A játék szerepe az óvodáskorú gyermekek végrehajtó funkcióinak fejlődésében – című kutatási tanulmányhoz

  • Baddeley, A. (1992). Working Memory. Science, 255(255 (5044)), 556–559.
  • Baddeley, A. D., & Hitch, G. (1974). Working memory. Psychology and Learning and Motivation, 8, 47–89. Retrieved from
  • Bento, G., & Dias, G. (2017). The importance of outdoor play for young children’s healthy development. Porto Biomedical Journal, 2(5), 157–160.
  • Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29(3), 180–200.
  • Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting Free Play in Young Children: Looking Beyond Fitness and Fatness to Attention, Affiliation, and Affect. Arch Pediatr Adolesc Med, 159, 46–50. PMID:15630057
  • Cutting, L. E., Materek, A., Cole, C. A. S., Levine, T. M., & Mahone, E. M. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59, 34–54. doi:10.1007/s11881-009-0022-0
  • Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037–2078.
  • Dempsey, J., Kelly-Vance, L., & Ryalls, B. (2013). The Effect of a Parent Training Program on Children’s Play. International Journal of Psychology: A Biopsychosocial Approach, 13, 117–138.
  • Diamond, A. (2013). Executive Functions. Annu. Rev. Psychol., 64, 135–168.
  • Duncan, G. J., Claessens, A., Magnuson, K., Klebanov, P., Pagani, L. S., Feinstein, L., … Japel, C. (2007). School Readiness and Later Achievement, Developmental Psychology. 43(6), 1428–1446.
  • Erickson, R. J. (1985). Play contributes to the full emotional development of the child. Education, 105, 261 – 263.
  • Farver, J. A. M., Kim, Y. K., & Lee, Y. (1995). Cultural Differences in Korean- and Anglo-American Preschoolers ’ Social Interaction and Play Behaviors. Child Development, 66, 1088–1099.
  • Farver, J. A. M., & Wimbarti, S. (1995). Paternal participation in toddlers’ pretend play. Social Development, 4(1), 17–31.
  • Farver, J. M., & Howes, C. (1993). Cultural Differences in American and Mexican Mother-Child Pretend Play. Merrill-Palmer Quarterly, 39(3), 344–358.
  • Farver, J. M., & Wimbarti, S. (1995). Indonesian Children’s Play with Their Mothers and Older Siblings. Child Development, 66, 1493–1503.
  • Fisher, K. R., Hirsh-pasek, K., Michnick, R., & Glick, S. (2008). Conceptual split ? Parents ’ and experts ’ perceptions of play in the 21st century. Journal of Applied Developmental Psychology, 29, 305–316.
  • Fogle, L. M., & Mendez, J. L. (2006). Assessing the play beliefs of African American mothers with preschool children. Early Childhood Research Quarterly, 21(4), 507–518.
  • Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological bulletin134(1), 31
  • Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bond.
  • Haight, W. L., Parke, R. D., & Black, J. E. (1997). Mothers ’ and Fathers ’ Beliefs About and Spontaneous Participation in Their Toddlers ’ Pretend Play. Merrill-Palmer Quarterly, 43(2), 271–290. Retrieved from
  • Harkness, S., & Super, C. M. (1999). Parental ethnotheories in action. In I. E. Sigel, A. V. McGillicuddy-DeLisi, & J. J. Goodnow (Eds.), Parental belief systems: The psychological consequences for children (2nd ed., pp. 373–391). Hillsdale, N.J.: Lawrence Erlbaum Associates Inc.
  • Ihmeideh, F. (2019). Getting parents involved in children ’ s play : Qatari parents ’ perceptions of and engagement with their children ’ s play. 4279.
  • Isenberg, J. P., & Jalongo, M. R. (2001). Creative expression and play in the early childhood curriculum (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
  • Ivrendi, A., & Isikoglu, N. (2010). A Turkish View on Fathers ’ Involvement in Children ’ s Play. 2010(March), 519–526.
  • Johnson, James E., Christie, J., & Wardle, F. (2005). Play , Development and Early Education. Bosto, MA: Allyn and Bacon.
  • Klugman, E., & Smilansky, S. (1990). Children’s play and learning: Perspectives and policy implications. New York: Teachers College Press.
  • LaForett, D. R., & Mendez, J. L. (2016). Children’s engagement in play at home: a parent’s role in supporting play opportunities during early childhood. Early Child Development and Care, 187(5–6), 910–923.
  • Lin, X., & Li, H. (2018). Parents ’ play beliefs and engagement in young children ’ s play at home at home. European Early Childhood Education Research Journal, 0(2), 1–16.
  • Lin, Y.-C., & Yawkey, T. (2013). Does Play Matter to Parents? Taiwanese Parents’ Perceptions of Child’s Play. Education, 134(2), 244–254.
