evaluating students' outputs and work processes (Beaty et al., [<reflink idref="bib14" id="ref81">14</reflink>]; Shao et al., [<reflink idref="bib141" id="ref82">141</reflink>]), especially in tasks that emphasize internal cognitive processes, such as brainstorming novel ideas, generating unique solutions to abstract problems, or imagining alternative endings to a story (Shively et al., [<reflink idref="bib143" id="ref83">143</reflink>]; Tran et al., [<reflink idref="bib156" id="ref84">156</reflink>]). These tasks require reflective thinking, conceptualization, and mental stimulation, where the results may emerge over time and are not always immediately visible in tangible outputs. This approach helps to gauge the effectiveness of their creative thinking and problem-solving abilities (Feldhusen & Goh, [<reflink idref="bib45" id="ref85">45</reflink>]; Kaufman & Baer, [<reflink idref="bib80" id="ref86">80</reflink>]; Rubenstein et al., [<reflink idref="bib127" id="ref87">127</reflink>]).</p> <hd id="AN0191573898-5">Linking Playfulness to Creativity</hd> <p>A growing body of research highlights the intrinsic connection between playfulness and creativity (Jørgensen et al., [<reflink idref="bib76" id="ref88">76</reflink>]; Lieberman, [<reflink idref="bib91" id="ref89">91</reflink>]; Reid, [<reflink idref="bib125" id="ref90">125</reflink>]). Playfulness fosters the exploration of new possibilities and encourages children to engage in behaviors that may appear unconventional or risky, such as building with unusual materials or experimenting with sounds and rhythms. Both of these are essential components of creative thinking (Cheung, [<reflink idref="bib30" id="ref91">30</reflink>]; Mitton & Murray-Orr, [<reflink idref="bib105" id="ref92">105</reflink>]). For example, children who engage in pretend play often demonstrate higher levels of creativity, as this type of play requires them to think symbolically and use objects in innovative ways (Hoffmann & Russ, [<reflink idref="bib68" id="ref93">68</reflink>]; Russ, [<reflink idref="bib131" id="ref94">131</reflink>]).</p> <p>Numerous studies indicate that playful environments enhance creativity by allowing children to explore and experiment without fear of failure (Kurt et al., [<reflink idref="bib87" id="ref95">87</reflink>]; Vygotsky, [<reflink idref="bib162" id="ref96">162</reflink>]; Whitton, [<reflink idref="bib165" id="ref97">165</reflink>]). These settings create a safe space for self-expression, encouraging children to try new ideas and push their cognitive limits (Ernst & Burcak, [<reflink idref="bib44" id="ref98">44</reflink>]), such as experimenting with different art techniques or building complex structures with blocks. Furthermore, play stimulates imagination and divergent thinking, which are essential components of creative problem-solving (Hoffmann & Russ, [<reflink idref="bib68" id="ref99">68</reflink>]). For example, during pretend play, children can imagine themselves as superheroes, astronauts, or historical figures, generating diverse ideas and scenarios (Chylińska & Gutt, [<reflink idref="bib32" id="ref100">32</reflink>]). Additionally, block play encourages divergent thinking as children experiment with different building techniques and create unique structures (Jirout & Newcombe, [<reflink idref="bib75" id="ref101">75</reflink>]).</p> <p>Moreover, structured play can also boost creativity. Procedures incorporating playfulness into their curriculum have enhanced creative results in different contexts, including education (Oliveira et al., [<reflink idref="bib112" id="ref102">112</reflink>]). For instance, incorporating open-ended tasks that enable creative expression, such as solving mathematical puzzles in unconventional ways or composing original musical pieces, has been associated with considerable enhancements in children's problem-solving skills. A study by Azaryahu et al. ([<reflink idref="bib5" id="ref103">5</reflink>]) demonstrated that integrating math and music activities designed to foster creative thinking patterns significantly improved cognitive flexibility and abstract reasoning abilities, thereby bolstering problem-solving capacity. This emphasizes the magnitude of balancing structured and unstructured play to exploit creative capability.</p> <p>Thus, playfulness catalyzes creativity by providing children with meaningful opportunities (Fung & Chung, [<reflink idref="bib49" id="ref104">49</reflink>]), such as engaging in role-playing scenarios, constructing imaginative narratives, or solving hands-on puzzles, which encourage them to explore, imagine, and actively participate in their environment. This connection highlights the need for educators and caregivers to support playful experiences that foster creativity during early childhood development.</p> <hd id="AN0191573898-6">The Role of Executive Functions in Creativity</hd> <p>EFs are cognitive processes that enable goal-directed behavior, including working memory (e.g., remembering multi-step instructions); mental flexibility (e.g., switching strategies when solving a puzzle); self-regulation (e.g., controlling emotional reactions during group play); and inhibitory control (e.g., resisting the urge to act impulsively when waiting for a turn; Diamond, [<reflink idref="bib37" id="ref105">37</reflink>]). These functions play a crucial role in both playfulness and creativity (Duss et al., [<reflink idref="bib41" id="ref106">41</reflink>]; Ernst & Burcak, [<reflink idref="bib44" id="ref107">44</reflink>]). For instance, working memory enables children to focus on a task, such as building a complex structure with blocks or remembering the rules of a game (Barrouillet & Camos, [<reflink idref="bib11" id="ref108">11</reflink>]; Tomporowski et al., [<reflink idref="bib154" id="ref109">154</reflink>]). Mental flexibility allows them to adapt to changing circumstances and consider multiple solutions to a problem. Self-regulation helps children control their impulses and persist in challenging tasks, while inhibitory control allows them to resist distractions and focus on the task at hand (Nigg, [<reflink idref="bib109" id="ref110">109</reflink>]). These skills are essential for generating creative ideas, evaluating their feasibility, and implementing them effectively (Diamond, [<reflink idref="bib37" id="ref111">37</reflink>]).</p> <p>In the context of the play, EFs enable children to engage in spontaneous and adaptable behaviors that are fundamental for imaginative play (Doebel & Lillard, [<reflink idref="bib39" id="ref112">39</reflink>]). For instance, during pretend play, children with strong EFs can easily adapt to new roles, such as switching from being a doctor to a firefighter. They can also sustain attention during free play by focusing on their chosen activities, such as building complex structures with blocks or orchestrating pretend scenarios with peers, demonstrating improved self-regulation and inhibitory control, and maintaining their focus on the play scenario, even when faced with distractions. (Kelly et al., [<reflink idref="bib83" id="ref113">83</reflink>]; Veraksa et al., [<reflink idref="bib160" id="ref114">160</reflink>]; Zelazo & Müller, [<reflink idref="bib169" id="ref115">169</reflink>]). These abilities empower them to explore a variety of possibilities and engage in creative expressions unencumbered by rigid constraints (Davis, [<reflink idref="bib34" id="ref116">34</reflink>]).