The article is devoted to the practical aspect of the development of self-regulation of preschoolers in the play. The introduction provides a definition of self-regulation as a multidimensional construct that includes the regulation of emotions, cognitive processes and behavior. The definition of executive functions based on A. Miyake’s model is also proposed. The literature review covers the results of new studies on the influence of play on the development of self-regulation in preschoolers. The article considers studies showing the effectiveness of role play, play with rules, digital games, as well as the relationship between play preferences at home and the development of self-regulation in preschool children. In the final part, practical recommendations are formulated for the use of games in order to develop self-regulation of preschoolers. Recommendations are given for choosing games that are most suitable for this purpose, their duration, increasing children’s involvement in play, and the nuances of organizing play. The conditions for creating different types of play (play with rules, role play, digital games) are described in detail. The Appendix contains names and brief descriptions of digital and board games that can be used to train all components of executive functions.
All articles
Articles by tag "arbitrariness":
2019, 3
p. 24–35
MORE
29
The article shows the relevance of the development of arbitrary behavior in preschool children. According to the hypothesis of the investigation, methods of emotional-motor psychotechnics can optimize the development of arbitrary behavior in children 5–6 years. At the same time, emotional-motor psychotechnics are considered as a direction of psychological and pedagogical assistance in overcoming the child’s problems by solving practical tasks on the material of figurative-motor exercises with rich emotional content. The methods and results of the investigation are described. The basic principles of work with children by methods of emotional-motor psychotechnics are compared with traditional methods of development of arbitrary behavior in preschool children by means of Board games with rules. 75 children aged 5–6 years took part in the investigation. Based on the comparison of primary and control diagnostic data in the three groups of children is shown a growth in arbitrariness in the experimental group, where lessons were conducted in emotional-motor psychotechnics, in contrast on another experimental group , where lessons with traditional methods were less effective, and control group, where the primary data remained almost unchanged.
Keywords:
DOI: 10.24411/1997-9657-2019-10045