The relationship between scaffolding established in play and cognitive function performances, executive functions, and self-regulation skills of children aged 48–72 months

The aim of this study was to examine the relationship between children's play development and the scaffolding structures they build during play, and their cognitive functioning, executive functions, and self-regulation skills. An explanatory sequential mixed-methods design was employed to deepen the investigation by integrating both quantitative and qualitative data. The study group consisted of children aged 48–72 months who were attending preschool institutions affiliated with the Ministry of National Education in Istanbul. The research was conducted with a total of 75 preschool children. Data was collected using a demographic information form, the Play Scaffolding Form, and various scales with established reliability and validity. The data obtained from the study were subjected to normality analysis using appropriate statistical software. Based on the results, non-parametric tests were preferred, and analyses were carried out to examine differences and relationships. As a result of the study, no significant difference was found between children's play development and their demographic characteristics. As play tasks became more complex, children who sought or received assistance were more likely to engage in scaffolding interactions, which in turn increased the number of children who successfully completed the play process. Among the types of assistance provided during play, verbal error correction was the most frequently needed. It was determined that children's development of play is related to certain cognitive functions that form the foundation of their thinking skills. As children's working memory improved, positive changes were observed in material management, symbolic play, participation in play, and overall play development. Furthermore, an increase in the scores of the self-regulation scale's regulation subdimension was found to be associated with improvements across all subdimensions of the Revised Knox Preschool Play Scale, indicating an overall improvement in play development.