Make-Believe Play: Wellspring for Development of Self-Regulation.

By L. Berk, Trisha D. Mann, Amy Ogan. 2006

220 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3e968238ed86165bfb90021f0f76ac0c5a1e61ef

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Lisha O’Sullivan
2. Stephanie M. Carlson
3. David Whitebread
4. Angela L. Duckworth
5. Claudia M. Roebers
6. Megan M. McClelland
7. J. Best
8. P. H. Miller

In Education

1. Angela L. Duckworth
2. Stephanie M. Carlson
3. Lisha O’Sullivan
4. David Whitebread

Citations in the corpus

• Self-Regulation and School Success (2013, background): “Play, and in particular pretend (i.e., imaginary) play with others, facilitates the development of a wide array of self-regulation skills (Berk, Mann, & Ogan, 2006 ; Saltz, Dixon, & Johnson, 1977 ; Singer & Singer, 1990 , 2006 ).”
• Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation (2012, background): “Berk et al. (2006) have conducted a number of studies which investigate specifically, the relationship between pretence and aspects of self-regulation.”
• Temperament in the Classroom (2012, unknown): “Play, and in par ticular, pretend (i.e., imaginary) play with others facilitates the development of a wide array of self-regulation skills (Berk, Mann, & Ogan, 2006; Saltz, Dixon, & Johnson, 1977; D. G. Singer & J. L. Singer, 1990; J. L. Singer & D. G. Singer, 2006).”