Understanding Mechanisms Underpinning Positive Impact of Pretend Play Tutoring on Social Behavior and Peer Relationships

• In Event: Pretend Play with Peers: International Perspectives on Links Between Social Pretend Play and Social-emotional Competences

Abstract

Children’s social pretend play is positively associated with their social-cognitive, emotional and social skills. Some training studies have shown positive effects of play tutoring on children’s social behavior. However, the causality and the underlying mechanisms of change of these associations is not clarified yet (Lillard et al., 2013). This intervention study investigates mechanisms of change between pretend play tutoring on children’s pretend play competence and social behavior. We specifically analyse whether (experimentally manipulated) increases in pretend play quality during play tutoring sessions can explain positive gains in children’s social development. Moreover, we control for the level of adult interaction as some training studies have been criticized in that respect.
Twenty-seven Swiss playgroups (N=214 three- to four-year-olds) were randomly assigned to three conditions: play tutoring, provision of role play material and a control condition (treatment as usual). The treatments took place once a week over 6 consecutive weeks. Children’s behavior during those six play sessions, each lasting 30 minutes, was videotaped. Children’s social pretend play quality and their level of interaction with adults were assessed using standardized observation tools. Pre-tests, post-tests and a follow-up were made. Educators completed a questionnaire on children’s social pretend play competence and social behavior (cooperative behavior, pro-social behavior, empathy, leadership skills, sociability, setting limits skills, behavioral regulation and peer relationship quality).
Regarding social pretend play quality, the material group scored significantly lower than the play tutoring group, but significantly higher than the control group. Latent change models showed significant intervention effects. Compared to children in the control condition, children from the play tutoring condition had a significantly more positive change in social pretend play competence, behavioral regulation, cooperative behavior, sociability, and setting limits and positive peer relationships. Using latent change models with indirect effects, we investigated whether the intervention effects on children’s pretend play competence and social behavior are mediated by their social pretend play quality shown during the intervention sessions. Additionally, we analysed whether the effects of pretend play are independent from social interaction with adults. The results indicate mediating effects of social pretend play quality on social pretend play competence, sociability and setting limits. Controlling the effect of social interaction with adults weakened the reported effects, but they remained (at least marginally) significant.
In sum, the study showed that play tutoring and providing role play material to children may increase children’s social competence as they promote children’s social pretend play quality. The results confirm that social pretend play is an ideal ground to promote positive peer interactions and social learning.

Authors

• Sonja Perren, University of Konstanz and Thurgau University of Teacher Education
  Presenting Author

• Ann-Kathrin Jaggy, University of Konstanz
  Non-Presenting Author

• Isabelle Kalkusch, University of Konstanz/ Thurgau University of Education
  Non-Presenting Author

• Carine Burkhardt Bossi, Thurgau University of Teacher Education
  Non-Presenting Author

• Barbara Weiss, Pädagogische Hochschule Thurgau
  Non-Presenting Author

• Fabio Sticca, Marie Meierhofer Institut für das Kind
  Non-Presenting Author