The effects of a “pretend play-based training” designed to promote the development of emotion comprehension, emotion regulation and prosocial behavior in 5- 6-year-old Swiss children.

Abstract

The objective of this study was to evaluate the effects of a pretend play‐based training designed to promote the development of socio‐emotional competences. 79 children aged 5 to 6 years were evaluated before and after a pretend play‐based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while the control group (40 children) received no specific intervention. The programme was implemented by 5 teachers. The results show improvements in the ability to understand emotions in children who benefited from the training. These findings are discussed in the broader context of using this form of play as a privileged pedagogical tool to allow children to develop these competences.