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ERIC Number: EJ1162660
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1522-7227
Preschoolers' Cognitive and Emotional Self-Regulation in Pretend Play: Relations with Executive Functions and Quality of Play
Slot, Pauline Louise; Mulder, Hanna; Verhagen, Josje; Leseman, Paul P. M.
Infant and Child Development, v26 n6 Nov-Dec 2017
The preschool period is marked by rapid growth of children's self-regulation and related executive functions. Self-regulation is considered an important aspect of school readiness and is related to academic and social--emotional outcomes in childhood. Pretend play, as part of the early childhood curriculum, is hypothesized to support self-regulation. An important question concerns whether self-regulation should be considered an individual ability or, partly, a situated skill that is influenced by aspects of the classroom context. The aims of this study were to investigate the degree to which 3-year-olds showed cognitive and emotional self-regulation in a naturalistic play setting and to examine how test-based measures of children's cool and hot executive functions and the quality of their pretend play contributed to this observed self-regulation. The results indicated that 3-year-olds showed aspects of cognitive and emotional self-regulation. Cool executive functions appeared significantly related to emotional self-regulation, whereas hot executive functions were not significantly related to cognitive or emotional self-regulation. The quality of pretend play was strongly associated with cognitive self-regulation and, to a lesser extent, emotional self-regulation. The findings of this study suggest that both preschoolers' cool executive functions and the quality of play contributed to their self-regulation skills in naturalistic settings.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A