</p> <p>Children with advanced executive functioning are more likely to engage in divergent thinking, a key component of creativity that involves generating multiple and varied solutions to a problem (Sun et al., [<reflink idref="bib149" id="ref117">149</reflink>]). For instance, when asked to think of different uses for a common object like a paperclip, divergent thinkers might suggest practical uses (e.g., holding papers together), creative uses (e.g., making jewelry), or even abstract ideas (e.g., a tiny tool for unlocking something). This capacity reflects their ability to think beyond conventional solutions and explore novel possibilities (Gibb et al., [<reflink idref="bib55" id="ref118">55</reflink>]). For instance, research conducted by Pino-Pasternak et al. ([<reflink idref="bib116" id="ref119">116</reflink>]) found that preschoolers with higher levels of self-regulation, as measured by their ability to follow instructions, control their impulses, and persist in challenging tasks, also exhibited enhanced creative problem-solving skills, such as generating a greater number of unique and original solutions to a given problem.</p> <p>Moreover, EFs assist in coordinating and integrating various cognitive processes that are indispensable for creativity, such as combining abstract ideas to form new concepts, organizing steps for problem-solving tasks, and managing attention while working on open-ended challenges (Liu, [<reflink idref="bib93" id="ref120">93</reflink>]). Baer and Kaufman ([<reflink idref="bib7" id="ref121">7</reflink>]) observed that creative persons frequently demonstrate high cognitive flexibility, as evidenced by their ability to shift their perspectives, consider alternative viewpoints, and approach problems from multiple angles, such as reframing challenges or exploring unconventional solutions. Runco ([<reflink idref="bib128" id="ref122">128</reflink>]) emphasized the role of EFs in maintaining focus on creative tasks, demonstrating that individuals with stronger executive control could better suppress distractions, such as environmental noise or irrelevant thoughts, enabling them to engage more deeply and effectively in creative processes like problem-solving or artistic endeavors. The research concluded that EFs are influential in promoting both playfulness and creativity, functioning as a keystone for efficient problem-solving and creative thinking. Their results proposed that supporting EF skills in children could improve their playful employment and creative capacities (Ernst & Burcak, [<reflink idref="bib44" id="ref123">44</reflink>]).</p> <p>In conclusion, EFs are influential in promoting playfulness and creativity, specifically during early childhood (Cankaya et al., [<reflink idref="bib29" id="ref124">29</reflink>]; Doebel & Lillard, [<reflink idref="bib39" id="ref125">39</reflink>]; Duss et al., [<reflink idref="bib41" id="ref126">41</reflink>]). By enhancing cognitive flexibility, working memory, and self-regulation, these functions encourage children to navigate complicated tasks, explore imaginative possibilities, and participate in creative expression (Bjorklund, [<reflink idref="bib22" id="ref127">22</reflink>]; Tzachrista et al., [<reflink idref="bib159" id="ref128">159</reflink>])<bold>.</bold> This study built upon existing research by providing empirical evidence of how self-regulation serves as a mediator between playfulness and creativity, offering insights into the developmental processes that support creativity in young children. By linking the research question to the broader problem of fostering creativity through executive function development, the study emphasized the importance of these skills in shaping early cognitive and emotional growth (Diamond, [<reflink idref="bib37" id="ref129">37</reflink>]; Fuhs et al., [<reflink idref="bib48" id="ref130">48</reflink>]; McClelland et al., [<reflink idref="bib102" id="ref131">102</reflink>]).</p> <hd id="AN0191573898-7">The Current Study</hd> <p>This research aimed to measure the association between playfulness and motor creativity among 124 Arab–Israeli kindergarteners, using the thinking creatively in action and movement (TCAM) test (Torrance, [<reflink idref="bib155" id="ref132">155</reflink>]) to assess motor creativity. Furthermore, this study aimed to explore whether EFs serve as mediators in the association between playfulness and creativity. By investigating these relationships, the study sought to enhance understanding of how playfulness affects creative expression in the preschool stage and the role that cognitive aspects play in this dynamic.</p> <p>Focusing on a specific population of Arab–Israeli kindergarteners, the current study also sought to contribute to the growing body of knowledge on the intersection of cultural elements and childhood development in diverse backgrounds.</p> <p>This investigation was particularly relevant given the importance of promoting creativity in early childhood as a foundation for lifelong learning and adaptability. Identifying how playfulness influences creative motor skills may inform educational training and interventions that improve children's developmental outcomes. The findings from this research could guide educators and policymakers in crafting curricula and activities that foster both playfulness and creativity, thereby enhancing children' overall development.</p> <hd id="AN0191573898-8">Methods</hd> <p></p> <hd id="AN0191573898-9">Participants</hd> <p>A total of 124 Arab–Israeli kindergarteners (64 females) participated in the current study. All children were 5–6 years old (mean = 68.47 ± 3.16 months). All children were native speakers of Arabic, spoke the same local vernacular, and were recruited from 10 public kindergartens in the north of Israel in the same geographical region with middle-low socioeconomic backgrounds.</p> <p>Parental informed consent forms, issued by the Ministry of Education, were collected for children whose parents agreed to their participation in the study. All procedures and methods complied with institutional and U.S. Department of Health and Human Services guidelines.</p> <hd id="AN0191573898-10">Tasks and Performance Measures</hd> <p> <bold>Beery-Visual Motor Integration</bold>. The Beery-Visual Motor Integration (Beery-VMI) test (Beery & Beery, [<reflink idref="bib16" id="ref133">16</reflink>]) is a standardized assessment used to measure visual-motor integration abilities in children aged 2 and older. Participants are asked to copy 30 geometric figures that increase in complexity, with the number of correctly copied shapes determining the final score. The test exhibits high test–retest reliability (0.84–0.88) and inter-rater reliability (0.93–0.98).</p> <p>Validity evidence for the Beery-VMI includes its ability to differentiate between children with and without developmental coordination disorder (DCD) or other specific learning disabilities. The Beery-VMI demonstrates strong construct validity as it effectively measures the underlying construct of visual-motor integration, which involves the coordinated use of visual and motor skills. In addition, the Beery-VMI has robust predictive validity concerning academic outcomes (Pavlos et al., [<reflink idref="bib114" id="ref134">114</reflink>]). The Beery-VMI strongly predicts academic success in children aged 5–8 years (Maples, [<reflink idref="bib96" id="ref135">96</reflink>]). Beery-VMI scores were significantly associated with reading achievement, handwriting skills, and written mathematics ability in school-aged children (Findlay et al., [<reflink idref="bib46" id="ref136">46</reflink>]; Hopkins et al., [<reflink idref="bib70" id="ref137">70</reflink>]).