期刊
TRENDS IN NEUROSCIENCE AND EDUCATION
卷 29, 期 -, 页码 -出版社
ELSEVIER
DOI: 10.1016/j.tine.2022.100183
关键词
Parent -child synchrony; Executive function; Digital media; Physical play; Spatial play; Play quality
资金
- Institute of Education Sciences, U.S. Department of Education [R305B140026]
- National Center For Advancing Translational Sciences of the National Institutes of Health [KL2TR003016/ULTR003015]
- American Psychological Association (APA)
- 2018 Dissertation Research Grants Award from APA Division 15
- Jacobs Foundation Early Career Research Fellowship
This study aims to examine the relationship between children's executive function and mother-child synchrony during play. The findings suggest that mother-child synchrony is not influenced by children's executive function and is not different between physical and digital play. These results indicate that both physical and digital play can provide opportunities for interactive and reciprocal experiences.
Purpose: Play is a powerful influence on children's learning and parents can provide opportunities to learn specific content by scaffolding children's play. Parent-child synchrony (i.e., harmony, reciprocity and respon-siveness in interactions) is a component of parent-child interactions that is not well characterized in studies of play.Procedures: We tested whether children's executive function relates to mother-child synchrony during physical and digital play in sixty mother-child dyads. Main findings: Mother-child synchrony did not relate to children's executive function or differ by play type (physical, digital), though during digital play mother-child synchrony was higher for girls relative to boys.Conclusions: The findings suggest that mother-child synchrony is not influenced by children's executive function and physical and digital play can be similarly beneficial in offering the opportunity for responsive, reciprocal, dynamic interactions. The sex difference suggests that further factors should be explored as influences of play synchrony.
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