Pretend play-based training improves some socio-emotional competences in 5-6-year-old children: A large-scale study assessing implementation

Sylvie Richard; Anne Clerc-Georgy; Edouard Gentaz

doi:10.1016/j.actpsy.2023.103961

Pretend play-based training improves some socio-emotional competences in 5-6-year-old children: A large-scale study assessing implementation

Acta Psychol (Amst). 2023 Aug:238:103961. doi: 10.1016/j.actpsy.2023.103961. Epub 2023 Jun 19.

Authors

Sylvie Richard¹, Anne Clerc-Georgy², Edouard Gentaz³

Affiliations

¹ Valais University of Teacher Education, Switzerland; University of Geneva, Department of Psychology, Switzerland. Electronic address: sylvie.richard@hepvs.ch.
² Vaud Univeristy of Teacher Education, Switzerland. Electronic address: anne.clerc-georgy@hepl.ch.
³ University of Geneva, Department of Psychology, Switzerland. Electronic address: edouard.gentaz@unige.ch.

PMID: 37343361
DOI: 10.1016/j.actpsy.2023.103961

Abstract

The purpose of this study is to evaluate the effect of a pretend play-based training in 5-6-year-old children in a large scale school context on emotion comprehension, emotion regulation, prosocial behaviour and on their pretend play competences. The analysis of implementation variables was carried out in order to ensure program implementation quality in the experimental group. Results show an improvement in emotion comprehension and a decrease in aggressive behavioural responses in children in the experimental group (n = 101) compared to those in the control group (n = 79). Findings are discussed in regard to implementation outcomes and the influence of this form of play on the improvement of these variables.

Keywords: Implementation; Intervention; Pretend play; School; Socio-emotional competences.

MeSH terms

Child
Comprehension*
Emotions*
Humans
Play and Playthings