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Direct linkJaggy, Ann-Kathrin; Perren, Sonja; Sticca, Fabio – Early Education and Development, 2020
Pretend play may be beneficial for young children's social development. However, empirical results to date are inconsistent and limited, which is partly due to a lack of psychometrically sound measures for children's social pretend play competence. The current study aimed to compare and validate different assessment methods for children's social…
Descriptors: Preschool Children, Preschool Education, Play, Imagination
Conte, Elisabetta; Grazzani, Ilaria; Pepe, Alessandro – Early Education and Development, 2018
Research Findings: In this study, we investigated associations among social cognition skills (specifically, emotion knowledge and theory of mind), language abilities, and 3 varieties of prosocial behavior (helping, sharing, and comforting) in early childhood. The effects of age and gender were also taken into account. Participants were 149 Italian…
Descriptors: Foreign Countries, Preschool Children, Kindergarten, Child Care Centers
Gilpin, Ansley T.; Brown, Melissa M.; Pierucci, Jillian M. – Early Education and Development, 2015
Research Findings: Emotion regulation is a strong predictor of both short- and long-term peer relationships and social competence and is often targeted in preschool curricula and interventions. Pretense is a natural activity of childhood that is thought to facilitate the development of socialization, perspective taking, language, and possibly…
Descriptors: Preschool Children, Emotional Response, Fantasy, Self Control
