An educational experiment into how to bring discipline concepts into play: How a theoretical problem acts as a source of teacher development?

Relevance. Self-regulation is a key skill that predicts successful life-long learning and fine career opportunities (John, Gross, 2004; Blair, Diamond, 2008; Cole, Deater-Dechard, 2009). Playworld as the space of self-regulation development, has been in the spotlight theoretically and practically in educational research for a while (Hakkarainen, et al., 2015; Fleer, Veresov, Walker, 2020; Colliver, Veraksa, 2021).

Goal. However, the pedagogical adult play strategies that help young children join collective make-believe play based on emotional self-regulation are still in question. This study is grounded in a cultural-historical perspective and places joint emotional regulation at the heart of the collective play process in the early years.

Methods. This study uses qualitative single case study design and video microanalysis to capture important changes in adult and child behavior during the critical entry to the playworld. 

Results reveal the micro-steps and strategies to help young players join and actively participate in the playworld. The findings outline that participation in play, as a cultural practice, is the key mediating activity that helps children develop their emotional self-regulation. However, young children need support; actively playing adult as a model of emotional regulation strategies in early childhood educational settings because the peer culture of neighbourhoods is in decline.

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