The Role of Play in Human Development
Student name
Professor name
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Date
Annotated Bibliography
Snyder, H. R., Friedman, N. P., & Hankin, B. L. (2019). Transdiagnostic mechanisms of psychopathology in youth: Executive functions, dependent stress, and rumination. Cognitive Therapy and Research, 43(5), 834–851. https://doi.org/10.1007/s10608-019-10016-z
Executive functions (EF) are examined in Snyder et al.’s (2019) study as transdiagnostic risk factors for psychopathology in young people. The study used a population sample of 292 participants, ages 13 to 22, and used EF tasks and self-report questionnaires to measure psychopathology. The study investigated the relationships between EF, psychopathology characteristics, and mediating factors, including dependent stress and ruminative behavior. The findings showed that higher levels of dependent stress and rumination were associated with poor EF and internalizing psychopathology in older youth. It’s significant that the results showed that this pathway was transdiagnostic because it predicted the overall psychopathology factor (p factor) rather than particular internalizing symptoms. The study used the updating- and shifting-specific EFs in addition to common EFs, according to EF’s unity/diversity paradigm.
The findings highlighted the importance of the common EF factor in the relationship between psychopathology and association, indicating that difficulties with goal-directed behavior and goal management may play a role in the emergence of psychopathology. The article aided the study on EF’s role as a cross-diagnostic risk factor for youth psychopathology. It clarifies the precise processes by which EF impairments affect psychopathology and emphasizes the significance of dependent stress and rumination. The findings underline the need to take transdiagnostic elements into account in clinical research and intervention and the idea that there are shared underlying processes in many kinds of psychopathology.
White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2017). The “Batman Effect”: Improving Perseverance in Young Children. Child Development, 88(5), 1563–1571. https://doi.org/10.1111/cdev.12695
White et al. (2017) looked at the “Batman Effect” and how it affected young children’s ability to persevere. The researchers used children between the ages of 4 and 6 in a series of tests to examine how self-distancing fosters persistence. Children were randomly allocated to several situations during the studies, including a self-distanced condition and a self-immersed condition in which they pretended to be a person famed for tenacity, like Batman. The students were asked to complete difficult tasks that needed perseverance and problem-solving abilities. The study’s findings showed that youngsters who pretended to be Batman while in the self-distanced condition of the experiment consistently displayed more perseverance and increased task performance. These results imply that children who take on the perspective of a resilient character and psychologically remove themselves from their own identity can greatly improve their capacity to persevere in difficult tasks. The self-distancing method also significantly impacted the children’s subjective experiences, as they expressed more positive sensations and feelings of confidence while completing the tasks.
This study emphasizes the importance of self-distancing techniques in fostering tenacity, which advances our understanding of how youngsters develop resilience and self-control. It provides helpful insights on using imaginative role-play as a strategy to increase children’s resiliency and drive. One example is pretending to be Batman. The findings of this study may have an influence on educational settings since they may boost children’s motivation and tenacity in their academic work. This study may also stimulate further investigation into the mechanisms underpinning self-distancing and its possible uses in other circumstances aimed at enhancing children’s healthy development.
Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided Play: Where Curricular Goals Meet a Playful Pedagogy. Mind, Brain, and Education, 7(2), 104–112. https://doi.org/10.1111/mbe.12015
The idea of guided play is examined in the study by Weisberg et al. (2013) as a successful pedagogical strategy that blends academic objectives with enjoyable learning opportunities. According to the authors, direct instruction and institutionalized learning are frequently prioritized in traditional methods of early childhood education, leaving out the vital role that play plays in fostering children’s emotional, social, and cognitive development. While still combining particular learning objectives, guided play allows kids to engage in open-ended, imaginative play. It does this by balancing adult guidance and child-initiated exploration. To bolster their claim, the authors analyze prior studies and offer illustrations of guided play activities in various domains, such as language development, spatial abilities, and problem-solving. To improve children’s learning outcomes, they stress the value of fun interactions that involve shared attention, scaffolding, and encouraging feedback from adults. According to the paper, directed play can boost motivation and interest in learning while fostering creativity, critical thinking, and self-regulation abilities.
This article supports the idea that play-based techniques can successfully promote children’s learning and development and is in line with studies on the function of play in human development. The potential of guided play as a pedagogical tactic that combines the advantages of both play and deliberate instruction is highlighted. The paper offers insightful explanations of guided play’s theoretical foundations and practical implications in educational contexts. I have since read papers on the advantages of play-based learning, the function of adult supervision during play, and the creation of developmentally appropriate learning environments.
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139, 1–34. https://doi.org/10.1037/a0029321
The study by Lillard et al. (2013) thoroughly analyzes the available data about the effect of pretend play on kids’ development. To ascertain the effects of pretend play on children’s cognitive, social, and emotional development, the authors evaluate empirical research carried out over several decades. Studies using various techniques, such as longitudinal, experimental, and correlational designs, are included in the review. According to the review’s findings, pretend play is linked to successful outcomes across many domains. Pretend play has been demonstrated to support executive functioning, problem-solving, language, and narrative skills in cognitive development. Pretend play encourages perspective-taking, empathy, cooperation, and the comprehension of social norms regarding social development. Additionally, pretend play allows children to express their emotions, manage them, and develop their imagination and creativity.
