The Influence of Children’s Executive Function on Play Behavior Type: Moderated Mediation Effect of Task-Focused Behavior and Teacher-Child Relationship (유아의 놀이행동 유형에 미치는 실행기능의 영향: 과제지향행동과 교사-유아 관계의 조절된 매개효과)

BYUN HYE WEON (변혜원); SUNG, JIHYUN (성지현); YANGJIHUI (양기혜)

The Influence of Children’s Executive Function on Play Behavior Type: Moderated Mediation Effect of Task-Focused Behavior and Teacher-Child Relationship

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
2022, 35(4), pp.1-28
Publisher : The Korean Society For Developmental Psychology
Research Area : Social Science > Psychological Science
Received : April 15, 2022
Accepted : December 12, 2022
Published : December 15, 2022

BYUN HYE WEON ¹, SUNG, JIHYUN ¹, YANGJIHUI ¹

¹성균관대학교

Accredited

ABSTRACT

This study aimed to examine moderated mediation effect according to the task-focused behavior and teacher-child relationship on the influence of children’s executive function on play behavior type. The participants included 107 children(aged 4-5 years) and their mothers, and 72 teachers. Mediation(Model 4), moderation(Model 1), and moderated mediation (Model 15) models were analyzed using SPSS 25.0 and PROCESS macro 4.0 programs(Hayes, 2022). The study shows, first, task-focused behavior mediated the relationship between children's executive function and social play behavior. Second, the teacher-child intimacy moderated the effects of the children’s executive function on the social play, rough-tumble play, and reticent play. Third, the indirect effect of executive function through children’s task-focused behavior on rough-tumble play was moderated by teacher-child intimacy. These results suggest that the effect of the executive function on the play type through task-focused behavior is different according to the level of teacher-child intimacy. Therefore, the importance of the children’s executive function and teacher-child relationship that influences the level of participation of children in play behavior type was emphasized.

KEYWORDS

play behavior type, executive function, task-focused behavior, teacher-child intimacy, rough–tumble play

Citation status

* References for papers published after 2023 are currently being built.

[journal] 고경희 / 2021 / Mediating and Moderating Effects of Self-Regulation on the Relationship Between Rough and Tumble Play and Peer Popularity Among Boys / 한국생활과학회지 / 한국생활과학회 30(6) : 909~921

[journal] 권미나 / 2011 / The Relationships between the Entry Behaviors into a Play Group in Indoor⋅Outdoor Free-play Time and the Social Behaviors of Preschoolers / 교육과학연구 / 교육과학연구소 42(2) : 137~156

[journal] 권은영 / 2012 / Development of Deception, False belief and Executive Function in Children / 한국심리학회지: 발달 / 한국심리학회 산하 한국발달심리학회 25(2) : 165~184

[other] 교육부 / 2019 / 2019 개정 누리과정 / 교육부 고시제2019-189호

[web] 교육부 / 2021 / 「경제협력개발기구(OECD) 교육지표 2021」결과 보도 자료 / https://wwwmoe.go.kr/boardCnts/viewRenew.do?boardID=94&boardSeq=89036&lev=0

[journal] 김민정 / 2005 / Relationships Between Solitary Play and Temperament, Problem Behaviors / 아동학회지 / 한국아동학회 26(5) : 1~14

[journal] 김정미 / 2006 / Standardization of the Korean Child Development Inventory / 아동학회지 / 한국아동학회 27(4) : 39~53

[confproc] 변혜원 / 2021 / 유아의 실행기능, 교사-유아관계와 놀이행동 간의 관계 / 한국아동학회 학술발표논문집 : 111~112

[journal] 백상수 / 2014 / The relationship between young children’s play characteristics, attachment, and teacher-child relationship / 열린유아교육연구 / 한국열린유아교육학회 19(1) : 203~221

[thesis] 박미정 / 2017 / 유아의 자기조절학습능력과 놀이행동 간의 관계 / 석사 / 이화여자대학교 대학원

[journal] 박은주 / 2017 / A Study On Influence Of Play Style According To Sex, Age On Infant’s Executive Function / 한국엔터테인먼트산업학회논문지 / 한국엔터테인먼트산업학회 11(1) : 185~197

[journal] 성지현 / 2017 / The Effects of Maternal Instructional Support, Teacher-Child Relationship, and Children’s Cool and Hot Executive Functions on Children’s Task-focused Behaviors / 한국심리학회지: 발달 / 한국심리학회 산하 한국발달심리학회 30(1) : 195~217

[journal] 신은수 / 2000 / 놀이에 대한 교사효능감이 교사와 유아의 상호작용과 유아 놀이발달에 미치는 영향 / 유아교육연구 20(1) : 27~42

[book] 신은수 / 2016 / 놀이와 유아교육 / 학지사

[journal] 손복영 / 2009 / 유아의 성별, 연령 및 교사-유아관계에 따른 유아의 놀이행동연구 / 영유아교육·보육연구 2(1) : 37~53

[journal] 이순복 / 2009 / The Influence of Teacher-Child Relation and teacher's creative role on Interactive Peer Play / 아동교육 / 한국아동교육학회 18(2) : 151~163

[journal] 이지영 / 2021 / The Influence of Effortful Control and Teacher-Child Relationship on Children’s Social Development: Moderated Mediation Effect of Gender / 한국심리학회지: 발달 / 한국심리학회 산하 한국발달심리학회 34(2) : 87~112

[journal] 조은옥 / 2003 / 유아의 기질과 놀이행동에 관한 연구 / 놀이치료연구 6(1) : 55~67

[journal] 최미숙 / 2007 / The Relationship between Interactive Peer Play, Teacher-Child Relation, and Peer Competence of Young Children / 미래유아교육학회지 / 미래유아교육학회 14(1) : 103~123

[journal] Anderson, P. / 2002 / Assessment and devel opment of executive function (EF) during childhood / Child Neuropsychology 8(2) : 71~82

[journal] Anderman, E. M. / 2001 / Learning to value mathematics and reading: Relations to mastery and performance-oriented instructional practices / Contemporary Educational Psychology 26(1) : 76~95

[book] Bergen, D. / 1988 / Play as a medium for learning and development: A hand book of theory and practice / Vintage

[journal] Birch, S. H. / 1997 / The teacher-child relationship and children's early school adjustment / Journal of School Psychology 35(1) : 61~79

[journal] Bowlby, J. / 1982 / Attachment and loss:retrospect and prospect / American Journ al of Orthopsychiatry 52(4) : 664~678

[journal] Brock, L. L. / 2009 / The contributions of ‘hot’ and ‘cool’ executive function to children's academic achieve ment, learning-related behaviors, and engagement in kindergarten / Early Child hood Research Quarterly 24(3) : 337~349

[journal] Carlson, S. M. / 2003 / The development of ex ecutive function in early childhood: Exe cutive function in context: Development, measurement, theory and experience / Monographs of the Society for Research in Child Development 68(3) : 138~151

[book] Carlson, S. M. / 2013 / The Oxford Hand book of the Development of Imagination / Oxford University Press : 161~174

[journal] Carlson, S. M. / 2014 / Evidence for a relation between executive function and pretense represen tation in preschool children / Cognitive Development 29 : 1~16

[journal] Clunies-Ross, P. / 2008 / Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour / Educational Psychology 28(6) : 693~710

[book] Cole, M. / 1985 / Culture, communication and cognition: Vygotskyan perspectives / Cambridge University Press : 146~161

[journal] Coplan, R. J. / 1994 / Being alone, playing alone, and acting al one: Distinguishing among reticence and passive and active solitude in young children / Child Development 65(1) : 129~137

[journal] Coplan, R. J. / 1998 / Exploring and assessing nonsocial play in the preschool: The development and validation of the Preschool Play Behavior Scale / Social Development 7(1) : 72~91

[journal] Coplan, R. J. / 2004 / Do you "want" to play? Distinguishing between conflicted shyness and social disinterest in early childhood / Developmental Psychology 40(2) : 244~258

[book] Coplan, R. J. / 2016 / Quiet at school: An educator's guide to shy children / Teachers College Press

[journal] Dansky, J. L. / 1980 / Make-believe: A mediat or of the relationship between play and associative fluency / Child Development 51(2) : 576~579

[journal] Diamond, A. / 2013 / Executive functions / Annual Review of Psychology 64 : 135~168

[journal] Diener, C. I. / 1978 / An analysis of learned helplessness: Continuous changes in performance, strate gy, and achievement cognitions following failure / Journal of Personality and Social Psychology 36(5) : 451~462

[journal] Doumen, S. / 2008 / Reciprocal relations between tea cher-child conflict and aggressive behav ior in kindergarten: A three-wave longit udinal study / Journal of Clinical Child & Adolescent Psychology 37(3) : 588~599

[journal] Drugli, M. B. / 2013 / How are closeness and conflict in student–teacher relationships associated with demographic factors, school functioning and mental health in Norwegian schoolchildren aged 6-13? / Scandinavian Journal of Educational Research 57(2) : 217~225

[journal] Engel, S. / 2009 / How teachers respond to children’s inquiry / American Educational Research Journal 46(1) : 183~202

[journal] Elliot. E. / 1988 / Goals: An approach to motivation and achievement / Journal of Personality and Social Psychology 54 : 5~12

[journal] Ewing, A. R. / 2009 / The role of child gender and ethnicity in teacher -child relationship quality and children's behavioral adjustment in preschool / Early Childhood Research Quarterly 24(1) : 92~105

[thesis] Flynn, B. M. / 2000 / The teacher-child relationship, temperament, and coping in children with developmental disabilities / Teachers College, Columbia University

[journal] Garon, N. / 2008 / Executive function in preschoolers : a review using an integrative framework / Psychological Bulletin 134(1) : 31~60

[journal] Gathercole, S. E. / 2008 / Attentional and executive function behaviours in children with poor working memory / Learning and Individual differences 18(2) : 214~223

[journal] Georgiou, G. K. / 2010 / Does task-focused versus task-avoidance behavior matter for literacy development in an orthogra phically consistent language? / Contem porary Educational Psychology 35(1) : 1~10

[journal] Gioia, G. A. / 2000 / Test review behavior rating inventory of executive function / Child Neuropsychology 6(3) : 235~238

[book] Gray, P. / 2018 / The Cambridge Handbook of Play:Developmental and Disciplinary Perspecti ves(Cambridge Handbooks in Psychology) / Cambridge University Press : 1~2

[journal] Gruber, S. / 1954 / The concept of task orientation in the analysis of play behav ior of children entering kindergarten / American Journal of Orthopsychiatry 24(2) : 326~335

[journal] Hamre, B. K. / 2001 / Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade / Child Development 72(2) : 625~638

[book] Hayes, N. / 2021 / Doing Psychological Research / McGraw-Hill Education

[journal] Huizinga, M. / 2006 / Age-related change in executive function: Developmental tren ds and a latent variable analysis / Neuropsychologia 44(11) : 2017~2036

[book] Ireton, H. / 1992 / Child Development Inventories / Behavior Science Systems

[book] Johnson, J. E. / 2005 / Play, development, and early education / Pearson/Allyn and Bacon

[journal] Kelly, R. / 2011 / The relationship between symbolic play and executive function in young children / Australasian Journal of Early Childhood 36(2) : 21~27

[journal] Kontos, S. / 1997 / Teacher's interaction with children: Why are they so important? / Young Children 52(2) : 4~12

[journal] Larson, R. / 1990 / The solitary side of life:An examination of the time people spend alone from childhood to old age / Developmental Review 10(2) : 155~183

[journal] La Paro, K. M. / 2004 / The classroom assessment scoring system: Findings from the prekindergarten year / The Elementary School Journal 104(5) : 409~426

[web] Lei, T. / 2016 / Rationalizing neural predictions / https://doi.org/10.48550/arXiv.1606.04155

[journal] MacDonald, K. / 1984 / Bridging the gap: Parent-child play in teraction and peer interactive competence / Child Development 55(4) : 1265~1277

[journal] Mantzicopoulos, P. / 1990 / Coping with school failure: Characteristics of students employing successful and unsuccessful coping strategies / Psychology in the Schools 27(2) : 138~143

[journal] Merritt, E. G. / 2012 / The contribution of teachers'emotional support to children's social behaviors and self-regulatory skills in first grade / School Psychology Review 41(2) : 141~159

[journal] Metin Aslan, Ö. / 2022 / Moderating Effects of Teacher–Child Relationship on the Association Between Unsociability and Play Behaviors / The Journal of Genetic Psychology : 1~17

[journal] Moore, N. V. / 1974 / Solitary play: Some functional reconsiderations / Developmental Psychology 10(6) : 830~834

[journal] Myers, S. S. / 2009 / Examining associations between effortful control and teacher-child relationships in relation to Head Start children's socioem otional adjustment / Early Education and Development 20(5) : 756~774

[journal] Neitzel, C. / 2003 / Mothers'scaffolding of children's problem solving:establishing a foundation of academic self-regulatory competence / Journal of Family Psychology 17(1) : 147~159

[journal] Nesbitt, K. T. / 2015 / Executive function skills and acad emic achievement gains in prekinderga rten: Contributions of learning-related be haviors / Developmental Psychology 51(7) : 865~878

[journal] Nicholls, J. G. / 1989 / Individual differen ces in academic motivation: Perceived ab ility, goals, beliefs, and values / Learning and Individual Differences 1(1) : 63~84

[journal] Nurmi, J. E. / 1995 / Underachievers′ Cognitive and Behavioural Strategies-Self-Handicapping at School / Contemporary Educational Psychology 20(2) : 188~200

[journal] Onatsu-Arvilommi, T. / 2000 / The role of task-avoidant and task-focu sed behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged lon gitudinal study / Journal of Educational Psychology 92(3) : 478~491

[web] Paes, T. M. / 2021 / The relations between teacher-child closeness and conflict in preschool and children’s outcomes in kindergarten / Human Development & Family Studies, Purdue University / https://doi.org/10.31234/osf.io/uwn94

[journal] Palermo, F. / 2007 / Preschoolers’ academic readiness: What role does the teacher-child relationship play? / Early Childhood Research Quarterly 22(4) : 407~422

[journal] Parten, M. B. / 1932 / Social participation among pre-school children / The Journal of Abnormal and Social Psychology 27(3) : 243~269

[journal] Pellegrini, A. D. / 1980 / The relationship between kindergartners' play and achievement in prereading, language, and writing / Psychology in the Schools 17(4) : 530~535

[journal] Pellegrini, A. D. / 1989 / Elementary school children's rough-and-tumble play / Early Childhood Research Quarterly 4(2) : 245~260

[journal] Pellegrini, A. D. / 1988 / Rough-and-Tumble Play on the Elementary School Playground / Young Children 43(2) : 14~17

[journal] Peppler, D. / 1981 / The effects of play on convergent and divergent problem solving / Child Development 52 : 1202~1210

[book] Perner, J. / 2000 / Understanding other minds: Perspectives from developmental cognitive neuroscience / Oxford University Press : 150~181

[journal] Piaget, J. / 1962 / The relation of affectivity to intelligence in the mental development of the child / Bulletin of the Menninger Clinic 26(3) : 129~

[other] Pianta, R. C. / 1992 / Student-teacher relationship scale-short form / University of Virginia

[book] Pianta, R. C. / 1999 / Enhancing relationships between children and teachers / American Psychological Association

[journal] Pianta, R. C. / 1997 / Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten / Early Childhood Research Quarterly 12(3) : 263~280

[journal] Pianta, R. C. / 2004 / Teacher-child relationships and children's success in the first years of school / School Psychology Review 33(3) : 444~458

[journal] Ritchie, S. / 2003 / Program practices, caregiver stability, and child-caregiver relationships / Journal of Applied Developmental Psychology 24(5) : 497~516

[journal] Ryan, R. M. / 1994 / Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem / The Journal of Early Adolesc ence 14(2) : 226~249

[journal] Sabol, T. J. / 2012 / Recent trends in research on teacher-child relationships / Attachment & Human Deve lopment 14(3) : 213~231

[book] Shaffer, D. R. / 2010 / Developmental psychology: Childhood and adolescence / Wadsworth

[journal] Shaheen, S. / 2014 / How Child's Play Impacts Executive Function-Related Behaviors / Applied Neuropsychology: Child 3(3) : 182~187

[journal] Skaalvik, E. M. / 1997 / Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety / Journal of Educational Psychology 89(1) : 71~81

[book] Smilansky, S. / 1968 / The effects of sociodramatic play on disadvantaged preschool children / John Wiley and Sons, Inc

[book] Trochim, W. M. / 2006 / The research methods knowledge base / Atomic Dog. Publishing

[book] Trawick-Smith, J. W. / 1994 / Interactions in the classroom: Facilitating play in the early years / Prentice Hall

[journal] Turuk, M. C. / 2008 / The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom / Arecls 5(1) : 244~262

[journal] Zelazo, P. D. / 2003 / The development of executive function in early childhood / Monographs of the Society for Research in Child Development 68(3) : 1~151

[journal] Zhang, X. / 2011 / A teacher-report measure of children's task -avoidant behavior: A validation study of the Behavioral Strategy Rating Scale / Learning and Individual Differences 21(6) : 690~698

This paper was written with support from the National Research Foundation of Korea.

KJCKorea
Journal Central

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023 KCI Impact Factor : 1.67