Self-Regulation in Young Children: Is There a Role for Sociodramatic Play?.

By C. L. Elias, L. Berk. 2002

315 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4f01b256d7220934e0df5d1cfa2c675d823a65a6

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In Clinical Psychology

1. A. Pyle
2. David Whitebread
3. Erica Danniels
4. Kathy Hirsh-Pasek
5. Roberta Michnick Golinkoff 
6. Angeline S. Lillard

In Education

1. David Whitebread
2. Roberta Michnick Golinkoff 
3. Kathy Hirsh-Pasek
4. A. Pyle
5. Lisha O’Sullivan
6. Ashley Bigelow
7. Erica Danniels
8. Timothy Teo

Citations in the corpus

• Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning (2007, background): “…reminded us, Vygotsky himself identified children’s sociodramatic play as having a significant role in the development of self-regulation (Vygotsky, 1978), a contention that has been supported by a range of research mostly focussing on attentional and emotional self-regulation (Elias & Berk, 2002).”
• Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation (2012, background): “Findings from these studies suggest a role for this type of play in promoting private speech and in supporting attentional and emotional self-regulation (Berk et al., 2006; Elias & Berk, 2002; Kraft & Berk, 1998).”
• Playing around in school: Implications for learning and educational policy. (2010, background): “…play in the block and housekeeping areas positively predicted school-year gains in 3- and 4-year-olds’ self-regulation during classroom clean-up periods (the extent to which they independently picked up materials)—a commonly used measure of socially responsible behavior (Elias & Berk, 2002).”
• Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms (2014, background): “Elias and Berk (2002) found that children’s participation in complex sociodramatic play had a positive effect on the development of self-regulation.”
• Make-Believe Play: Wellspring for Development of Self-Regulation. (2006, background): “In the first of these studies (Elias & Berk, 2002), 51 middle-SES 3- and 4-year-olds were observed in their preschool classrooms during the fall (Time 1) and the spring (Time 2) of the school year.”
• Relationship Between Screen Time and Chinese Children’s Cognitive and Social Development (2020, background): “Creative play encourages children to regulate their emotions and gain a better understanding of their emotional well-being and that of others (Elias & Berk, 2002).”
• A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play (2017, background): “For instance, pretend play has been found to support the development of self-regulation skills (e.g., Berk & Meyers, 2013; Elias & Berk, 2002), with private (or self-directed) speech serving as a potential mediating variable (Berk & Meyers, 2013).”
• The development of two observational tools for assessing metacognition and self-regulated learning in young children (2009, background): “A range of studies, however, have also explored the significance of children’s collaborative or peerassisted learning of various kinds in the process of internalization of learning, and particularly in relation to the development of metacognitive and self-regulatory abilities (Karpov 2005; Elias & ”