ABSTRACT

Studies have found a relationship between pretend play and self-regulation both during and outside pretend play; however, very few have investigated these three variables simultaneously. Therefore, this study examined the relationship between the frequency of role-play (a type of pretend play), self-regulatory behaviour during role-play, and self-regulation in a classroom with 55 Japanese children aged 4–6. Teachers rated the frequency of role-play and self-regulation in classrooms, based on which we conducted observations to evaluate self-regulatory behaviour during role-play. Frequency of role-play and self-regulatory behaviour during role-play were associated with self-regulation in classrooms. However, the frequency of role-play was not associated with self-regulatory behaviour during role-play. The results suggest that children who frequently engage in pretend play do not necessarily demonstrate self-regulatory behaviours during pretend play.

摘要

研究发现，无论是在假装游戏期间还是假装游戏之外，假装游戏与自我调节之间都存在关系。然而，很少有人同时研究这三个变量。因此，本研究调查了角色扮演（一种假装游戏）的频率、角色扮演期间的自我调节行为以及课堂上 55 名 4-6 岁日本儿童的自我调节之间的关系。教师对课堂上角色扮演和自我调节的频率进行评分，在此基础上我们进行观察，评估角色扮演过程中的自我调节行为。角色扮演的频率和角色扮演期间的自我调节行为与课堂上的自我调节有关。然而，角色扮演的频率与角色扮演期间的自我调节行为无关。