Multisensory stimuli enhance 3-year-old children's executive function: A three-dimensional object version of the standard Dimensional Change Card Sort.

A three-dimensional object version of the standard Dimensional Change Card Sort (DCCS) was developed to examine the influence of multisensory stimuli on 3-year-old children's executive function. Whereas the developmental phenomenon marking 3-year-olds' difficulties with rule use in the standard DCCS can be attributed to several cognitive factors, we examined the possibility that better encoding of object features could facilitate children's rule-switching behavior. We examined whether 3-year-olds might be able to capitalize on cues available to multiple senses to create a more robust representation of object features that would enable them to overcome previous difficulties with rule switching in the standard DCCS. Participants were randomly assigned to the standard two-dimensional DCCS or the three-dimensional object version that was designed to match the rabbit and boat images used in the card version. The 3-year-olds who completed the object version outperformed those who completed the standard card version, succeeding in switching rules more accurately when provided with visual, auditory-verbal labeling, and tactile information of object features. Notably, more children achieved perfect accuracy and fewer children achieved floor-level performance in the object version than in the card version. We attribute 3-year-olds' success in the object version to greater cognitive control made possible by the enhanced encoding of the stimulus properties through multisensory input and enhanced cognitive processing of ecologically valid three-dimensional objects.

Behavioral mapping of children's physical activities and social behaviors in an indoor preschool facility: methodological challenges in revealing the influence of space in play.

BACKGROUND: GIS (Geographic Information Systems) based behavior maps are useful for visualizing and analyzing how children utilize their play spaces. However, a GIS needs accurate locational information to ensure that observations are correctly represented on the layout maps of play spaces. The most commonly used tools for observing and coding free play among children in indoor play spaces require that locational data be collected alongside other play variables. There is a need for a practical, cost-effective approach for extending most tools for analyzing free play by adding geospatial locational information to children's behavior data collected in indoor play environments. RESULTS: We provide a non-intrusive approach to adding locational information to behavior data acquired from video recordings of preschool children in their indoor play spaces. The gridding technique showed to be a cost-effective method of gathering locational information about children from video recordings of their indoor physical activities and social behaviors. Visualizing the proportions of categories and observed intervals was done using bubble pie charts which allowed for the merging of multiple categorical information on one map. The addition of locational information to other play activity and social behavior data presented the opportunity to assess what types of equipment or play areas may encourage different physical activities and social behaviors among preschool children. CONCLUSIONS: Gridding is an effective method for providing locational data when analyzing physical activities and social behaviors of preschool children in indoor spaces. It is also reproducible for most GIS behavior mapping focusing on indoor environments. This bypasses the need to have positioning devices attached to children during observations, which can raise ethical considerations regarding children's privacy and methodological implications with children playing less naturally. It also supports visualizations on behavior maps making them easier to interpret.

Seeking Balance in Motion: The Role of Spontaneous Free Play in Promoting Social and Emotional Health in Early Childhood Care and Education.

There is accumulating scientific evidence of the potential of play and playfulness to enhance human capacity to respond to adversity and cope with the stresses of everyday life. In play we build a repertoire of adaptive, flexible responses to unexpected events, in an environment separated from the real consequences of those events. Playfulness helps us maintain social and emotional equilibrium in times of rapid change and stress. Through play, we experience flow-A feeling of being taken to another place, out of time, where we have controlled of the world. This paper argues that spontaneous free play, controlled and directed by children and understood from the child's perspective, contributes to children's subjective experience of well-being, building a foundation for life-long social and emotional health. The paradoxical nature of young children's spontaneous free play is explored. Adaptability, control, flexibility, resilience and balance result from the experience of uncertainty, unpredictability, novelty and non-productivity. These essential dimensions of young children's spontaneous free play typically produce play which is experienced by adults as chaotic, nonsensical and disruptive. The article concludes with a preliminary discussion of the challenges and possibilities of providing for spontaneous free play indoors, in early childhood care and education programs.