This article discusses the results of experimental study aimed at investigating the effect of games with rules on voluntary regulation of preschool children. The following components of voluntary ...regulation were studied: short-term and working memory, verbal interference control, the ability to follow verbal instruction, and knowledge of rules of conduct. One hundred and twenty 6—7-year-old children participated in this study. After the intervention, children in experimental group improved their knowledge of rules of conduct, short-term memory for numbers, verbal interference, and the ability to follow verbal instruction when executing a visual-motor integration task. Children in the control group also improved their verbal interference ability and short-term memory for numbers and words. However, size effects were smaller than in the experimental group.
В статье представлены результаты экспериментального исследования, направленного на изучение влияния игр с правилами на развитие произвольной регуляции у детей старшего дошкольного возраста. Исследовались такие компоненты произвольной регуляции, как кратковременная и рабочая память, вербальная интерференция, следование вербальной инструкции и знание правил поведения. В исследовании приняли участие 120 детей 6—7 лет. После развивающего воздействия дети экспериментальной группы улучшили показатели по знанию правил поведения, кратковременной памяти на цифры, вербальной интерференции и способности следовать вербальной инструкции при выполнении задания на зрительно-моторную координацию. Дети контрольной группы улучшили показатели по вербальной интерференции и кратковременной памяти на цифры и слова. Однако размеры эффекта в контрольной группе оказались меньше, чем в экспериментальной группе.
This theoretical paper discusses the role of pretend play and games with rules in fostering children's self-regulation. It proposes several pathways through which play facilitates self-regulation ...processes. First, in play, children learn to inhibit their impulsive behaviour and follow rules which transform their behaviour from impulsive and spontaneous to mediated and voluntary. Second, play liberates children from situational constraints as children begin to act upon the meanings of objects as opposed to their immediate motivational valence. Third, children develop internal representations which guide their behaviour. Finally, play promotes verbal self-regulation as children are engaged in an ongoing dialogue with their partners in order to resolve differences in perspectives, to reach an agreement about roles, and to invent play rules. The paper further reviews empirical studies which explore the effect of play on inhibition, working memory, and private speech. The current status of play and implications for practice are discussed.
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En este documento se presentan algunas "lógicas" que se dan cita en los juegos motores. Con ello se pretende mostrar la complejidad en el trabajo con estos contenidos en educación física escolar y ...despertar la sensibilidad docente para que contemple factores que intervienen en el proceso educativo mas allá de la lógica interna emanada de la estructura de los juegos. Tras seguir un procedimiento de Teoría Fundamentada en el análisis de juegos en 300 lecciones de educación física, se descubren, además de los comportamientos orientados por la lógica interna del juego, otros orientados por "lógicas culturales" (llevar la acción hacia un enfrentamiento dual, tendencia a que las alianzas y los enfrentamientos sean por sexos, naturalización de la reversibilidad de la acción, o falta de responsabilidad sobre las consecuencias de la acción) y "lógicas personales", propias de cada jugador (reconocimiento, inhibición, autoexigencia, seguridad-protección, impulsiva, prestigio-protagonismo, apego o rivalidad). En la práctica educativa, los docentes deben articular estas lógicas con sus proyectos, introduciendo al alumnado en una "lógica educativa".
This chapter examines the role of school playground games in children’s development. Games and play take place in a range of settings, both in and outside of the home, in gardens, parks, on the ...streets, designated playgrounds, or other locations. They also take place and are often studied on the school playground and this will be the main context in which the role of games and other playground activities will be discussed here. The school playground is a useful research site because it is one of the few locations where children interact in a relatively safe environment, free of adult control, and when their play, games, and social relations are more their own. There is an appreciation by many researchers that much can be learned about children from studying their behavior and experiences whilst engaged in play and games (see Blatchford & Sharp, 1994; Pellegrini, 2005; Pellegrini & Blatchford, 2000; Smith, 1994; Sutton-Smith, 1982). Although playground activities express something about the individual child, individuals on the playground are situated and live their lives in complex social structures. Social structures involve and are expressed through, for example, play, games, even hanging around, and the study of playground activity can help with the understanding of peer relations in terms of friendship, peer groups, and social status. A key message in this chapter therefore is that if we want to find out about children’s social and psychological development, including their relationships with peers and the acquisition of social and cognitive skills, then we need to study how these arise out of the everyday reality of children’s playful activities and interactions with others in everyday contexts.The chapter draws mainly on psychological research on games and social activities that children participate in during middle childhood and to some extent adolescence. There are five main sections which cover the following issues: the current status and context of play outside and inside school; definitions of games and perspectives on their role in development; how games and social activities change with development during and beyond middle childhood, how this varies by sex, and how games are learned from other children; the role playground games have in supporting peer relationships and the development of social-cognitive skills; the role of games in relation to learning and engagement in the classroom, school belonging, and adjustment.For illustration, we draw on several of our own research projects, in particular the Nuffield Foundation-funded national surveys of recess (or breaktime as it is called in the UK) in schools (conducted in 1995 and 2006) and pupil views on recess and social life outside of school (Blatchford & Baines, 2006; Blatchford & Sumpner, 1996), and a Spencer Foundation-funded project on playground activities and peer relations in UK and US schools (Baines & Blatchford, 2009; Blatchford, Baines & Pellegrini, 2003; Pellegrini, Kato, Blatchford & Baines, 2002; Pellegrini, Blatchford, Kato & Baines, 2004). Reported data will come in the main from the UK part of this project, including unreported data from a three-year follow up, unless otherwise stated. We will refer to these as the ‘Nuffield’ and ‘Spencer’ projects, respectively.
Prosocial behavior provides many positive benefits for children, especially in various aspects of development including academic success, decreased feelings of loneliness, and aggression. This study ...aims to investigate (1) whether there is an effect of game with rule on prosocial behavior, (2) knowing whether there is a difference between the prosocial behavior of boys and girls after participating in games with rules. This study used pre-experimental design. Data analysis for examining the effect of games with rules on prosocial behavior was done using nonparametric statistics with the Wilcoxon test. In contrast, the data analysis for examining the difference of prosocial behavior between boys and girls used the Mann Whitney test. The final result of the data analysis shows a difference in prosocial behavior after children participate in a games with rules. Furthermore, this study found no differences in prosocial behavior between boys and girls. The implications of the research results are discussed further in this article. Keywords: Early childhood skills, Play activities, Prosocial behavior, Game with rules.
A interação social de crianças no jogo de regras Christiany Maria Bassetti Cavalcante; Antonio Carlos Ortega; Maria Margarida Pereira Rodrigues
Arquivos brasileiros de psicologia,
07/2014, Volume:
57, Issue:
1
Journal Article
Open access
This paper analyzed forms of children's social interaction in competitive and non-competitive situations, by means of the Matix game. The participants of the research were four fourth-grade Junior ...High students studying in a public school in Vitória (ES). Firstly, each child played three matches aiming to recognize as well as explore the game. Secondly, the participants worked in pairs and competed among themselves. There was a rotation of students, until everyone had worked and competed with each other. Finally, the participants worked only in pairs in problem solving dynamics. The results indicated the existence of seven categories of interaction in the competitive situation. However, there was a variation of these categories in the non-competitive situation indicating that forms of children's social interaction are related to characteristics of problem solving, cognitive functioning and socio-cognitive dynamics.
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