Mireille Smits-van der Nat, Femke van der Wilt, Martijn Meeter, Chiel van der Veen
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引用次数: 0
摘要
根据维果斯基的文化历史活动理论,装扮游戏是儿童社交能力发展的重要背景。本荟萃分析旨在综合当前有关幼儿期(3-8 岁)装扮游戏与社交能力之间关系的证据。通过对 PsycINFO、ERIC 和 Web of Science 进行系统的文献检索,共发现了 34 项相关的实证研究。对纳入的研究进行了系统编码,并对假装游戏和社交能力进行了分类。总体而言,荟萃分析的结果表明,装扮游戏和社交能力之间存在正相关,无论后者是 如何测量的。儿童的年龄对装扮游戏和社交能力之间的关系有轻微的负面影响,这表明随着儿童年 龄的增长,两者之间的关系会减弱。与测量装扮游戏质量的研究相比,测量装扮游戏数量的研究发现装扮游戏与社交能力之间的相关性较低。所纳入的大多数研究都采用了横断面设计,因此无法支持关于因果效应的说法。未来的研究需要确定因果关系的方向和可能解释装扮游戏与社交能力之间关系的潜在机制。
The Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis
According to Vygotsky’s cultural-historical activity theory, pretend play can be an important context for the development of children’s social competence. The aim of this meta-analysis was to synthesize the current evidence about the relation between pretend play and social competence in early childhood (age 3–8 years). A systematic literature search of PsycINFO, ERIC, and Web of Science identified a total of 34 relevant empirical studies. The included studies were systematically coded and categorized for pretend play and social competence. Overall, the findings of this meta-analysis reveal a positive relation between pretend play and social competence, irrespective of how the latter was measured. The relation between pretend play and social competence was slightly negatively impacted by children’s age, suggesting that the relation weakens as children get older. Studies measuring the amount of pretend play found lower correlations between pretend play and social competence than studies measuring the quality of pretend play. Most included studies adopted a cross-sectional design, so claims about causal effects could not be supported. Future research is required to determine the direction of causality and potential mechanisms that may explain the relation between pretend play and social competence.
期刊介绍:
Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.