Vigil-Dopico Raúl, Delgado-Lobete Laura, Montes-Montes Rebeca, Prieto-Saborit José Antonio
Faculty Padre Ossó, University of Oviedo, 33008 Oviedo, Spain.
Talionis Research Group, Centre for Information and Communications Technology Research (CITIC), Universidade da Coruña, 15008 A Coruña, Spain.
Children (Basel). 2022 Jul 24;9(8):1110. doi: 10.3390/children9081110.
During childhood, play contributes to the physical, emotional, cognitive and social development of infants and children and may enhance future mental health. The aim of this study was to examine the relationship between play performance factors and psychosocial problems in school-aged children. A total of 142 typical Spanish children aged 5 to 9 years were included. Play performance was measured with the My Child's Play questionnaire, while the Strengths and Difficulties Questionnaire was used to evaluate internalizing and externalizing problems. The findings showed that personal, environmental and activity factors of play performance were associated with psychosocial problems and prosocial behavior in children. Moreover, children with high psychosocial difficulties reported significantly poorer play performance. As executive functioning during play was the factor that was most strongly associated with internalizing and externalizing psychosocial difficulties, it is possible that executive functions have a decisive role on both social cognition and self-regulation during play performance.
在童年时期，玩耍有助于婴幼儿和儿童的身体、情感、认知和社交发展，并可能增进未来的心理健康。本研究的目的是检验学龄儿童玩耍表现因素与心理社会问题之间的关系。共纳入了142名5至9岁的典型西班牙儿童。使用《我的孩子的玩耍》问卷来测量玩耍表现，同时使用《长处和困难问卷》来评估内化和外化问题。研究结果表明，玩耍表现的个人、环境和活动因素与儿童的心理社会问题和亲社会行为有关。此外，心理社会困难较高的儿童报告的玩耍表现明显较差。由于玩耍过程中的执行功能是与内化和外化心理社会困难最密切相关的因素，因此执行功能在玩耍表现过程中对社会认知和自我调节可能具有决定性作用。
