Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change?

Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether theoretically suggested mechanism change—social pretend quality—explains effect competence and Twenty-seven Swiss playgroups ( N = 214 three- to four-year-olds) participated in a randomized intervention with three conditions: group (play tutoring), material (half-dose), control (treatment as usual). Weekly treatment sessions took place for six consecutive weeks. Pre-tests, post-tests, follow-up were made. Playgroup educators reported skills using questionnaire. Children’s quality during was assessed by standardized behavioral observations. Using latent change models indirect effects, we investigated are mediated their sessions. The results indicate mediating self-oriented (sociability setting limits). supports beneficial ground promote development but also indicates more complex interplay different mechanisms.