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PEDAL Hub: Resource Library

BBC, . et al. (2017) PEDAL | BBC Breakfast report on playful writing (Video Recording)

Abstract:

Acting Director of PEDAL Centre, David Whitebread, is interviewed in BBC Breakfast report on playful writing.

Author/s:
Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Academic achievement
  • Academic outcomes
  • Creativity
  • Developmental outcomes
  • Engagement
  • Guided-play
  • Learning
  • Playful learning
  • Pretend play
  • Social-emotional
  • Construction play
Relevant age group/s:
Research discipline:

PEDAL, . (2018) PEDAL - Play at the Extremes: A panel discussion for parents, teachers and carers (Video Recording)

Abstract:

Join PEDAL in the conversation about the changing nature of childhood…are we really heading from 'free range' to 'hot house'? Is the Children's Commissioner for England correct when she calls for play on prescription and claims that children lead a "battery hen existence" (more info in the report 'Playing Out')?

Chaired by one of PEDAL’s lead researchers, Dr Jenny Gibson, the panel of speakers comprise of:

Kathryn Lester (University of Sussex – an academic who researches anxiety in children);
Nicola Butler (Chair of Play England’s Board of Trustees and Director of Hackney Play Association – managing Homerton Grove Adventure Playground);
Tim Gill (a researcher, writer and consultant on childhood).
Stephen Mitchell (Chair, Parkour UK & consultant)
Come and join us for this lively and topical debate.

Author/s:
Date:
January 2018
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Creativity
  • Developmental outcomes
  • Language
  • Pretend play
  • Problem-solving
  • Symbolic play
Relevant age group/s:

PEDAL, . et al. (2016) PEDAL Seminar: Bringing Self-Regulated Learning to Classrooms through Research Practice Partnerships (Video Recording)

Abstract:

This seminar will focus on the role of research-practice partnerships in bringing self-regulated learning to classrooms. In her talk, Dr Perry will review the research-practice framework in two separate research projects, addressing some of the challenges associated with traditional approaches to conducting research, challenging notions of control and fidelity.

This seminar hopes to provoke fundamental questions about the role research should play in improving educational practice.

Dr. Nancy Perry is the Dorothy Lam Chair in Special Education and Professor of Educational and Counselling Psychology and Special Education at the University of British Columbia (UBC), Canada.

Her research has two main goals:

understanding how classroom processes are implicated in children’s development of self-regulated learning (SRL);

working with teachers to design activities and structure interactions with students that support SRL.

Dr. Perry is a main contributor to our understanding that young children can and do regulate for learning, and how classroom tasks, instructional practices, and interpersonal relationships influence their SRL. She is also a leader in the development and use of measures, beyond self-report tools, that reveal children’s self-regulation in situ.

Author/s:
Date:
January 2016
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Developmental outcomes
  • Learning
  • Qualitative methodology
  • Self-regulation
Relevant age group/s:

PEDAL, . et al. (2016) PEDAL Seminar: Play and Learning in Finnish Education Policy and Practice (Video Recording)

Abstract:

Play is a serious matter for young children across all cultures. This is evidenced by the passionate, intensive and energetic engagement many children invest in this activity. Play experiences are widely recognised to create the foundation for a child’s healthy and holistic development. In Finland opportunities for play are highly regarded in the education of children under seven years old, and the interest in playful learning has extended to the education of older children and even adults.

Professor Kumpulainen’s talk will reflect on current international research and how this evidence is reflected in Finnish education policy and practice. It will show how play and learning is also about playing with learning. The talk will end by considering the changing landscape of play in the digital era and its consequences for children’s learning, educational practice and teacher professional competencies.

Kristiina Kumpulainen is Professor of Education at the Department of Teacher Education at the Faculty of Behavioural Sciences, University of Helsinki. She is a founding member and the scientific director of the Playful Learning Center (www.plchelsinki.fi). She has also served as the Director of the Information and Evaluation Services Unit at the Finnish National Board of Education before her current position. She received her PhD in Education from the University of Exeter in 1994.