</p> <p> <bold>The Head–Toes–Knees–Shoulders (HTKS)</bold> <bold> <emph>.</emph> </bold> The HTKS task (McClelland & Cameron, [<reflink idref="bib99" id="ref138">99</reflink>]) is recognized as a key assessment tool for behavioral self-regulation and was designed to integrate elements of EF into a simple game suitable for children aged 4–8. The task is similar to a Simon Says game, where children are instructed to touch a body part—HTKS—that is opposite to the one specified by the assessor. Initially, participants are directed to follow the assessor's commands (e.g., "touch your knees") but are then told to "be dizzy and do the opposite." For instance, if the assessor says, "Touch your head," the children should touch their toes instead.</p> <p>The HTKS procedure consists of two phases. In the first phase, participants receive several training commands along with oral feedback, focusing on two rules (e.g., head or toes), followed by ten test commands presented in a fixed, pseudorandom order. In the second phase, the children are introduced to two additional body parts (e.g., knees or shoulders) and are instructed to perform the opposite action. After four practice commands with oral feedback, the children are informed that they will hear one of four commands (touch your head, touch your toes, touch your knees, or touch your shoulders) and must touch the corresponding <emph>opposite</emph> body part. Subsequently, they complete another set of ten test commands with body parts arranged in a pseudorandom order.</p> <p>The HTKS has demonstrated strong internal consistency, with a Cronbach's alpha of 0.90 in the current study sample, and has been extensively validated across various populations. For instance, it has been shown to predict academic achievement in diverse kindergarten and early elementary school populations, including those in the United States (McClelland et al., [<reflink idref="bib101" id="ref139">101</reflink>]; Schmitt et al., [<reflink idref="bib138" id="ref140">138</reflink>]), Portugal (Cadima et al., [<reflink idref="bib27" id="ref141">27</reflink>]), Norway (Lenes et al., [<reflink idref="bib88" id="ref142">88</reflink>]), Israel (Khoury-Metanis & Khateb, [<reflink idref="bib86" id="ref143">86</reflink>]), and Iceland (Birgisdottir et al., [<reflink idref="bib20" id="ref144">20</reflink>]). Additionally, validity evidence includes strong correlations with other measures of EF and the task's ability to differentiate between children with varying levels of self-regulation skills (Ponitz et al., [<reflink idref="bib117" id="ref145">117</reflink>]).</p> <p> <bold>Kaufman-Hand Movement—Motor Short-Term Memory (MSTM)</bold>. This MSTM test (Kaufman & Kaufman, [<reflink idref="bib81" id="ref146">81</reflink>]) involves participants replicating a random sequence of hand movements, such as making a fist, showing the palm, or using the side of the hand. The sequences vary in length, ranging from 2 to 5 movements. The test is repeated until the participant makes three consecutive errors. The Cronbach's alpha for this test is 0.89. In the current study, raw scores are presented.</p> <p> <bold>The Children's Playfulness Scale (CPS)</bold>. The CPS measure (Barnett, [<reflink idref="bib8" id="ref147">8</reflink>], [<reflink idref="bib9" id="ref148">9</reflink>]) was used by teachers to assess children's behavior. This scale consists of 23 items on a 5-point Likert scale, designed to evaluate five dimensions of playfulness: physical spontaneity; social spontaneity; cognitive spontaneity; manifest joy; and sense of humor. Each statement is rated based on how accurately it describes the child, with responses ranging from "sounds exactly like the child" to "does not sound at all like the child." The score for each playfulness dimension is calculated by summing the ratings for the items related to that factor, while the total playfulness score is obtained by summing the scores from all five factors. The children's playfulness scale (CPS) has demonstrated strong reliability and validity evidence in various studies, including high internal consistency and robust construct validity (Dodd et al., [<reflink idref="bib38" id="ref149">38</reflink>]; Duss et al., [<reflink idref="bib41" id="ref150">41</reflink>]; Trevlas et al., [<reflink idref="bib157" id="ref151">157</reflink>]), supporting its use as a measure of playfulness in children.</p> <p> <bold>Torrance's TCAM Creativity Test</bold>. The TCAM measure (Torrance, [<reflink idref="bib155" id="ref152">155</reflink>]) tests preschool children's creative thinking skills as exhibited through movement. This test takes 10–20 min and is designed to be applied individually to 3–8 year-old children.</p> <p>It includes four activities:</p> <p></p> <ulist> <item> How Many Ways: Children are asked to show different ways to walk or run.</item> <p></p> <item> Can You Move Like: Children demonstrate how various things might move, including six imaginary scenarios. Four scenarios involve being animals or objects (tree, rabbit, fish, snake), and two involve roles linked to other subjects (e.g., driving a car, pushing an elephant).</item> <p></p> <item> What Other Ways: Children show other ways of placing a cup in a trash can.</item> <p></p> <item> What Might Be: Children demonstrate things that could be done with a cup.</item> </ulist> <p>Fluency was measured by counting the total number of distinct movements recorded across the first, third, and fourth activities. This metric reflects the ability to generate alternative movements. Originality was assessed in the same three activities using norms derived from a sample of 500 children (ages 3–7). Originality, in this context, refers to the ability to generate new, unique, or uncommon movements. Imagination was evaluated in the second activity using a five-point scale (1 = no movement to 5 = excellent imitation), assessing the ability to empathize, fantasize, and simulate uncommon roles.</p> <hd id="AN0191573898-11">Experimental Procedure</hd> <p>The children's playfulness ratings were provided by their kindergarten teachers, all of whom had known the children for at least 6 months. A total of 20 teachers participated in this phase of the study. To ensure accuracy and consistency in the ratings, the teachers completed an 8 h training course on the use of the children's playfulness scale (CPS), under the supervision of the study's author, an occupational therapist with over 20 years of experience in child development. The training included background lectures, as well as videotaped classroom and playground scenarios to help guide teachers in interpreting and scoring children's playfulness behaviors. Inter-rater reliability among the teachers was high, exceeding 86%, which ensured consistency in playfulness assessments.</p> <p>Following the ratings, the children were tested individually over two sessions. All assessments were conducted in the morning hours (before noon) to ensure consistency in cognitive functioning. In the first session, the children were evaluated on their visual-motor abilities (through the VMI test) and executive functioning through the HTKS and hand movement (MSTM) tests. Twenty-four hours later, the second session took place, during which the children's creativity was assessed using the TCAM test procedure. Both sessions followed the same schedule to minimize potential variations in performance due to time-of-day effects. All testing was conducted individually in a quiet room within the kindergarten, providing ample space for each child to move comfortably. The testing occurred during the second trimester of the school year (February to March) and was administered by three trained examiners.