The article backs up studies on play’s significance and its beneficial effects on kids’ development. It thoroughly overviews the research supporting pretend play’s advantages and emphasizes its significance across various developmental domains. The article’s theoretical foundation centers on the advantages of play-based activities in cognition, social interaction, and emotional development. In addition to helping me understand the research on pretend play, this review article inspired me to look into additional studies on the connection between play and child development, the precise mechanisms by which pretend play affects various aspects of development and the implications for educational practices. Overall, the paper emphasizes the value of pretend play as a normal and significant activity that supports kids’ overall development.
Nijhof, S. L., Vinkers, C. H., van Geelen, S. M., Duijff, S. N., Achterberg, E. J. M., van der Net, J., Veltkamp, R. C., Grootenhuis, M. A., van de Putte, E. M., Hillegers, M. H. J., van der Brug, A. W., Wierenga, C. J., Benders, M. J. N. L., Engels, R. C. M. E., van der Ent, C. K., Vanderschuren, L. J. M. J., & Lesscher, H. M. B. (2018). Healthy play, better coping: The importance of play for the development of children in health and disease. Neuroscience and Biobehavioral Reviews, 95, 421–429. https://doi.org/10.1016/j.neubiorev.2018.09.024
In this study, Nijhof et al. (2018) conducted a thorough literature review to investigate the function of play in children’s development, both in health and disease situations. The authors analyzed empirical research that looked at how play impacts physical wellness, interpersonal, and cognitive aspects of development. In-depth analysis of how play affects human development is provided in this article, which considers both empirical evidence and theoretical frameworks. It highlights the numerous benefits that play has for youngsters, including how it affects their social skills, emotional stability, and cognitive flexibility. The study also looks at the mechanisms underlying play’s positive effects, providing information on how it promotes resilience and coping abilities, particularly in challenging circumstances like chronic illness or unfavorable environments.
The study places a strong focus on the value of encouraging play and using play-based therapies in healthcare settings to improve children’s overall development and well-being. The paper provides a thorough review of the empirical data and theoretical viewpoints around the importance of play in human development by combining previous studies. It emphasizes the importance of play in developing children’s resilience and coping mechanisms in a variety of situations.Overall, this study offers insightful information about the transforming potential of play in fostering excellent child development. It could serve as a starting point for deeper investigation of particular subtopics in the area, directing future investigations into the function of play in human development.
The Role of Play in Human Development
Student name
Professor name
Course code
Institute
Date
Annotated Bibliography
Snyder, H. R., Friedman, N. P., & Hankin, B. L. (2019). Transdiagnostic mechanisms of psychopathology in youth: Executive functions, dependent stress, and rumination. Cognitive Therapy and Research, 43(5), 834–851. https://doi.org/10.1007/s10608-019-10016-z
Executive functions (EF) are examined in Snyder et al.’s (2019) study as transdiagnostic risk factors for psychopathology in young people. The study used a population sample of 292 participants, ages 13 to 22, and used EF tasks and self-report questionnaires to measure psychopathology. The study investigated the relationships between EF, psychopathology characteristics, and mediating factors, including dependent stress and ruminative behavior. The findings showed that higher levels of dependent stress and rumination were associated with poor EF and internalizing psychopathology in older youth. It’s significant that the results showed that this pathway was transdiagnostic because it predicted the overall psychopathology factor (p factor) rather than particular internalizing symptoms. The study used the updating- and shifting-specific EFs in addition to common EFs, according to EF’s unity/diversity paradigm.
The findings highlighted the importance of the common EF factor in the relationship between psychopathology and association, indicating that difficulties with goal-directed behavior and goal management may play a role in the emergence of psychopathology. The article aided the study on EF’s role as a cross-diagnostic risk factor for youth psychopathology. It clarifies the precise processes by which EF impairments affect psychopathology and emphasizes the significance of dependent stress and rumination. The findings underline the need to take transdiagnostic elements into account in clinical research and intervention and the idea that there are shared underlying processes in many kinds of psychopathology.
White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2017). The “Batman Effect”: Improving Perseverance in Young Children. Child Development, 88(5), 1563–1571. https://doi.org/10.1111/cdev.12695
White et al. (2017) looked at the “Batman Effect” and how it affected young children’s ability to persevere. The researchers used children between the ages of 4 and 6 in a series of tests to examine how self-distancing fosters persistence. Children were randomly allocated to several situations during the studies, including a self-distanced condition and a self-immersed condition in which they pretended to be a person famed for tenacity, like Batman. The students were asked to complete difficult tasks that needed perseverance and problem-solving abilities. The study’s findings showed that youngsters who pretended to be Batman while in the self-distanced condition of the experiment consistently displayed more perseverance and increased task performance. These results imply that children who take on the perspective of a resilient character and psychologically remove themselves from their own identity can greatly improve their capacity to persevere in difficult tasks. The self-distancing method also significantly impacted the children’s subjective experiences, as they expressed more positive sensations and feelings of confidence while completing the tasks.
This study emphasizes the importance of self-distancing techniques in fostering tenacity, which advances our understanding of how youngsters develop resilience and self-control. It provides helpful insights on using imaginative role-play as a strategy to increase children’s resiliency and drive. One example is pretending to be Batman. The findings of this study may have an influence on educational settings since they may boost children’s motivation and tenacity in their academic work. This study may also stimulate further investigation into the mechanisms underpinning self-distancing and its possible uses in other circumstances aimed at enhancing children’s healthy development.
Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided Play: Where Curricular Goals Meet a Playful Pedagogy. Mind, Brain, and Education, 7(2), 104–112. https://doi.org/10.1111/mbe.12015
The idea of guided play is examined in the study by Weisberg et al. (2013) as a successful pedagogical strategy that blends academic objectives with enjoyable learning opportunities. According to the authors, direct instruction and institutionalized learning are frequently prioritized in traditional methods of early childhood education, leaving out the vital role that play plays in fostering children’s emotional, social, and cognitive development. While still combining particular learning objectives, guided play allows kids to engage in open-ended, imaginative play. It does this by balancing adult guidance and child-initiated exploration. To bolster their claim, the authors analyze prior studies and offer illustrations of guided play activities in various domains, such as language development, spatial abilities, and problem-solving. To improve children’s learning outcomes, they stress the value of fun interactions that involve shared attention, scaffolding, and encouraging feedback from adults. According to the paper, directed play can boost motivation and interest in learning while fostering creativity, critical thinking, and self-regulation abilities.
This article supports the idea that play-based techniques can successfully promote children’s learning and development and is in line with studies on the function of play in human development. The potential of guided play as a pedagogical tactic that combines the advantages of both play and deliberate instruction is highlighted. The paper offers insightful explanations of guided play’s theoretical foundations and practical implications in educational contexts. I have since read papers on the advantages of play-based learning, the function of adult supervision during play, and the creation of developmentally appropriate learning environments.
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139, 1–34. https://doi.org/10.1037/a0029321
The study by Lillard et al. (2013) thoroughly analyzes the available data about the effect of pretend play on kids’ development. To ascertain the effects of pretend play on children’s cognitive, social, and emotional development, the authors evaluate empirical research carried out over several decades. Studies using various techniques, such as longitudinal, experimental, and correlational designs, are included in the review. According to the review’s findings, pretend play is linked to successful outcomes across many domains. Pretend play has been demonstrated to support executive functioning, problem-solving, language, and narrative skills in cognitive development. Pretend play encourages perspective-taking, empathy, cooperation, and the comprehension of social norms regarding social development. Additionally, pretend play allows children to express their emotions, manage them, and develop their imagination and creativity.
The article backs up studies on play’s significance and its beneficial effects on kids’ development. It thoroughly overviews the research supporting pretend play’s advantages and emphasizes its significance across various developmental domains. The article’s theoretical foundation centers on the advantages of play-based activities in cognition, social interaction, and emotional development. In addition to helping me understand the research on pretend play, this review article inspired me to look into additional studies on the connection between play and child development, the precise mechanisms by which pretend play affects various aspects of development and the implications for educational practices. Overall, the paper emphasizes the value of pretend play as a normal and significant activity that supports kids’ overall development.
Nijhof, S. L., Vinkers, C. H., van Geelen, S. M., Duijff, S. N., Achterberg, E. J. M., van der Net, J., Veltkamp, R. C., Grootenhuis, M. A., van de Putte, E. M., Hillegers, M. H. J., van der Brug, A. W., Wierenga, C. J., Benders, M. J. N. L., Engels, R. C. M. E., van der Ent, C. K., Vanderschuren, L. J. M. J., & Lesscher, H. M. B. (2018). Healthy play, better coping: The importance of play for the development of children in health and disease. Neuroscience and Biobehavioral Reviews, 95, 421–429. https://doi.org/10.1016/j.neubiorev.2018.09.024
In this study, Nijhof et al. (2018) conducted a thorough literature review to investigate the function of play in children’s development, both in health and disease situations. The authors analyzed empirical research that looked at how play impacts physical wellness, interpersonal, and cognitive aspects of development. In-depth analysis of how play affects human development is provided in this article, which considers both empirical evidence and theoretical frameworks. It highlights the numerous benefits that play has for youngsters, including how it affects their social skills, emotional stability, and cognitive flexibility. The study also looks at the mechanisms underlying play’s positive effects, providing information on how it promotes resilience and coping abilities, particularly in challenging circumstances like chronic illness or unfavorable environments.
The study places a strong focus on the value of encouraging play and using play-based therapies in healthcare settings to improve children’s overall development and well-being. The paper provides a thorough review of the empirical data and theoretical viewpoints around the importance of play in human development by combining previous studies. It emphasizes the importance of play in developing children’s resilience and coping mechanisms in a variety of situations.Overall, this study offers insightful information about the transforming potential of play in fostering excellent child development. It could serve as a starting point for deeper investigation of particular subtopics in the area, directing future investigations into the function of play in human development.