Author/s:
Date:
January 2016
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Creativity
  • Developmental outcomes
  • Identity
  • Playful learning
  • Social-emotional
Relevant age group/s:

PEDAL, . et al. (2016) PEDAL Seminar: Self-regulation - Foundation skills for children's healthy development (Video Recording)

Abstract:

Part of the PEDAL Seminar series this video shows the recording of the recent seminar hosted by PEDAL and the Psychology & Education research group at the Faculty of Education, University of Cambridge.

Introduced by PEDAL acting Director Dr David Whitebread from the Faculty of Education and presented by Dr Megan McClelland, Hallie Ford Center for Healthy Children & Families, Oregon State University.

Author/s:
Date:
January 2016
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Academic achievement
  • Academic outcomes
  • Developmental outcomes
  • Games with rules
  • Self-regulation
  • Semiotic play
  • Executive function
Relevant age group/s:

PEDAL, . et al. (2017) PEDAL Seminar: Play, self-regulation and early childhood - What does research say? (Video Recording)

Abstract:

A rare opportunity to hear from two of the world's foremost developmental psychologists about how their research has been applied to education and social policy.

Of particular interest to academics, teachers, early years practitioners, and third/public sector professionals, Professor Blair and Professor Sylva will highlight the effects of early education on development, attainment and fulfilling individual potential.

Prof Sylva's talk is entitled 'Nurturing 21st century skills in early childhood: evidence from the English EPPSE study and the EU CARE project'

Prof Blair's talk is entitled 'The Science of Self-Regulation: Supporting Executive Function Development in Early Childhood Through Play'

There will be time for a chaired Q&A session at the end of the talks and refreshments will be provided.

Professor Clancy Blair is a developmental psychologist who studies self-regulation in young children. His primary interest concerns the development of cognitive abilities referred to as executive functions and the ways in which these aspects of cognition are important for school readiness and early school achievement. He is also interested in the development and evaluation of pre-school and elementary school curricula designed to promote executive functions as a means of preventing school failure. In 2002, Blair and his colleagues at Penn State University and at the University of North Carolina at Chapel Hill received funding from the National Institute of Child Health and Human Development for a longitudinal, population-based study of family ecology and child development beginning at birth. In his part of the project, Blair is examining interaction between early experiential and biological influences on the development of executive functions and related aspects of self-regulation. Ultimately, Blair and his colleagues plan to follow this sample through the school years and into young adulthood. Prior to coming to NYU, Blair spent ten years as an assistant and then associate professor in the department of Human Development and Family Studies at Penn State. He received his doctorate in developmental psychology and a master's degree in public health from the University of Alabama at Birmingham in 1996.

After completing a doctorate in Developmental Psychology at Harvard, Professor Kathy Sylva moved to England for post-doctoral research with Jerome Bruner at the University of Oxford Department of Experimental Psychology. Her research interests fall into two themes. She has conducted several large-scale studies on the effects of early education and care on children's development, acting as a lead researcher on the Effective Pre-school and Primary Education study (EPPE/EPPSE) which followed 3,000 children from pre-school entry to the end of compulsory schooling. She co-led the national Evaluation of Childrens Centres in England, another large scale study on the effects of early childhood services on development. Her second interest is in parenting programmes aimed at enhancing parents capacity to support their childs learning and behaviour. She has led three randomised controlled trials to evaluate parenting interventions, the most recent on a parent programme aimed at supporting early reading near the start of primary school. Currently Kathy is researching the early childhood curriculum across Europe, funded by the EU. Kathy has published seven books and 200 papers/chapters/reports on early education/care, early literacy and ways to support families. She was Specialist Adviser to the UK Parliamentary Select Committee on Education 2000-2009, the Tickell Review of the early childhood curriculum in 2011, and the National College Expert Panel on Standards for Early Years Teachers in 2012. In 2014-15 she was specialist advisor to the House of Lords Enquiry into Affordable Childcare. She was awarded an OBE in 2008 for services to children and families and in 2014 was awarded the British Education Associations Nisbett Award for outstanding contribution to educational research. She was elected Fellow of the British Psychological Society and also a Fellow of the Academy of Social Sciences.

