The Impact of Guided Play on Executive Function in Early Childhood: A Pilot Study

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT016 (Saturday)

Abstract

This pilot study investigates the relationship between playful learning and executive function (EF) in early childhood. Using an experimental design, this study explores how guided play (GP) might promote preschoolers’ EF skills compared to direct instruction (DI). Grounded in Vygotsky's Sociocultural Theory, Ryan and Deci's Self-Determination Theory, and Guided Play, the experiment creates learning experiences using active and joyful engagement and meaningful social interactions. With this brief intervention, we hypothesize that the GP condition will show better improvement in EF compared to the direct instruction condition. We also hypothesize that children will learn more in the GP than in the DI condition. Initial findings will be presented.

Authors

• Seoyeon Sohn, University of Delaware

• Roberta Michnick Golinkoff, University of Delaware