  • Lin, Y.-C., & Yawkey, T. (2014). Parents’ Play Beliefs and the Relationship to Children ’s Social Competence. Education, 135(1), 107–114.
  • Mcelwain, N. L., & Volling, B. L. (2005). Preschool Children ’ s Interactions With Friends and Older Siblings : Relationship Specificity and Joint Contributions to Problem Behavior. 19(4), 486–496.
  • Menon, V. (2010). Developmental cognitive neuroscience of arithmetic: Implications for learning and education. Mathematics Education, 42, 515–525. doi:10.1007/s11858-010-0242-0
  • Mesulam, M. M. (2002). The human frontal lobes: Transcending the default mode through contingent encoding. Principles of Frontal Lobe Function, 8–30. 10.1093/acprof:oso/9780195134971.003.0002
  • Metaferia, B. K., Futo, J., Drew, R., & Takacs, Z. K. (2020). Parents’ Beliefs About Play and the Purpose of Preschool Education, Preschoolers’ Home Activity and Executive Functions. Front. Psychol, 11(1104), 1–11.
  • Metaferia, B. K., Takacs, Z. K., & Futo, J. (2020). The Relationship Between Parental Play Beliefs, Preschoolers’ Home Experience, and Executive Functions: An Exploratory Study in Ethiopia. 11(624), 1–13.
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41(1), 49–100.
  • Moffitt, T. E., Arsenault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., és munkatársaik. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108, 2693–2698. doi:10.1073/pnas.1010076108
  • Moriguchi, Y. (2014). The early development of executive function and its relation to social interaction: a brief review. Frontiers in Psychology, 5. doi:10.3389/fpsyg.2014.00388
  • O’brien, L. M., & Md-Yunus, S. (2007). For Parents Particularly: How Parents Can Encourage Creativity in Children. Childhood Education, 83(4), 236–237.
  • Parker, F. L., Boak, A. Y., Griffin, K. W., Ripple, C., & Peay, L. (1999). Parent-child Relationship, Home Learning Environment, and School Readiness. School Psychology Review, 28(3), 413–425.
  • Parmar, P., Harkness, S., & Super, C. M. (2004). Asian and Euro-American parents ’ ethnotheories of play and learning : Effects on preschool children ’ s home routines and school behaviour. International Journal of Behavioral Development, 28(2), 97–104.
  • Pellegrini, A. D., & Smith, P. K. (1998). The Development of Play During Childhood: Forms and Possible Functions. Child Psychology & Psychiatry Review, 3(2), 51–57.
  • Purpura, D. J., Schmitt, S. A., & Ganley, C. M. (2017). ations of mathematics and literacy : The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15–34.
  • Putallaz, M. (1987). Maternal Behavior and Children ’ s Sociometric Status. Child Development, 58(2), 324–340. Retrieved from
  • Roopnarine, J. L., Lasker, J., Sacks, M., & Stores, M. (1998). The cultural context of children’s play. In O. N. Saracho & B. Spodek (Eds.), Multiple perspectives on play in early childhood education (pp. 194–219). Albany, NY: State University of New York Press.
  • Tamis-LeMonda, C., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and mothers at play with their 2- and 3-year-olds contributions to Language and Cognitive Development. Child Development, 75(6), 1806–1820.
  • Viterbori, P., Usai, M. C., Traverso, L., & De Franchis, V. (2015). How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: a longitudinal study. J. Exp. Child Psychol., 140, 38–55. jecp.2015.06.014
  • Weiland, C., Barata, M. C., & Yoshikawa, H. (2014). The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool- Aged Children : A Look at the Direction of the Developmental Pathways. Infant and Child Development, 23, 4–21.

Kapcsolódó cikkek


A Kunszentmártoni Általános Művelődési Központ önkormányzati intézmény, 2013. január 1-én alakult, a Helytörténeti Múzeum, a József Attila Könyvtár, a Szabó Gyula Művelődési Központ és a Deák utcai Óvodai Egység integrált


Nagyjából két éve találkoztam először a dán Iben Sandahl pszichoterapeuta nevelési elméleteivel. (Chilldren) Egy kis kutatás, sok olvasás, illetve előadások meghallgatása után tudtam, hogy ez az az irány, amelyet szeretnék én is kipróbálni, alkalmazni saját családomban.


A koronavírus járvány kitörésével előtérbe került és megsokszorozódott a különböző fertőtlenítő szerek használata. Sajnos a kisbetűs részt, vagyis a használati utasítást sokan nem olvassák el a fertőtlenítő termékek hátulján és