</p> <hd id="AN0191573898-12">Data Analysis</hd> <p>Data analysis was performed using a combination of descriptive and inferential statistics. Firstly, descriptive statistics were calculated for all variables, including means and standard deviations. To test the associations between playfulness, EFs, and creativity, Pearson correlation coefficients were calculated.</p> <p>To measure the mediating role of EFs in the association between playfulness and creativity, a mediation analysis was implemented. The Sobel test was used to determine the significance of the indirect effect of playfulness on creativity through EFs. This test assesses whether the mediation effect is statistically significant by calculating the z-value and p-value for the mediated pathway.</p> <p>Specifically, the analysis followed these steps:</p> <p> <bold>Regression analysis</bold>. Three regression analyses were conducted. The first regression examined the effect of playfulness on EFs. The second regression assessed the impact of EFs on creativity, controlling for playfulness. The third regression analyzed the direct effect of playfulness on creativity.</p> <p> <bold>Sobel test</bold>. The Sobel test was applied to evaluate the significance of the mediation effect. The formula used for the Sobel test was: <emph>z</emph>-value = <emph>a</emph>*<emph>b</emph>/SQRT (<emph>b</emph><sups>2</sups>*<emph>s</emph><subs>a</subs><sups>2</sups> + <emph>a</emph><sups>2</sups>*<emph>s</emph><subs>b</subs><sups>2</sups>) where <emph>a</emph> is the regression coefficient for the path from playfulness to EFs, <emph>b</emph> is the regression coefficient for the path from EFs to creativity, <emph>s</emph><subs>a,</subs> and <emph>s</emph><subs>b</subs> are the standard errors of these coefficients.</p> <p>All analyses were conducted using IBM SPSS Statistics Data Editor version 28 (IBM Corp, [<reflink idref="bib71" id="ref153">71</reflink>]), with a significance level set at p < 0.05.</p> <hd id="AN0191573898-13">Results</hd> <p>Table 1 provides the children's data regarding age and gender, maternal education and household income, and the results of participants on the Beery VMI, HTKS, and Hand movement tests.</p> <p>Table 1 Age, gender, maternal education and household income data, and the participants' beery VMI, Head–Toes–Knees–Shoulders, and hand movement test results</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left"><p>Variable/measure</p></th><th align="left"><p><italic>M</italic> (SD)</p></th></tr></thead><tbody><tr><td align="left"><p>Age</p></td><td align="left"><p>68.47 (3.16)</p></td></tr><tr><td align="left"><p>Gender (Females)</p></td><td align="left"><p>64</p></td></tr><tr><td align="left"><p>Maternal education</p></td><td align="left"><p>14.2 (3.79)</p></td></tr><tr><td align="left"><p>Household income (NIS)</p></td><td align="left"><p>10,200 (3100)</p></td></tr><tr><td align="left"><p>Beery-VMI</p></td><td align="left"><p>92.10 (5.65)</p></td></tr><tr><td align="left"><p>HTKS</p></td><td align="left"><p>29.43 (2.63)</p></td></tr><tr><td align="left"><p>Hand movement test</p></td><td align="left"><p>9.19 (0.82)</p></td></tr></tbody></table> </ephtml> </p> <p> <emph>NIS</emph> new Israeli Shekel, <emph>HTKS</emph> Head–Toes–Knees–Shoulders</p> <p>Table 2 presents the kindergartener's standard scores and standard deviations on the TCAM variables.</p> <p>Table 2 Means and standard deviations on the TCAM measures</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left"><p>Measure</p></th><th align="left"><p><italic>M</italic> (SD)</p></th></tr></thead><tbody><tr><td align="left"><p>TCAM fluency</p></td><td char="(" align="char"><p>97.16 (10.67)</p></td></tr><tr><td align="left"><p>TCAM originality</p></td><td char="(" align="char"><p>95.65 (8.85)</p></td></tr><tr><td align="left"><p>TCAM imagination</p></td><td char="(" align="char"><p>93 (8.39)</p></td></tr><tr><td align="left"><p>TCAM total score</p></td><td char="(" align="char"><p>95.27 (9.01)</p></td></tr></tbody></table> </ephtml> </p> <p>Table 3 provides the means and standard deviations of the five playfulness factors.</p> <p>Table 3 Means and standard deviations on the five playfulness factors</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left"><p>Playfulness factor</p></th><th align="left"><p><italic>M </italic>(S)</p></th></tr></thead><tbody><tr><td align="left"><p>Physical spontaneity</p></td><td char="(" align="char"><p>14.81 (1.16)</p></td></tr><tr><td align="left"><p>Social spontaneity</p></td><td char="(" align="char"><p>12.98 (1.23)</p></td></tr><tr><td align="left"><p>Cognitive spontaneity</p></td><td char="(" align="char"><p>12.97 (2.08)</p></td></tr><tr><td align="left"><p>Manifest joy</p></td><td char="(" align="char"><p>15.41 (2.06)</p></td></tr><tr><td align="left"><p>Sense of humor</p></td><td char="(" align="char"><p>14.10 (0.92)</p></td></tr><tr><td align="left"><p>Total playfulness</p></td><td char="(" align="char"><p>70.28 (6.13)</p></td></tr></tbody></table> </ephtml> </p> <p> <bold>Correlations between the study measures</bold>. Pearson correlation coefficients revealed significant associations between all creativity measures and all playfulness factors except sense of humor. Additionally, a significant correlation was observed between the HTKS and all creativity and playfulness variables, except sense of humor. However, no significant correlations were found between the MSTM and any creativity or playfulness measures (See Table 4).</p> <p>Table 4 Pearson correlations between the Beery-VMI, executive functions, playfulness, and creativity measures</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left"><p>Variable/Measure</p></th><th align="left"><p>Physical spontaneity</p></th><th align="left"><p>Social spontaneity</p></th><th align="left"><p>Cognitive spontaneity</p></th><th align="left"><p>Manifest joy</p></th><th align="left"><p>Sense of humor</p></th><th align="left"><p>Total playfulness</p></th><th align="left"><p>VMI</p></th><th align="left"><p>HTKS</p></th><th align="left"><p>MSTM</p></th></tr></thead><tbody><tr><td align="left"><p>VMI</p></td><td align="left"><p>0.163</p></td><td align="left"><p><bold>0.277**</bold></p></td><td align="left"><p>0.139</p></td><td align="left"><p><bold>0.240**</bold></p></td><td align="left"><p>0.006</p></td><td align="left"><p><bold>0.260**</bold></p></td><td align="left"><p>1</p></td><td align="left"><p>0.124</p></td><td align="left"><p><bold>0.340**</bold></p></td></tr><tr><td align="left"><p>HTKS</p></td><td align="left"><p><bold>0.503**</bold></p></td><td align="left"><p><bold>0.687**</bold></p></td><td align="left"><p><bold>0.501**</bold></p></td><td align="left"><p><bold>0.617**</bold></p></td><td align="left"><p>0.029</p></td><td align="left"><p><bold>0.717**</bold></p></td><td align="left"><p>–</p></td><td align="left"><p>1</p></td><td align="left"><p>0.032</p></td></tr><tr><td align="left"><p>MSTM</p></td><td align="left"><p>− 0.022</p></td><td align="left"><p>− 0.173</p></td><td align="left"><p>− 0.006</p></td><td align="left"><p>− 0.048</p></td><td align="left"><p>− 0.027</p></td><td align="left"><p>− 0.089</p></td><td align="left"><p>–</p></td><td align="left"><p>–</p></td><td align="left"><p>1</p></td></tr><tr><td align="left"><p>Fluency</p></td><td align="left"><p><bold>0.460**</bold></p></td><td