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| The effect of pretend play on development of preschool children’s executive function |
| LI Quan1, FENG Tingyong2 |
1 College of Teacher Education, Qujing Normal University, Qujing 655011;
2 Faculty of Psychology, Southwest University, Chongqing 400715 |
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Abstract The present study （N=55） attempted to use a 2（group： pretend play training vs no-training） × 2（test time： pre vs post） between-and-within-subjects design to investigate the effect of pretend play training on development of 4-and 4.5-year-old children’s executive function. The results revealed that： （1） Children’s executive function didn’t show significant difference during pretest. （2） Children’s executive function improved significantly in pretend play group during posttest. Training children’s inhibition control improved significantly during posttest than no-training group. Working memory and problem solving were marginal significant during pre-posttest. In conclusion, our results suggested pretend play can improve children’s executive function.
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