The objective of this study was to evaluate the effects of a pretend play-based training designed to promote the development of socio-emotional competences. 79 children aged 5 to 6 years were evaluated before and after a pretend play-based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while the control group (40 children) received no specific intervention. The programme was implemented by 5 teachers. The results show improvements in the ability to understand emotions in children who benefited from the training. These findings are discussed in the broader context of using this form of play as a privileged pedagogical tool to allow children to develop these competences.

中文翻译：

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旨在促进 5 至 6 岁瑞士儿童情绪理解、情绪调节和亲社会行为发展的“以游戏为基础的训练”的效果

本研究的目的是评估旨在促进社会情感能力发展的假装游戏培训的效果。79 名 5 至 6 岁的儿童在假装游戏训练前后接受了评估。实验组（39 名儿童）在上课时间每周一小时接受有关情绪理解、消极情绪调节和亲社会行为的计划，共 11 周，而对照组（40 名儿童）没有接受特殊干预。该计划由 5 名教师实施。结果表明，从培训中受益的儿童理解情绪的能力有所提高。这些发现在更广泛的背景下进行了讨论，即使用这种形式的游戏作为一种特权教学工具，让儿童发展这些能力。