align="left"><p><bold>0.684**</bold></p></td><td align="left"><p><bold>0.531**</bold></p></td><td align="left"><p><bold>0.668**</bold></p></td><td align="left"><p>− 0.083</p></td><td align="left"><p><bold>0.727**</bold></p></td><td align="left"><p>0.160</p></td><td align="left"><p><bold>0.648**</bold></p></td><td align="left"><p>− 0.118</p></td></tr><tr><td align="left"><p>Originality</p></td><td align="left"><p><bold>0.460**</bold></p></td><td align="left"><p><bold>0.662**</bold></p></td><td align="left"><p><bold>0.497**</bold></p></td><td align="left"><p><bold>0.684**</bold></p></td><td align="left"><p>− 0.041</p></td><td align="left"><p><bold>0.719**</bold></p></td><td align="left"><p>0.114</p></td><td align="left"><p><bold>0.677**</bold></p></td><td align="left"><p>− 0.151</p></td></tr><tr><td align="left"><p>Imagination</p></td><td align="left"><p><bold>0.468**</bold></p></td><td align="left"><p><bold>0.733**</bold></p></td><td align="left"><p><bold>0.506**</bold></p></td><td align="left"><p><bold>0.719**</bold></p></td><td align="left"><p>0.070</p></td><td align="left"><p><bold>0.757**</bold></p></td><td align="left"><p>0.073</p></td><td align="left"><p><bold>0.711**</bold></p></td><td align="left"><p>− 0.073</p></td></tr><tr><td align="left"><p>Creativity (total)</p></td><td align="left"><p><bold>0.478**</bold></p></td><td align="left"><p><bold>0.715**</bold></p></td><td align="left"><p><bold>0.530**</bold></p></td><td align="left"><p><bold>0.711**</bold></p></td><td align="left"><p>− 0.068</p></td><td align="left"><p><bold>0.758**</bold></p></td><td align="left"><p>0.159</p></td><td align="left"><p><bold>0.699**</bold></p></td><td align="left"><p>− 0.119</p></td></tr></tbody></table> </ephtml> </p> <p> <emph>VMI</emph> visual-motor integration test, <emph>HTKS</emph> head-toes-knees-shoulders task, <emph>MSTM</emph> motor short-term memory measure Bold <emph>p</emph> values are significant *<emph>p</emph> < 0.05, **<emph>p</emph> < 0.001</p> <p> <bold>The mediation role of the HTSK.</bold> Linear regression analyses revealed significant associations between total playfulness and the HTKS (executive functions) task (<emph>F</emph> (<reflink idref="bib1" id="ref154">1</reflink>, 122) = 129.10, <emph>p</emph> < 0.001) and between the HTKS task and total creativity (<emph>F</emph> (<reflink idref="bib1" id="ref155">1</reflink>, 122) = 116.46, <emph>p</emph> < 0.001). Additionally, total playfulness was found to significantly predict total creativity (<emph>F</emph> (<reflink idref="bib1" id="ref156">1</reflink>, 122) = 164.99, <emph>p</emph> < 0.001).</p> <p>To examine the mediating role of HTKS in the relationship between playfulness and creativity, a Sobel test was conducted. The obtained values were <emph>a</emph> = 0.31, <emph>s</emph><subs><emph>a</emph></subs> = 0.03, <emph>b</emph> = 2.40, and <emph>s</emph><subs><emph>b</emph></subs> = 0.22. The calculated z-value of approximately 7.49 indicated a significant mediation effect, with a standard error of approximately 0.10. These results suggested a highly significant mediating role of HTKS (an executive function task measuring self-regulation) in the association between playfulness and creativity among preschool children.</p> <hd id="AN0191573898-14">Discussion</hd> <p>The present investigation tested the associations between playfulness, EFs, and creativity in Arab Israeli kindergarteners, with a specific focus on the mediating role of self-regulation, as assessed by the HTKS task. The findings provided important insights into early childhood development and emphasized important links that may have theoretical as well as practical consequences for educators, psychologists, relevant professionals, and researchers.</p> <hd id="AN0191573898-15">Playfulness and Creativity</hd> <p>The significant associations observed between playfulness and creativity in the current study align with a substantial body of literature emphasizing the pivotal role of play in cognitive and creative development (Hammershøj, [<reflink idref="bib61" id="ref157">61</reflink>]; Proyer et al., [<reflink idref="bib120" id="ref158">120</reflink>]; Trevlas et al., [<reflink idref="bib157" id="ref159">157</reflink>]). Playfulness has been posited as a catalyst for discovery, experimentation, and flexible thinking, all of which are indispensable components of creative expression (Bateson, [<reflink idref="bib12" id="ref160">12</reflink>]; Lieberman, [<reflink idref="bib91" id="ref161">91</reflink>]). The findings of the present study suggested that various measures of playfulness, including physical and social spontaneity, are positively correlated with creativity across multiple domains, such as fluency, originality, and imagination.</p> <p>Specifically, physical and social spontaneity were significantly correlated with all measures of creativity, suggesting that children who exhibit greater engagement in spontaneous physical activities or social interactions with peers may demonstrate enhanced creative skills. This aligns with earlier studies indicating that physical spontaneity enables children to engage in divergent thinking—a fundamental aspect of creativity—by encouraging them to improvise and adjust their actions during play (Russ & Dillon, [<reflink idref="bib132" id="ref162">132</reflink>]; Saracho, [<reflink idref="bib136" id="ref163">136</reflink>]; Tocci et al., [<reflink idref="bib152" id="ref164">152</reflink>]; Zachopoulou & Makri, [<reflink idref="bib168" id="ref165">168</reflink>]). Social spontaneity, which describes children's inclination to engage in free-flowing, unstructured social interactions, may boost creativity by promoting collaborative problem-solving and exchanging new ideas (Michalsky & Cohen, [<reflink idref="bib104" id="ref166">104</reflink>]; Nijstad et al., [<reflink idref="bib110" id="ref167">110</reflink>]; Singer & Singer, [<reflink idref="bib146" id="ref168">146</reflink>]; Tang et al., [<reflink idref="bib150" id="ref169">150</reflink>]).</p> <p>Cognitive spontaneity also exhibited significant associations with creativity, suggesting that children who demonstrate greater flexibility in their thinking, such as the ability to shift perspectives or generate novel ideas, tend to perform better on creative tasks (Gube & Lajoie, [<reflink idref="bib59" id="ref170">59</reflink>]; Nijstad et al., [<reflink idref="bib110" id="ref171">110</reflink>]). This finding aligns with previous research demonstrating the link between cognitive spontaneity and creative imagination (Barnett, [<reflink idref="bib9" id="ref172">9</reflink>]). More recent studies have also supported this connection, showing that children who exhibit greater cognitive flexibility and spontaneity in their play tend to demonstrate higher levels of creativity (e.g., Fung & Chung, [<reflink idref="bib49" id="ref173">49</reflink>]; Hoffmann & Russ, [<reflink idref="bib67" id="ref174">67</reflink>]; Trevlas et al., [<reflink idref="bib157" id="ref175">157</reflink>]).