{"pk":27598,"title":"An Exploratory Study of the Influence of Pretend Play on Children’sSelf-Regulation and Language Skills","subtitle":null,"abstract":"Recently, there has been increased interest regarding how pretend play contributes to children’s cognitive develop-ment. This study examines the efficacy of a pretend play intervention on self-regulation and language skills of 4- to 5-year-oldsand explores parents’ perceptions about children’s engagement in pretend play. The small-scale intervention includes eight 30-minute sessions over 6 weeks, in groups of five children. Each session included: (1) shared storybook reading; (2) role-playing;and (3) review. During shared story-book reading the children were read two books with explicit phonological awareness andvocabulary instruction for 18 words in each book. Role-playing included providing the children with props, which allow forengagement in pretend play activities. Several measures were used pre- and post-intervention to evaluate children’s self- reg-ulation and language skills. The improvements that occurred in the intervention are considered alongside other cognitive andeducational factors to better understand the role of pretend play in educational settings.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7486k3qw","frozenauthors":[{"first_name":"Tanya","middle_name":"","last_name":"Paes","name_suffix":"","institution":"University of Cambridge","department":""},{"first_name":"Michelle","middle_name":"","last_name":"Ellefson","name_suffix":"","institution":"University of Cambridge","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27598/galley/17234/download/"}]}