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広島大学大学院人間社会科学研究科紀要. 教育学研究 Issue 3
published_at 2022-12-23
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
Fuji Shohei
Abstract
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.
About This Article
Keywords
Pretend play
Self-regulation
Teacher-rating
ふり遊び
自己調整機能
保育者評定
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