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Evaluation of a Fairytale-Based Pretend-Play Intervention to Foster Socioemotional Competences in Preschool Children

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Evaluation of a Fairytale-Based Pretend-Play Intervention to Foster Socioemotional Competences in Preschool Children Sophia Hermann Evaluation of a Fairytale-Based Pretend-Play Intervention to Foster Socioemotional Competences in Preschool Children 2017 2 Fachbereich Psychologie und Sportwissenschaft Fachgebiet Psychologie Evaluation of a Fairytale-Based Pretend-Play Intervention to Foster Socioemotional Competences in Preschool Children Inaugural-Dissertation zur Erlangung des Doktorgrades (Dr. rer. nat.) im Fachbereich Psychologie und Sportwissenschaft der Westfälischen Wilhelms-Universität Münster Vorgelegt von: M.Sc. Sophia Hermann aus Augsburg - 2017 - 4 Promotionskomitee 1. Prof. Dr. Manfred Holodynski 2. Prof. Dr. Joscha Kärtner 3. Jun.-Prof. Dr. Bernadette Gold Dekan: Prof. Dr. Stephan Dutke Erster Gutachter: Prof. Dr. Manfred Holodynski Zweiter Gutachter: Prof. Dr. Joscha Kärtner Tag der mündlichen Prüfung: 27.09.2017.............................................. Tag der Promotion: ................................................................ I Summary Socioemotional competences are central for human development. Specifically, in the first six years of their lives children make great progress in their emotional development, which enables them to react emotionally competent in social situations, building their socioemotional competences. A central ability of socioemotional competences that also starts to develop in preschool age is the independent use of volitional emotion regulation strategies. Volitional emotion regulation requires children to be aware of their inner feelings, reflect on their emotions, which enables reflective emotion regulation. A lack of emotion regulation abilities and socioemotional competences in general can have negative consequences across ontogenesis. One way to foster socioemotional competences and at the same time promote emotion awareness is the elaborate pretend-play with peers. The present dissertation addresses the child-appropriateness of pretend-play and the need for a preventative intervention approach that would promote socioemotional competences in preschool children. Accordingly, this dissertation presents the development and conceptualization of a unique fairytale-based pretend-play intervention. The pretend-role-play of fairytales provides children with the opportunity to explore emotional episodes within an as- if mode, which enables them to reflect on their real current emotion and the play-emotion, because the re-enactment of emotion episodes challenges children to regulate their currently triggered emotion, in order to play out the intended plot and the play-emotion. The conceptualized intervention program presented in this dissertation was evaluated in three steps. First we conducted a Pilot Study to formatively evaluate the conductibility of the intervention approach. Second, we realized a quasi-experimental pre-post control group design to test the efficacy of the intervention in Study 1. Third, we applied an experimental pre-post- follow-up-control group design, with a treated and an untreated control group in Study 2, to investigate the effect of play and long-term effects of the intervention. The Pilot Study showed that the conceptualized intervention was realizable by trained Play Leaders as intended and well accepted by participating children, hence a promising approach, but certain adaptions and improvements were necessary to ensure standardized implementation and to make the intervention more child-appropriate. In Study 1 those adaptions were made and evaluation results revealed that the improved pretend-play intervention significantly increased the level of teacher rated socioemotional competences and children’s general pretend-role-play abilities. However, the videotaped play sessions and experiences of the Play Leaders revealed that certain adaptions of the program were still necessary. II In Study 2 the optimized intervention was evaluated, but results did not show an improvement of teacher rated socioemotional competences or the general role-play ability, as it was found in Study 1. However, Study 2 revealed that the pretend-play intervention fostered children cognitive role-play abilities, with increasing effects towards follow-up-test. Also, results from Study 2 showed that participation in the pretend-play intervention increased emotion knowledge, specifically the understanding of social situations, with stable effects at follow-up-test. In sum, all three studies together demonstrated that pretend-play training enhances different aspects of socioemotional competences, which has implications for the understanding of how these skills develop and provides support for the conclusion that at least one means by which children learn these important socioemotional skills is through pretend-play. In conclusion, the present dissertation introduces an innovative and unique pretend-play intervention as a promising approach emphasizing the intentional development of pretend-play competences as a prerequisite for the development of socioemotional competences and demonstrates that play has a fundamental place in early childhood education. III Contents 1 Introduction ........................................................................................................................ 1 2 Theoretical Background ..................................................................................................... 3 2.1 Socioemotional Competence ....................................................................................... 3 2.1.1 Definition of Socioemotional Competence .......................................................... 3 2.2 Emotion and Emotion Regulation ............................................................................... 7 2.2.1 A Functional Model of Emotions ......................................................................... 7 2.2.2 Reflective Emotion Regulation .......................................................................... 11 2.3 Reasons for Fostering Socioemotional Competence ................................................. 15 2.4 Three Approaches to Foster Socioemotional Competences in Preschool Settings ... 18 2.4.1 Existing Programs for Preschool Settings .......................................................... 18 2.4.2 Emotion Coaching .............................................................................................. 29 2.4.3 Pretend-Play ....................................................................................................... 31 2.4.4 Plea for Play-Based Fostering of Socioemotional Competences ....................... 42 3 Conception of the Pretend-Play Intervention ................................................................... 45 3.1 Elements from Preexisting Research and Intervention Programs ............................. 45 3.2 Vygotsky’s Approach of Development and Learning ............................................... 46 3.3 Fairytales ................................................................................................................... 48 3.4 Gaining Emotion Awareness in the Pretend-Play of Fairytales ................................ 52 3.5 Goals of the Intervention ........................................................................................... 56 3.6 Intervention Mediators .............................................................................................. 57 3.6.1 Tools of the Play ................................................................................................ 58 3.6.2 Dramatized Reading of Fairytales ...................................................................... 64 3.6.3 Scaffolding of Children’s Pretend-Play ............................................................. 66 3.6.4 Materials used in the Intervention ...................................................................... 67 3.6.5 Group Management Techniques ........................................................................ 70 3.7 Content and Course of the Intervention ..................................................................... 71 3.7.1 Organization in Modules .................................................................................... 71 3.7.2 Application of Planning-Tools ........................................................................... 73 3.7.3 Ritualized Sequence of a Module ....................................................................... 76 4 Conception for Testing the Efficacy ................................................................................ 78 4.1 Expectation 1: Fostering Play Competence ............................................................... 79 4.2 Expectation 2: Fostering Emotional Perspective Taking .......................................... 79 4.3 Expectation 3: Fostering Emotion Knowledge .......................................................... 80 IV 4.4 Expectation 4: Fostering Self-Regulation and Socioemotional Competence ............ 80 5 Pilot Study ........................................................................................................................ 82 5.1 Procedure ................................................................................................................... 82 5.2 Formative Evaluation ................................................................................................ 85 5.3 Adaptations ................................................................................................................ 86 6 Study 1 .............................................................................................................................
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