Which play is better? Different play types and development of executive functions in early childhood
Аleksander Veraksa, Vera L. Sukhikh, Nikolai Veresov, Оlga V. Almazova
Abstract
In this study we aimed to compare the contribution of each play type to the development of different EFs components: shifting, working memory (visuospatial and auditory) and inhibition (two aspects of cognitive inhibition and physical inhibition). Following a preliminary examination of EFs was the intervention, which consisted of 14 play sessions for 20–30 min twice a week. Participants (n = 199, 46.7% females), aged from 52 to 69 months (M = 60.79; SD = 4.10) were assigned to one of five experimental groups: three types of role play (free role play; adult-directed play; child-directed play), digital games, games with rules (board games). All the measured EFs significantly increased following the digital games’ intervention. In ‘Games with rules’ and ‘Adult-directed play’ intervention groups, significant changes were registered in 5 (out of 6) measures of EFs. In the ‘Free play’ and ‘Child-directed play’, significant changes were found in 4 measures of EFs. Differential effect of play on EFs components is discussed. These results demonstrate the importance of play for EFs development and given the differential effect of play types, those can be applied based on the children’s needs.