Author/s:
Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Academic achievement
  • Academic outcomes
  • Affective behaviour
  • Developmental outcomes
  • Games with rules
  • Longitudinal
  • Parent/Guardian play
  • Peers play
  • Pre-academic skills
  • Self-regulation
  • Social play
  • Social-emotional
  • Executive function
Relevant age group/s:

PEDAL, . et al. (2017) PEDAL Seminar: Pretence and Creativity during Childhood and Beyond (Video Recording)

Abstract:

Dr Julie Kirkham is a senior Psychology lecturer and programme leader for the MScFamily and Child Psychology at the University of Chester. Her research interests include children’s symbolic development and the role of art, play and creativity within different educational curricula. Her
published work investigates the relationships between language, drawing and symbolic play and the influence of Montessori and Steiner education upon these abilities. Dr Kirkham is currently involved in research studying the relationship between childhood fantasy play, imaginary
friends and personality traits and abilities during adulthood, as well as the development of children’s aesthetic understanding and preferences
for different forms of art.

The seminar will consider several small scale exploratory studies which present interesting results and potential avenues for further research.

Author/s:
Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Creativity
  • Developmental outcomes
  • Language
  • Pretend play
  • Problem-solving
  • Symbolic play
Relevant age group/s:

PEDAL, . et al. (2017) PEDAL Workshop: Pedagogy of Play Workshop (Video Recording)

Abstract:

PEDAL invited Ben Mardell from Harvard University's Project Zero and Camilla Uhre Fog, the Head of the International School of Billund to share with teachers their experience of working together to develop a Pedagogy of Play. Through the work of the teachers at ISB, this collaboration has managed to define some areas of what it takes for a truly playful pedagogical approach to support children in their learning and exploration of the world.

Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Free play
  • Guided-play
  • Pedagogy
  • Playful learning
Relevant age group/s:

PEDAL, . et al. (2018) PEDAL Seminar: Not Too Early, But Just Right! - Unleashing the Power of Science in Early Childhood (Video Recording)

Abstract:

Professor Greenfield is a Professor of Psychology and Pediatrics at the University of Miami. His work is positioned at the interface of research, policy and practice at the international, national and local level. His research examines school readiness with at-risk and dual language learners, with a specific focus on early science education.

Science has the power to engage early childhood educators and young children in hands-on, minds-on, fun and engaging experiences that increase the quality of teaching as well as provide young children with critical problem-solving skills and improved learning in multiple school readiness areas. In this PEDAL research seminar, Professor Greenfield discusses the role of science in early education in relation to research, as well as current policy and practice.

This lecture forms part of the PEDAL Research Seminar series
http://www.educ.cam.ac.uk/centres/pedal
@PEDALCam

Author/s:
Date:
January 2018
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Academic achievement
  • Academic outcomes
  • Executive function
  • Parent/Guardian play
  • Peers play
  • Pre-academic skills
  • Science
  • Self-regulation
Relevant age group/s:
Research discipline:

PEDAL, . et al. (2019) PEDAL Seminar: Toddlers Think for Themselves! (Video Recording)

Abstract:

Social learning has been a large focus of early developmental psychology for the past three decades. While it reveals how culture is transmitted to young children, questions about how young children come up with their own ideas and learn for themselves have been largely ignored.

This talk, with Dr Elena Hoicka from the University of Bristol, will present research showing that toddlers can be creative and come up with their own ideas. Elena will focus on toddlers' creation of their own novel jokes and pretending, and toddlers' divergent thinking with novel objects.

Author/s:
Date:
January 2019
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Creativity
  • Developmental outcomes
  • Humour
  • Language
  • Pretend play
  • Problem-solving
  • Symbolic play
Relevant age group/s: