Duval, Stéphanie; Brault Foisy, Lorie-Marlène; Arapi, Enkeleda et Montminy, Noémie
(2023).
« A curvilinear relationship between kindergarten teachers’ scaffolding of make-believe play and children’s executive functions », dans 31 st EECERA annual conference proceedings: Book of abstracts (31 st EECERA annual conference, Lisbonne, Portugal, 1 septembre 2023)
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Résumé
This study examines the mediating relationship between adult support, make-believe play and executive functions [EFs] skills. Since a mature level of make-believe play [MBP] is assumed to better contribute to EFs, many researchers (e.g., Lillard et al., 2013) suggest that the relationship between teachers' scaffolding during MBP and child’s cognitive skills should also be considered. EFs skills (e.g., inhibitory control, working memory) are interdependent cognitive processes that allow overriding automatic thoughts and behaviors
in favor of more adaptive and goal-directed responses (Carlson, 2005; Diamond, 2013). MBP represents a key tool in developing the child’s ability to form mental representation of objects and events (Vygotsky, 1978). However, it is the mature form of MBP that is associated with children’s developmental gains (Bodrova & Leong, 2008). Kindergarten children (N = 160) and teachers (N = 12) took part in this study. Children’s EFs skills were assessed with the Executive Functions Observation Tool (Duval & Montminy, 2020) and their level of play maturity alongside teachers’ level of scaffolding were assessed with the Mature Play Observation Tool (Germeroth et al., 2019). All standard ethical procedures (ethics approval, informed consent, ability to withdraw participation, confidential responses) were followed. Results from stepwise polynomial regressions and mediation analysis showed a significant mediating effect of the context (classroom’s maturity level of MBP) on the curvilinear relationship between teacher scaffolding of MBP and the child’s EFs. The observation of EFs skills in class could allow interventions to be more intentional in supporting the child according to their developmental needs.
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