役割遊びと他の遊びで見られる自己調整機能の比較 : 保育者評定を通した検討

Role-Play vs. Other Types of Play in Self-Regulation: Teacher-Ratings

藤 翔平

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

Recent research indicates that children regulate their thoughts, emotions, and behavior in pretend play, especially role-play. However, few studies have examined whether children regulate themselves in other types of play. Hence, we compared self-regulatory behavior in role-play and other types of play through teacher-ratings. The participants included 142 children aged 4 to 6 (73 boys and 69 girls) and 11 teachers. The teachers who most frequently observed the children were asked to fill out the rating scale regarding self-regulatory behaviors (metacognitive regulation and their subcategories: planning, monitoring, control, and evaluation) during three types of play - role-play, constructive play, and functional play - over the past three months. After controlling for age, we compared self-regulatory behaviors noted in role-play and the other kinds of play. The results revealed no significant differences in self-regulatory behaviors observed in role-play and the other types of play. We also found that the self-regulatory behaviors witnessed in each type of play were related to language (communication) ability. Our results suggest that children will regulate themselves in a variety of play activities.

Pretend play

Self-regulation

Teacher-rating

ふり遊び

自己調整機能

保育者評定

日本語

広島大学大学院人間社会科学研究科

Copyright (c) 2022 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086