Play and possibilities of cognitive development in preschool age

Aleksander Veraksa, Daria Bukhalenkova, Margarita Gavrilova, Vera Sukhikh, Yeshe Colliver

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Based on the common anecdote that play is less valued today than in previous generations, Study 1 sought to explore that if there are significant differences in beliefs between the two generations (parents and grandparents) regarding the value of play in preschool childhood and their willingness to support children's free play in principle and in their participation together with their child or grandchild. Results suggested that the younger generation value play more for its potential academic value than did their parents and, plausibly as a result of this belief, will be more likely to engage in play with their child. The goal of Study 2 was to examine the impact that different roles (protagonist, sage, villain or the child’s normal role) can have on preschooler’s completion of executive functions (EF) tasks, as previous research has not examined whether the imaginary topics themselves might impact children’s real-world abilities differently. The results imply that different roles could have both positive and negative effects on performance on various tasks of EF.
Original languageEnglish
Title of host publicationChild development in Russia
Subtitle of host publicationperspectives from an international longitudinal study
EditorsAleksander Veraksa
Place of PublicationSwitzerland
Number of pages24
ISBN (Electronic)9783031055249
ISBN (Print)9783031055232
Publication statusPublished - 3 Sept 2022

Publication series

NameEarly Childhood Research and Education: An Inter-theoretical Focus
ISSN (Print)2946-6091
ISSN (Electronic)2946-6105


  • play and development
  • role-play
  • perspectives on play
  • executive functions


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