</p> <p>Interestingly, the <emph>sense of humor</emph> dimension of playfulness did not exhibit significant associations with creativity, opposing some studies that have suggested humor can stimulate divergent thinking by enabling children to approach problems from unconventional perspectives (Ghayas & Malik, [<reflink idref="bib54" id="ref176">54</reflink>]; Li et al., [<reflink idref="bib90" id="ref177">90</reflink>]; Russ & Fiorelli, [<reflink idref="bib133" id="ref178">133</reflink>]; Ziv, [<reflink idref="bib170" id="ref179">170</reflink>]). It is possible that the humor exhibited by young children, which is frequently marked by its concrete nature and focus on physical or situational elements, may not significantly boost the higher-order cognitive processes usually related to creativity (Karman, [<reflink idref="bib78" id="ref180">78</reflink>]; Martin, [<reflink idref="bib97" id="ref181">97</reflink>]). Instead, humor could act as a social facilitator that promotes creativity in group settings, rather than acting as an independent cognitive booster (Dziegielewski, [<reflink idref="bib42" id="ref182">42</reflink>]).</p> <hd id="AN0191573898-16">Executive Functions as a Mediator</hd> <p>The most significant contribution of the current study was the exhibition of the mediating role of EFs, especially self-regulation, in the association between playfulness and creativity. Sobel's test results offer important evidence for the mediating effect of the HTKS task, which measures self-regulatory capabilities in children. The results align with an emerging body of knowledge that underscores the vital role of EFs, particularly self-regulation, in enhancing creative thinking processes in early childhood (Hasibuan et al., [<reflink idref="bib65" id="ref183">65</reflink>]; Ivcevic et al., [<reflink idref="bib73" id="ref184">73</reflink>]; McClelland et al., [<reflink idref="bib102" id="ref185">102</reflink>]).</p> <p>Self-regulation involves emotional and cognitive processes that support children and adults to manage their ideas, performances, behaviors, and emotions efficiently (Antonopoulou, [<reflink idref="bib1" id="ref186">1</reflink>]; Cameron et al., [<reflink idref="bib28" id="ref187">28</reflink>]). In the play context, self-regulation enables the focus of attention, constraining impulses, and adapting actions of individuals to meet situational demands (Blair & Razza, [<reflink idref="bib24" id="ref188">24</reflink>]; Savina, [<reflink idref="bib137" id="ref189">137</reflink>]; Schunk & Zimmerman, [<reflink idref="bib139" id="ref190">139</reflink>]; Slot et al., [<reflink idref="bib147" id="ref191">147</reflink>]). For instance, during a game of Simon Says, children must inhibit their impulse to act immediately and carefully attend to whether the command includes "Simon says," adjusting their behavior accordingly to succeed in the game (Ponitz et al., [<reflink idref="bib117" id="ref192">117</reflink>]). The current research proposed that children who demonstrate greater levels of self-regulation are better able to participate in creative activities, as they can preserve their focus and attention during play, overwhelm interruptions, and explore thoughts freely.</p> <p>The study results were consistent with previous research suggesting that self-regulation skills are necessary for the development of creativity in children (Bauer & Gilpin, [<reflink idref="bib13" id="ref193">13</reflink>]; Hidajat, [<reflink idref="bib66" id="ref194">66</reflink>]; McClelland et al., [<reflink idref="bib103" id="ref195">103</reflink>]; Nori et al., [<reflink idref="bib111" id="ref196">111</reflink>]; Taylor, [<reflink idref="bib151" id="ref197">151</reflink>]). For example, Taylor ([<reflink idref="bib151" id="ref198">151</reflink>]) showed that children who demonstrate superior self-control are more skilled at participating in divergent thinking tasks, which involve the creation of multiple solutions to a problem. Likewise, Nori et al. ([<reflink idref="bib111" id="ref199">111</reflink>]) showed that individuals' ability to regulate their emotions and behaviors predicted their creative output in different domains.</p> <p>The mediating effect of self-regulation on the association between playfulness and creativity suggested a potential mechanism through which EFs can facilitate creative expression. During play, children often engage in imaginative scenarios that require them to reconcile spontaneity with adherence to social norms and rules (Vygotsky, [<reflink idref="bib161" id="ref200">161</reflink>]; Wolfberg, [<reflink idref="bib166" id="ref201">166</reflink>]). For example, in a game of pretend, a child might spontaneously want to be a superhero and fly around the room, but they must also consider the safety of others and the rules of the game, such as staying within the designated play area. This constant negotiation between creative expression and social expectations is a key aspect of play that fosters social and emotional development. Self-regulation enables children to effectively navigate these dynamic interplay of spontaneity and social norms, fostering a safe environment for exploration and experimentation. This process is instrumental in nurturing creative thinking, as children can test boundaries and explore novel ideas without being unduly constrained by immediate consequences or social expectations (McClelland et al., [<reflink idref="bib102" id="ref202">102</reflink>]; Russ, [<reflink idref="bib130" id="ref203">130</reflink>]). For instance, during pretend play, a child might imagine themselves as a scientist experimenting with imaginary potions, testing combinations and hypothesizing outcomes without fear of failure. Similarly, in free-form artistic activities such as drawing or sculpting with clay, children often create fantastical objects or creatures that defy reality, such as a flying car or a talking tree, exploring their creativity in a consequence-free environment.</p> <p>Moreover, self-regulation may facilitate the cognitive flexibility necessary for creativity (Asikainen et al., [<reflink idref="bib3" id="ref204">3</reflink>]; Hanif et al., [<reflink idref="bib62" id="ref205">62</reflink>]). Cognitive flexibility, the ability to mentally transition between concepts or consider multiple concepts simultaneously, has been associated with executive functioning and creative problem-solving (Drigas & Karyotaki, [<reflink idref="bib40" id="ref206">40</reflink>]; Kenett et al., [<reflink idref="bib84" id="ref207">84</reflink>]). Children with elevated cognitive flexibility can modify their thinking to new and various situations and produce more creative ideas, as they are less likely to become stuck on a single viewpoint or solution (Lubart & Thornhill-Miller, [<reflink idref="bib95" id="ref208">95</reflink>]; Ritter & Mostert, [<reflink idref="bib126" id="ref209">126</reflink>]).</p> <hd id="AN0191573898-17">Implications</hd> <p>The results of the current study underscore the importance of incorporating play-based education into early childhood instruction. Educators and psychologists should create environments that foster playfulness while promoting self-regulation abilities (Pyle et al., [<reflink idref="bib123" id="ref210">123</reflink>]; Stephens, [<reflink idref="bib148" id="ref211">148</reflink>]). Structured play activities, such as collaborative games that encourage turn-taking, cooperation, and problem-solving, can significantly enhance children's self-regulation and creative expression (Pyle et al., [<reflink idref="bib122" id="ref212">122</reflink>]).</p> <p>Programs should include activities targeting executive functions, particularly self-regulation, which has been shown to mediate the link between playfulness and creativity (Fung & Chung, [<reflink idref="bib50" id="ref213">50</reflink>]). By doing so, educators can not only foster creative thinking but also enhance academic readiness and social skills (de Bruin, [<reflink idref="bib35" id="ref214">35</reflink>]).