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Supporting Shy Preschool Children in Joining Social Play
Conference proceeding   Open access

Supporting Shy Preschool Children in Joining Social Play

Flannery Hope Currin, Kyle Diederich, Kaitlyn Blasi, Allyson Dale Schmidt, Holly David, Kerry Peterman and Juan Pablo Hourcade
IDC '21: Proceedings of the 20th Annual ACM Interaction Design and Children Conference, pp.396-407
IDC '21: Interaction Design and Children (Athens, Greece, 06/24/2021–06/30/2021)
06/24/2021
DOI: 10.1145/3459990.3460729
Appears in  UI Libraries Support Open Access
url
https://doi.org/10.1145/3459990.3460729View
Published (Version of record) Open Access

Abstract

Executive functions (EF), a set of cognitive processes necessary for goal-oriented behavior, are critical for children's school outcomes and often lacking when children arrive in elementary school. One of the most promising interventions to address this gap is Tools of the Mind (ToM), a Vygotskyan approach to early childhood education with a strong emphasis on sociodramatic play. One challenge in implementing this kind of play is supporting children in joining play with their peers. In this paper we present a content analysis of an eight-week evaluation comparing implementing ToM-style play with and without technology supports. We found that one specific aspect of the technology supports, a voice agent, played a crucial role in integrating shy children into sociodramatic play.
 Play preschool executive functions Children UIOWA OA Agreement

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