Analyzing the relationship between dramatic play measures and self-regulation from a cultural-historical perspective: a scoping review
Play is defined as the leading activity of preschool children, it leads to cognitive, emotional and social development. In dramatic play the child moves towards an activity centered on social relations and increasingly guided by internal plans. Although a theoretical intrinsic relation between play...
Gardado en:
| Autor Principal: | |
|---|---|
| Outros autores: | |
| Formato: | masterThesis |
| Idioma: | inglés |
| Publicado: |
2023
|
| Subjects: | |
| Acceso en liña: | https://hdl.handle.net/10895/1794 |
| Tags: |
Sen Etiquetas, Sexa o primeiro en etiquetar este rexistro!
|
| _version_ | 1868890226792857600 |
|---|---|
| author | Vercellino Dessent, Valentina |
| author2 | Moreira Tricot, Karen |
| author2_role | author |
| author_browse | Moreira Tricot, Karen Vercellino Dessent, Valentina |
| author_facet | Vercellino Dessent, Valentina Moreira Tricot, Karen |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Vercellino Dessent, Valentina Moreira Tricot, Karen |
| dc.date.none.fl_str_mv | 2023-04-24T15:14:22Z 2023-04-24T15:14:22Z 2023-04-18 |
| dc.format.none.fl_str_mv | 24 p. application/pdf |
| dc.identifier.none.fl_str_mv | https://hdl.handle.net/10895/1794 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Universidad Católica del Uruguay |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess Licencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC BY-NC-ND 4.0) |
| dc.source.none.fl_str_mv | reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.subject.none.fl_str_mv | Juego Niños Desarrollo Autorregulación emocional Evaluación Tesis de maestría (Psicología educacional) |
| dc.title.none.fl_str_mv | Analyzing the relationship between dramatic play measures and self-regulation from a cultural-historical perspective: a scoping review |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/masterThesis info:eu-repo/semantics/acceptedVersion |
| description | Play is defined as the leading activity of preschool children, it leads to cognitive, emotional and social development. In dramatic play the child moves towards an activity centered on social relations and increasingly guided by internal plans. Although a theoretical intrinsic relation between play and executive functions has been defined, it has been difficult to prove. The problem of assessment is one of the reasons. The aim of this review was to analyze if information about executive functions is included in dramatic play assessments. Thus, we surveyed studies of dramatic play in children to (a) identify the measures used and their properties, and (b) identify the extent to which the measures provide data about children's regulatory ability. 10 measures were included and analyzed using four categories considered defining of dramatic play from a cultural-historical perspective: Plans, Roles, Props and Scenarios. One measure assessed all the dimensions and two measures included three. The most attended dimensions were Roles and Props, followed by Scenarios and Plans. The results show that few assessments recover information about self-regulation. A limited cultural diversity is observed, pointing out the need to extend the research to different contexts, especially to societies with high levels of inequality. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | anni_eeb9b69763e016d64ab873befc52ca01 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | eng |
| network_acronym_str | anni |
| network_name_str | oai-lr-anni |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/1794 |
| publishDate | 2023 |
| publishDateSort | 2023 |
| publisher.none.fl_str_mv | Universidad Católica del Uruguay |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | Licencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC BY-NC-ND 4.0) |
| spelling | Analyzing the relationship between dramatic play measures and self-regulation from a cultural-historical perspective: a scoping reviewVercellino Dessent, ValentinaMoreira Tricot, KarenJuegoNiñosDesarrolloAutorregulación emocionalEvaluaciónTesis de maestría (Psicología educacional)Play is defined as the leading activity of preschool children, it leads to cognitive, emotional and social development. In dramatic play the child moves towards an activity centered on social relations and increasingly guided by internal plans. Although a theoretical intrinsic relation between play and executive functions has been defined, it has been difficult to prove. The problem of assessment is one of the reasons. The aim of this review was to analyze if information about executive functions is included in dramatic play assessments. Thus, we surveyed studies of dramatic play in children to (a) identify the measures used and their properties, and (b) identify the extent to which the measures provide data about children's regulatory ability. 10 measures were included and analyzed using four categories considered defining of dramatic play from a cultural-historical perspective: Plans, Roles, Props and Scenarios. One measure assessed all the dimensions and two measures included three. The most attended dimensions were Roles and Props, followed by Scenarios and Plans. The results show that few assessments recover information about self-regulation. A limited cultural diversity is observed, pointing out the need to extend the research to different contexts, especially to societies with high levels of inequality.Universidad Católica del Uruguay2023-04-24T15:14:22Z2023-04-24T15:14:22Z2023-04-18info:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersion24 p.application/pdfhttps://hdl.handle.net/10895/1794reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayenginfo:eu-repo/semantics/openAccessLicencia Creative Commons Atribución – No Comercial – Sin Derivadas (CC BY-NC-ND 4.0)oai:liberi.ucu.edu.uy:10895/17942026-06-16T06:51:22Z |
| spellingShingle | Analyzing the relationship between dramatic play measures and self-regulation from a cultural-historical perspective: a scoping review Vercellino Dessent, Valentina Juego Niños Desarrollo Autorregulación emocional Evaluación Tesis de maestría (Psicología educacional) |
| status_str | acceptedVersion |
| title | Analyzing the relationship between dramatic play measures and self-regulation from a cultural-historical perspective: a scoping review |
| title_full | Analyzing the relationship between dramatic play measures and self-regulation from a cultural-historical perspective: a scoping review |
| title_fullStr | Analyzing the relationship between dramatic play measures and self-regulation from a cultural-historical perspective: a scoping review |
| title_full_unstemmed | Analyzing the relationship between dramatic play measures and self-regulation from a cultural-historical perspective: a scoping review |
| title_short | Analyzing the relationship between dramatic play measures and self-regulation from a cultural-historical perspective: a scoping review |
| title_sort | Analyzing the relationship between dramatic play measures and self-regulation from a cultural-historical perspective: a scoping review |
| topic | Juego Niños Desarrollo Autorregulación emocional Evaluación Tesis de maestría (Psicología educacional) |
| url | https://hdl.handle.net/10895/1794 |