</p> <p>Policymakers play a vital role in supporting these initiatives. Research indicates that play-based curricula positively influence early cognitive and emotional development (Moyles, [<reflink idref="bib107" id="ref215">107</reflink>]). To facilitate these benefits on a broader scale, policymakers should advocate for legislation that prioritizes play in early childhood education, ensuring that schools have the resources and frameworks necessary to implement such programs effectively (Pyle et al., [<reflink idref="bib121" id="ref216">121</reflink>]).</p> <p>Parents also contribute significantly by engaging in playful activities that promote self-regulation, such as games requiring patience and turn-taking. These activities help children develop impulse control and creativity, foundational skills for lifelong learning and adaptation (Asquith, [<reflink idref="bib4" id="ref217">4</reflink>]; Booth & Jernberg, [<reflink idref="bib25" id="ref218">25</reflink>]).</p> <hd id="AN0191573898-18">Limitations and Future Studies</hd> <p>Even though the present study provided helpful insights into the mediating effect of EFs, remarkably self-regulation, in the association between playfulness and creativity, some limitations should be considered.</p> <p>First, although a sample size of 124 Arab Israeli kindergarteners is sufficient for preliminary findings, it might limit the generalizability of the findings because the sample is relatively small and drawn from a specific cultural and geographic population (Ghanamah & Eghbaria-Ghanamah, [<reflink idref="bib53" id="ref219">53</reflink>]). This may not fully capture the variability in playfulness, EFs, and creativity observed in broader or more diverse populations, such as children from different cultural, linguistic, or socio-economic backgrounds. Future research should contain larger and more diverse samples that include a range of socio-economic backgrounds, cultural backgrounds, and developmental stages, which could yield valuable insights into how these factors interact across diverse contexts and contribute to creative development to increase the applicability of the results.</p> <p>The cross-sectional nature of the investigation constitutes a second limitation, potentially limiting the ability to draw causal suggestions regarding the observed associations. Longitudinal studies are required to investigate how playfulness, EFs, and creativity evolve and determine the directionality of these interactions.</p> <p>Thirdly, the investigation depends on the HTKS task as a measure of self-regulation and motor working memory. While the HTKS task is a well-established and validated tool for measuring certain aspects of EFs, particularly inhibitory control and attention (Ponitz et al., [<reflink idref="bib117" id="ref220">117</reflink>]), it does not encompass all dimensions of EFs, such as cognitive flexibility or planning, which are important for understanding the full spectrum of EF skills (Diamond, [<reflink idref="bib37" id="ref221">37</reflink>]). Consequently, this limitation may affect the interpretation of the results, as the HTKS task primarily reflects attentional control and inhibition, which are just part of the broader EF system. This focus on specific dimensions of executive functioning may limit the generalizability of our findings regarding the broader role of executive functions in creativity. Future investigations should incorporate a wider range of EF measures, including cognitive flexibility, to provide a more comprehensive understanding of their mediating effects on the relationship between playfulness and creativity.</p> <p>Fourth, the study used the Hand Movement Test (Kaufman & Kaufman, [<reflink idref="bib81" id="ref222">81</reflink>]), Beery visual-motor integration (VMI; Beery & Beery, [<reflink idref="bib16" id="ref223">16</reflink>]), and thinking creatively in action and movement (TCAM; Torrance, [<reflink idref="bib155" id="ref224">155</reflink>]). While the HTKS task has established reliability and validity, the other measures have limited support in the context of creativity and self-regulation. For instance, while VMI is widely used for visual-motor integration (Beery & Beery, [<reflink idref="bib16" id="ref225">16</reflink>]), its direct relevance to EFs or creativity lacks extensive validation. Similarly, the Hand Movement Test has less empirical support compared to other measures like the Torrance Test of Creative Thinking (Torrance, [<reflink idref="bib155" id="ref226">155</reflink>]). This may affect the interpretation of the results and future studies should use tools for these constructs with more validity evidence.</p> <p>Lastly, the study's findings may be limited in their generalizability due to not accounting for contextual factors such as kindergarten environments, teaching styles, and parental involvement. These factors can influence playfulness, self-regulation, and creativity in children (Blair & Razza, [<reflink idref="bib24" id="ref227">24</reflink>]; Fuhs et al., [<reflink idref="bib48" id="ref228">48</reflink>]; McClelland et al., [<reflink idref="bib101" id="ref229">101</reflink>]). Future research should consider these contextual elements to enhance the understanding of how both individual and environmental factors contribute to early childhood development.</p> <hd id="AN0191573898-19">Conclusions</hd> <p>The present study underscored the pivotal mediating role of EF, particularly self-regulation, in the relationship between playfulness and creativity among kindergarteners. The findings suggested that children's ability to control impulses and maintain attention during play significantly influences their creative expression.</p> <p>By emphasizing the significance of self-regulation in fostering creativity, this study provided several valuable insights for educators, policymakers, and parents. Specifically, it highlighted the crucial role of self-regulation in facilitating children's creative thinking and problem-solving abilities during play, as demonstrated by the mediating role of self-regulation between playfulness and creativity. Educators can use these findings to design activities that encourage self-regulation skills, which, in turn, can enhance children's creativity and learning outcomes. Policymakers may consider integrating self-regulation development programs into early childhood curricula to improve both academic and creative skills. Lastly, parents can be encouraged to create environments that promote self-regulation, enabling their children to explore and express creativity more effectively (Diamond, [<reflink idref="bib37" id="ref230">37</reflink>]). This study's insights contribute to the broader understanding of how EFs, particularly self-regulation, are integral to children's cognitive and emotional development, with practical applications in early childhood education and parenting.</p> <p>Despite the limitations of the current research, the results highlighted the need for further investigation into how play and EFs can be harnessed to enhance creative development in early childhood. A deeper understanding of the interplay between these factors can inform more effective educational strategies that nurture both creativity and cognitive skills in young children, ultimately preparing them for future academic and social success.</p> <hd id="AN0191573898-20">Funding</hd> <p>This research received no external funding.</p> <hd id="AN0191573898-21">Data Availability</hd> <p>The data presented in this study are available from the corresponding author upon request.