Play has been recognized for its importance to childrens development. In addition, self-regulation has been found to be associated with school readiness and future success. Research has supported that play is a vital context for the development of self-regulation. This study adopted a socio-cultural perspective to examine the relationship between play and self-regulation in Taiwanese young children. A correlational design was used in this study, in which data for thirty-four 4- to 5-year-old typically developing Taiwanese young children were analyzed in the study. Several interesting results were found and discussed from the Taiwanese cultural context.

Mei-Fang, Cheng got her PhD degree from the Pennsylvania State University in 2011.She has taught in Kangning Junior College of Medical Care and Management, Taiwan for more than ten years. She is also a certified counselor. Her major interests are child play, self-regulation, and socio-cultural perspective.