Articles
| Open Access |
https://doi.org/10.37547/pedagogics-crjp-06-01-05
Developing Reflexive Skills in Preschool Children in A Developmental Play Environment
Abstract
This study explores the development of reflexive skills in preschool children through the implementation of a developmental play environment. Reflexive skills, encompassing self-awareness, emotional regulation, and critical thinking, are essential for a child's cognitive, emotional, and social growth. By engaging children in structured and guided play activities, the study demonstrates the potential of developmental play environments to foster these skills. Using a mixed-methods approach, the research involved both quantitative assessments and qualitative observations of preschool children over an eight-week intervention period. Results indicate significant improvements in children’s ability to recognize and regulate emotions, reflect on their actions, and engage effectively with peers. The findings underscore the importance of integrating reflective practices into early childhood education and highlight the role of educators in facilitating these practices. Challenges such as teacher training and resource allocation are discussed, with recommendations for future research and practical implementation.
Keywords
Reflexive skills, preschool children, developmental play environment
References
Bergen, d. (2018). Play as a medium for learning and development in early childhood education. Early childhood education journal, 46(5), 495–503. Https://doi.org/10.1007/s10643-017-0895-0
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Smilansky, s. (1990). Sociodramatic play: its relevance to behavior and achievement in school. Psychology & education: an interdisciplinary journal, 27(4), 201–214.
Thompson, r. A., & goodman, m. (2009). Development of self-regulation and reflexive thinking in early childhood: the role of social interaction. Developmental psychology, 45(2), 297–305. Https://doi.org/10.1037/a0015209
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