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Relationship between Play Activity and Cognitive Development in Preschool Children 2728
Smirnova E.O., PhD in Psychology, Professor, Academic Supervisor of the Moscow City Center of Psychological and Pedagogical Expertise of Games and Toys, Moscow State University of Psychology and Education, Moscow, Russia, smirneo@mail.ru Veraksa A.N., PhD in Psychology, Associate Professor, Lomonosov Moscow State University, Moscow, Russia, veraksa@yandex.ru Bukhalenkova D.A., PhD in Psychology, PhD Student, Lomonosov Moscow State University, Moscow, Russia, d.bukhalenkova@inbox.ru Ryabkova I.A., Educational Psychologist at the Moscow City Center of Psychological and Pedagogical Expertise of Games and Toys, Moscow State University of Psychology & Education, Moscow, Russia, ibaladinskaya@gmail.com
The aim of this study is to explore the relationship between cooperative play and cognitive development in preschool age. The study involved 56 children aged 5—6 years (29 boys and 27 girls) of Moscow kindergartens. The article describes the main parameters of the observations of peer play (indicators of substitution, implementation of plan, play interaction). Analysis of the results revealed the presence of two correlation pleiades. The first one shows significant relationships between a child’s ability to draw up a story and different play aspects associated with the development of the internal action plan and visual thinking (sustainability of play plot, subject substitution, substitution of playing space, organizing character of interaction, level of ideas). The second correlation pleiade centers around the unfolding of the play idea which is linked with the ability to understand emotions of others, with self-regulation of cognitive processes, and with visual memory. The obtained data show the presence of two sources of development in child play: one is associated with visual-imaginative thinking, and the other with partner interaction.
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