</p> <hd id="AN0191573898-22">Declarations</hd> <p></p> <hd id="AN0191573898-23">Conflict of interests</hd> <p>We declare that we know of no conflicts of interest associated with this publication, and there has been no significant financial support for this work that could have influenced its outcome.</p> <hd id="AN0191573898-24">Ethical Approval</hd> <p>The study followed the Declaration of Helsinki. Ethical review approval was obtained from Sakhnin College for Teacher Education, and the parents of the children provided a signed informed agreement.</p> <hd id="AN0191573898-25">Informed Consent</hd> <p>Informed consent was obtained from the parents of all the participants involved in the study.</p> <hd id="AN0191573898-26">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0191573898-27"> <title> References </title> <blist> <bibl id="bib1" idref="ref154" type="bt">1</bibl> <bibtext> Antonopoulou H. The value of emotional intelligence: Self-awareness, self-regulation, motivation, and empathy as key components. Technium Education and Humanities. 2024; 8: 78-92. 10.47577/teh.v8i.9719</bibtext> </blist> <blist> <bibl id="bib2" idref="ref24" type="bt">2</bibl> <bibtext> Arán Filippetti V, Krumm G. 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Frontiers in Psychology. 2018; 9: 1124. 10.3389/fpsyg.2018.01124</bibtext> </blist> </ref> <aug> <p>By Rafat Ghanamah</p> <p>Reported by Author</p> </aug> <nolink nlid="nl1" bibid="bib145" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib19" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib43" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib85" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib51" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib72" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib144" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib23" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib52" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib33" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib61" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib79" firstref="ref14"></nolink> <nolink nlid="nl13" bibid="bib69" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib106" firstref="ref17"></nolink> 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An: EJ1507443
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: From Play to Creativity: The Mediating Role of Self-Regulation in Kindergarteners
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rafat+Ghanamah%22">Rafat Ghanamah</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8876-7585">0000-0002-8876-7585</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Early+Childhood+Education+Journal%22"><i>Early Childhood Education Journal</i></searchLink>. 2026 54(2):741-756.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</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="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Arabs%22">Arabs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Perceptual+Motor+Coordination%22">Perceptual Motor Coordination</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Perception%22">Visual Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity+Tests%22">Creativity Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Thinking%22">Creative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Kaufman+Assessment+Battery+for+Children%22">Kaufman Assessment Battery for Children</searchLink><br /><searchLink fieldCode="SU" term="%22Beery+Developmental+Test+of+Visual+Motor+Integration%22">Beery Developmental Test of Visual Motor Integration</searchLink><br /><searchLink fieldCode="SU" term="%22Torrance+Tests+of+Creative+Thinking%22">Torrance Tests of Creative Thinking</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10643-025-01867-1
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1082-3301<br />1573-1707
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The interplay between playfulness, executive functions, and creativity is paramount for children's cognitive and emotional development, as these variables significantly impact early learning and problem-solving abilities. The current study investigates the associations between playfulness, executive functions, and creativity among kindergarteners, with a focus on the mediating role of self-regulation. A sample of 124 Arab Israeli children (64 females) aged 5-6 years completed the head-toes-knees-shoulders (HTKS; Ponitz et al. in Developmental Psychology, 45(3):605-619, 2009, https://doi.org/10.1037/a0015365) task, the Hand Movement Test (Kaufman and Kaufman (Kaufman Assessment Battery for Children (KABC, K-ABC), APA PsycTests, 1983, https://doi.org/10.1037/t27677-000), the Beery Visual-Motor Integration [Beery and Beery (The Beery-Buktenica developmental test of visual-motor integration: Administration, scoring, and teaching manual, NCS Pearson, 2004)] test, and the Thinking Creatively in Action and Movement [Torrance (Thinking creatively in action and movement, Scholastic-Testing Service, 1981)] measures while the teachers completed The Children's Playfulness Scale (Barnett in Play & Culture, 3(4):319-336, 1990). Correlation analyses revealed significant associations between playfulness factors and creativity, indicating that playful behaviors are positively linked to creative expression. Notably, the HTKS task demonstrated a significant mediating effect in the relationship between total playfulness and creativity, as confirmed by Sobel test results (z ≈ 7.49). This highlights the crucial role of self-regulation in facilitating creative thought processes during play. The findings highlighted the importance of promoting playfulness and self-regulation abilities in early childhood education to advance creative development. Implications for educational practices and the need for future research exploring these constructs across diverse populations and settings are discussed. This study contributes to the expanding body of literature connecting executive functions to creativity, especially within the context of play, underscoring the necessity of holistic approaches in early childhood development.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507443
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507443
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10643-025-01867-1
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 741
    Subjects:
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Arabs
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Intelligence Tests
        Type: general
      – SubjectFull: Perceptual Motor Coordination
        Type: general
      – SubjectFull: Visual Perception
        Type: general
      – SubjectFull: Creativity Tests
        Type: general
      – SubjectFull: Creative Thinking
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Israel
        Type: general
      – SubjectFull: Kaufman Assessment Battery for Children
        Type: general
      – SubjectFull: Beery Developmental Test of Visual Motor Integration
        Type: general
      – SubjectFull: Torrance Tests of Creative Thinking
        Type: general
    Titles:
      – TitleFull: From Play to Creativity: The Mediating Role of Self-Regulation in Kindergarteners
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rafat Ghanamah
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1082-3301
            – Type: issn-electronic
              Value: 1573-1707
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Early Childhood Education Journal
              Type: main
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