SOCIODRAMATIC PLAY AND ITS IMPACT ON PEER RELATIONSHIPS IN 4-5 YEAR OLD: A RESEARCH OVERVIEW AND FUTURE DIRECTIONS

Abstract

This review aims to analyze scientific studies on the impact of thematic role-play on the development of peer relationships in 4-5 year-old preschoolers, while also identifying underlying mechanisms, moderating factors, and future research directions. The study employs a systematic narrative review methodology, analyzing peer-reviewed publications (with digital object identifiers) from international databases, focusing on the link between thematic role-play and indicators of peer relationships and social interaction in the target age group. The analysis reveals a consensus on the positive role of thematic role-play in significantly enhancing cooperation skills, prosocial behavior, conflict resolution, empathy, and Theory of Mind, competencies that directly contribute to improved peer acceptance and the quality of peer relationships. Key mechanisms include practicing complex social interactions within roles and understanding mental states. Play quality and teacher support are identified as important moderators. High-quality thematic role-play is an essential activity for peer relationship development in 4-5 year olds. However, future research needs to address limitations regarding causal evidence (through intervention and longitudinal studies), develop more effective methods for measuring play quality, and expand research into diverse cultural contexts, for a more comprehensive understanding.