ADULT INTERVENTION STRATEGIES OF DEVELOPING CHILDREN’S SELF- REGULATION IN PLAY A. Brandisauskiene, D. Nasvytiene ISCAR, 30 September, 2014

Research background This research is a part of the project “Development of Self-regulation in Play”, which is carried out at the Research Laboratory of Play in Lithuanian University of Educational Sciences, Vilnius. The study is founded by a grant (No. VP-3.1-ŠMM- 07-K ) from the Research Council of Lithuania. ISCAR, 30 September, 2014

Research aims, theoretical and conceptual framework The aim is to analyze the type and content of adult intervention strategies into 1 to 5 years old children’s play, which support the development of self-regulation. In the framework of cultural-historical approach the child‘s motive to play stems from his wish to react to unrealized affects and behave like an adult. ISCAR, 30 September, 2014

Research paradigm, methodology and methods Data collection: observation of 73 play situations. Method: case analysis. Ethical principles of psychological investigation ensured the protection of rights and dignity of research participants. ISCAR, 30 September, 2014

Main findings and discussion ISCAR, 30 September, 2014

Case 1 „Cafe“ John (1,5) is watching café play in the corner with interest. The teacher offers to join. He sat down but doesn‘t know what to do. Teacher suggested fried egg. John explores eggs then cooks them and puts in the bag. When he saw the girl in front tasting ‘food’, he began to taste his eggs and offered one to the girl. ISCAR, 30 September, 2014

Case 1 „Cafe“ John (1,5) is watching café play in the corner with interest. The teacher offers to join. He sat down but doesn‘t know what to do. Teacher suggested fried egg. John explores eggs then cooks them and puts in the bag. What strategy does the teacher use? ISCAR, 30 September, 2014

Case 2 „Traveling in a ship“ Two boys (5,6) are shopping for a trip. After they returned to the ship, a saleswoman came running and telling that they have picked all the goods from the shop. -We are lack of products, - she explained. -You still have some, - replied the boys. (Teacher steps in). - What happened? – the teacher asks. - We are lack of products – the shopkeeper answed. - Well, but they need provision for their very long trip... - But these were our last products... -Yes, but they need a lot of food… ISCAR, 30 September, 2014

Case 2 „Traveling in a ship“ - What happened? – the teacher asks. - We are lack of products – the shopkeeper answed. - Well, but they need provision for their very long trip... - But these were our last products... -Yes, but they need a lot of food… ISCAR, 30 September, 2014 What strategy does the teacher use?

Case 3 „Hospital“ Ann (3,6 years, patient) and Tom (3, 6 years, doctor) play hospital. Suddenly Ann gets up and says: - Now I 'll be a doctor. - No, - said Tom, - I am a doctor. Ann is angry and goes out of the play. Tom tells the teacher: - Nobody plays with me. - Invite another friend, - says the teacher. - I just want to play with Carolina, and Carolina does not play with me! - Why doesn’t she play? - She wants to be a doctor, but now I'm a doctor, - Tom responds. Play stops. ISCAR, 30 September, 2014

Case 3 „Hospital“ Nobody plays with me. -Invite another friend, - says the teacher. - I just want to play with Carolina, and Carolina does not play. - Why doesn’t she play? - She wants to be a doctor, but now I'm a doctor, - Tom responds. Play stops. What strategy does the teacher use? ISCAR, 30 September, 2014

Strategies used by ECE teachers 3 No intervation – no response to play: an adult does not interact (physically or verbally) with the child. Doesn’t see, doesn’t hear, does not interact. D intervention - a teacher verbally instructs a child how to avoid or resolve the conflict situation. Direct, discipline, didactic. Supportive intervention - a teacher supports and enhances a child’s activity. See, hear, interact (if needed). ISCAR, 30 September, 2014

Key aspects of supportive intervention into children‘s play Observing and trying to understand child’s activity Stepping (direct or indirect) into child’s play, expanding the initial child’s idea Co-constructing play throught imaginative situations/roles/rules Taking role of a helper, supporter, model, maintaining constant dialogue Leaving the space for child’s self-development ISCAR, 30 September, 2014

Types and content of adult supportive intervention strategies Encouragement (Creating the space for play, self-development) Children’s play with peers Means: engaging, discussing, communicating, dialogic interaction Collaboration Adult as co-player Means: supporting participation in play, thinking together, building meaning and understanding, dialogic interaction Cooperation Adult as play model Means: explaining play, modeling, dialogic interaction ISCAR, 30 September, 2014

Direct or indirect participation? At the beginning of play age (around 2-years) adult initiative is very important. After three years children's own initiative is crucial. Adult presence may be a necessary condition for play, especially when there is a need to move the level of children’s play forward. If adult is too active play might be transformed into didactic activity. ISCAR, 30 September, 2014

Conclusions Some teachers lack more precise, differentiated understanding of play activity. For them play is didactic activity and they use D strategy (direct, didactic, discipline). We propose adult supportive strategies where child‘s initiative, imaginative situations/roles/rules, dialogic interactions are crucial. ISCAR, 30 September, 2014

ADULT INTERVENTION STRATEGIES OF DEVELOPING CHILDREN’S SELF- REGULATION IN PLAY A. Brandisauskiene, D. Nasvytiene ISCAR, 30 September, 2014