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Baker, F. (2014) Tensions in Policy and Practice: Influences on Play in Abu Dhabi's New School Model KG Framework (Journal Article)

Abstract:

This article reports on three salient socio-cultural and systemic factors that are influential in play in Abu Dhabi Education Council's (ADEC's) kindergarten (KG) framework from the teacher perspective. Anecdotal evidence suggests that during ADEC's progressive educational reform, emphasis has reverted to academic performance outcomes rather than whole child learning through play. Tensions may then occur surrounding the nature and extent of play practices for early learning. Following semi-structured interviews with 60 KG teachers, three salient factors emerged. These are illustrated in this article and discussed in light of the international literature on play. Tensions in policy and practice highlighted in this article are: a focus on academic performance outcomes; children's readiness to engage in play and parent perspectives on play. The article then discusses what these tensions may mean for the future of play in ADEC KGs situated within a period of educational reform.

Author/s:
Date:
January 2014
Publisher or Journal:
Volume:
184
Page/s:
1830-1842
Synonyms:
  • Academic achievement
  • Academic outcomes
  • Playful learning
  • Pre-academic skills
  • Qualitative methodology
Relevant age group/s:

Blair, C. et al. (2007) Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten (Journal Article)

Abstract:

This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school.

Author/s:
Date:
January 2007
Publisher or Journal:
Volume:
78
Page/s:
647-663
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Literacy
  • Longitudinal
  • Numeracy
  • Pre-academic skills
  • Socio-economic background
  • Executive function
Relevant age group/s:
Research discipline:

Bulotsky-Shearer, R. et al. (2012) Peer Play Interactions and Readiness to Learn: A Protective Influence for African American Preschool Children From Low-Income Households (Journal Article)

Abstract:

Guided by a strengths-based resiliency framework, this article reviews a body of research on the positive influence of interactive peer play for African American preschool children from low-income households. This literature provides evidence for positive associations among interactive peer play experiences at home and in school, and childrens early childhood social and academic skills. It presents the development and validation of three distinct dimensions of interactive peer play with African American children attending Head Start. It reviews research examining associations between these 3 dimensions and childrens academic and social outcomes, as well as evidence-based interventions designed to foster interactive peer play for this population. It highlights challenges and directions for future research, with emphasis on the likely research needed to extend our understanding of interactive peer play experiences for Latino and Asian American children and the complex mechanisms through which positive peer interactions during early childhood may support childrens early learning and development.

Date:
January 2012
Publisher or Journal:
Volume:
6
Page/s:
225-231
Synonyms:
  • Academic outcomes
  • Cultural context
  • Developmental outcomes
  • Language
  • Literature review
  • Peers play
  • Pre-academic skills
  • Social play
  • Social-emotional
  • Socio-economic background
Relevant age group/s:

Bulotsky-Shearer, R. et al. (2016) The validity of interactive peer play competencies for Latino preschool children from low-income households (Journal Article)

Abstract:

In accord with a strength-based, eco-cultural model, the present study examined the validity a the Penn Interactive Peer Play Scale-Teacher report (PIPPS-T; Fantuzzo, Coolahan, Mendez, McDermott, & Sutton-Smith, 1998) for use with Latino preschool children from low-income backgrounds. Capitalizing upon a large, statewide sample of Latino children (N=824, M age = 52.54 months (SD = 8.73)), exploratory and confirmatory factor analyses identified three reliable and distinct dimensions of peer social competence: Play Interaction, Play Disruption, and Play Disconnection. Findings from multilevel models controlling for program, family, and child demographic variables, provided criterion-related validity for the three dimensions with some differential associations to concurrent assessments of children's learning-related and pre-academic skills at the end the Head Start year. Study findings extend prior research, supporting the utility of the PIPPS to assess the construct of peer social competence for Latino children from low-income backgrounds. Implications for early childhood research, practice, and policy are discussed. (C) 2015 Elsevier Inc. All rights reserved.

Date:
January 2016
Publisher or Journal:
Volume:
34
Page/s:
78-91
Synonyms:
  • Academic outcomes
  • Cultural context
  • Developmental outcomes
  • Literacy
  • Play assessment
  • Pre-academic skills
  • Scale validation
  • Social play
  • Social-emotional
  • Socio-economic background
Relevant age group/s:
Research discipline:

Christie, J. et al. (2006) Standards, Science, and the Role of Play in Early Literacy Education (Book Section)

Abstract:

In Play=Learning, top experts in child development and learning contend that in over-emphasizing academic achievement, our culture has forgotten about the importance of play for children's development.

Date:
January 2006
Publisher or Journal:
Volume:
Page/s:
57-73
Synonyms:
  • Academic outcomes
  • Literacy
  • Pre-academic skills
  • Pretend play
Relevant age group/s:
Research discipline:

Fisher, K. et al. (2013) Taking Shape: Supporting Preschoolers' Acquisition of Geometric Knowledge Through Guided Play (Journal Article)

Abstract:

Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child-centered, playful learning programs facilitate learning more than other methods, 4- to 5-year-old children (N = 70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate “sense-making,” such as guided play, undergird shape learning.

Date:
January 2013
Publisher or Journal:
Volume:
Page/s:
n/a–n/a
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Experimental
  • Free play
  • Learning
  • Playful learning
  • Pre-academic skills
  • Guided-play
Relevant age group/s:
Research discipline:

Lillard, A. (2012) Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs (Journal Article)

Abstract:

Research on the outcomes of Montessori education is scarce and results are inconsistent. One possible reason for the inconsistency is variations in Montessori implementation fidelity. To test whether outcomes vary according to implementation fidelity, we examined preschool children enrolled in high fidelity classic Montessori programs, lower fidelity Montessori programs that supplemented the program with conventional school activities, and, for comparison, conventional programs. Children were tested at the start and end of the school year on a range of social and academic skills. Although they performed no better in the fall, children in Classic Montessori programs, as compared with children in Supplemented Montessori and Conventional programs, showed significantly greater school-year gains on outcome measures of executive function, reading, math, vocabulary, and social problem-solving, suggesting that high fidelity Montessori implementation is associated with better outcomes than lower fidelity Montessori programs or conventional programs.

Author/s:
Date:
January 2012
Publisher or Journal:
Volume:
50
Page/s:
379-401
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Pre-academic skills
  • Problem-solving
  • Social cognition
  • Social-emotional
  • Executive function
Relevant age group/s:

Lillard, A. et al. (2006) The early years: Evaluating Montessori education (Journal Article)

Abstract:

Please click on the link provided below to read the abstract.

Date:
January 2006
Publisher or Journal:
Volume:
313
Page/s:
1893–1894
Synonyms:
  • Academic achievement
  • Developmental outcomes
  • Pre-academic skills
  • Social-emotional
  • 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. (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: