Abstract
The purpose of the present study was to replicate and extend previous findings that depict a link between preschoolers’ home experience and EFs. It also examined Hungarian parents’ views about the purpose of preschool education and its relationship with their play beliefs. A total of 87 Hungarian preschoolers participated in neuropsychological testing of executive functioning (44 boys, 42 girls, one not reported; mean age = 62.37 months; SD = 8.33 months; age range = 47–80 months) and their parents (8male and 79 females; mean age = 37.73 years; SD = 5.64 years; age range = 22–63 years) filled in questionnaires. The finding from hierarchical regression analyses depicted that the frequency of pretend play the preschoolers engage in and parental play support beliefs were small to medium-sized predictors of children’s inhibitory control, after accounting for age and SES. Children’s frequency of participation in fine motor activities at home was a small but significant predictor of their visual-spatial working memory, after controlling for age and SES. Furthermore, results indicated that parents hold the belief that the development of social-emotional competence and children enjoying themselves instead of academic skills is the primary purpose of preschool education. To sum up, parental play support and preschoolers’ activities at home are important predictors for children’s EF skills.
Highlights
Play is a naturally occurring activity that offers children important developmental benefits (LaForett and Mendez, 2016)
This was achieved with parental reports of the frequency and duration with which their children engage in different sorts of play at home and by investigating parental play beliefs
We aimed to assess parents’ beliefs about the purpose of preschool education and examine how these educational beliefs are related to their beliefs about play
Summary
Play is a naturally occurring activity that offers children important developmental benefits (LaForett and Mendez, 2016). According to early theories of child development, play is a primary source of learning beyond being a means to healthy social–emotional development (see Piaget, 1972). A substantial body of literature underlines the significant contribution of play in cognitive, language, physical, social, and emotional development (Parmar et al, 2004; Tamis-LeMonda et al, 2004; Burdette and Whitaker, 2005; Johnson et al, 2005; Ginsburg, 2007). Literature highlights the contribution of aspects of play (e.g., problem-solving) to the development of executive functions (EF) in early childhood (e.g., Burdette and Whitaker, 2005). There has been fairly little research on the topic.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
