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# PEDAL

The Centre for Research on Play in Education, Development & Learning

## Sitemaps

- [XML Sitemap](https://www.pedalhub.net/sitemap.xml): Contains all public & indexable URLs for this website.

## Posts

- [News](https://www.pedalhub.net/news-events/news/)
- [Infant Mental Health Awareness Week: How can we help little minds thrive?](https://www.pedalhub.net/news-events/news/infant-mental-health-awareness-week-how-can-we-help-little-minds-thrive/) - It’s Infant Mental Health Awareness Week. At PEDAL, we are committed to conducting research that makes a difference to the lives of children and families right from the start. Our Helping Little Minds Thrive project is focused on the wellbeing of babies, young children, and their caregivers. Helping Little Minds Thrive aims to provide the
- [New report: Examining the implications of GenAI toys for young children](https://www.pedalhub.net/news-events/news/new-report-examining-the-implications-of-genai-toys-for-young-children/) - The first systematic study of how generative AI toys affect young children was published in March 2026. Commissioned by the children’s poverty charity, The Childhood Trust, the research focused on children from areas with high levels of socio-economic disadvantage. The year-long project, conducted by PEDAL researchers Dr Emily Goodacre and Professor Jenny Gibson, included structured
- [New article on home-based parenting intervention to reduce behavioural problems in young children](https://www.pedalhub.net/news-events/news/new-article-on-home-based-parenting-intervention-to-reduce-behavioural-problems-in-young-children/) - The long-term findings of our Healthy Start, Happy Start study were published in September 2025 in a paper for the Journal Of Child Psychology and Psychiatry. Behaviour problems are common in childhood and are associated with higher rates of mental health problems, educational and relationship difficulties throughout life. This study assessed whether a Video-feedback Intervention
- [New report: Play in the face of adversity](https://www.pedalhub.net/news-events/news/new-report-play-in-the-face-of-adversity-2/) - Today, we published a new report on the importance of play for children in the asylum-seeking system, particularly those living in hotel-type accommodation. The report was commissioned by the office of the Scottish Children and Young People’s Commissioner to inform their new Human Rights Analysis Report on Placing Children in Hotel-Type Accommodation. The Children’s Commissioner’s report describes
- [Play in Hospital Week 2023](https://www.pedalhub.net/news-events/news/play-in-hospital-week-2023/) - During my years working as a paediatrician, I was always curious about how children experienced their illnesses and the hospital environment. I immersed myself in the field of medical anthropology, learning about cultural and social factors that shape those healthcare experiences, and I became very interested in chronically ill children. Eventually, without a clear plan,
- [New article on diversity in autistic play](https://www.pedalhub.net/news-events/news/new-article-on-diversity-in-autistic-play/) - A new study published this month, by PEDAL researchers Emma Pritchard-Rowe and Professor Jenny Gibson, and colleagues Carmen de Lemos and Katie Howard, highlights the importance of centering autistic people’s perspectives when it comes to understanding how autistic people play. Existing research on autistic play has typically focused on ‘deficits’ in autistic people’s play,
- [‘Play to Heal’: A Visiting Student Researcher Perspective on Play and Health](https://www.pedalhub.net/news-events/news/play-to-heal-a-visiting-student-researcher-perspective-on-play-and-health/) - In this article, visiting student Cate Schultz from the Univeristy of North Carolina at Chapel Hill reflects on her internship in PEDAL. The UN declared in 1989 children’s right to play "a fundamental human right for all children" (UN, 1989). For children, “play is not a luxury, play is a necessity” (Dianne). Despite rising
- [“Play was not on lockdown”: Children’s perspectives on their play experiences during COVID-19](https://www.pedalhub.net/news-events/news/play-was-not-on-lockdown-childrens-perspectives-on-their-play-experiences-during-covid-19/)
- [Continuing the 'play and health revolution': Semana JIM® 2022](https://www.pedalhub.net/news-events/news/continuing-the-play-and-health-revolution-semana-jim-2022/) - A translation of this article in Spanish is available to download here. It’s hard to be a child in hospital. There are rules, restrictions, unfamiliar noises, weird smells, and unlimited procedures to endure. Alongside doing everything they can to treat and protect the child, parents and healthcare workers will also be helping them to deal
- [It's Mental Health Awareness Week: But what do we mean by mental health?](https://www.pedalhub.net/news-events/news/its-mental-health-awareness-week-but-what-do-we-mean-by-mental-health/) - This week is Mental Health Awareness Week and a range of events and activities are taking place to increase understanding of mental health, address stigma and campaign for change. Many people will use the term mental health without pausing to consider what they really mean by it. The same words can often mean different things
- [Understanding mental health in infancy and early childhood](https://www.pedalhub.net/news-events/news/understanding-mental-health-in-infancy-and-early-childhood/) - There is widespread concern about babies', children's and young people's mental health in the UK, particularly after the pandemic. Surveys of children, young people, parents, grandparents and teachers all reveal worries about mental health. Significant evidence shows us that the foundations for lifelong mental health are laid during pregnancy and the earliest years of life.
- [Keeping children at the centre of childcare policy: A response to Budget 2023](https://www.pedalhub.net/news-events/news/keeping-children-at-the-centre-of-childcare-policy-a-response-to-budget-2023/) - In today’s Budget the UK Government announced an expansion of the offer of 30 hours of free early childhood education and care (ECEC) to working parents with children aged nine months to three years old. This was accompanied by other measures intended to increase the availability and affordability of ECEC. The Budget was focused on
- [Building Connections: Who children play with may be key to their early communication skills](https://www.pedalhub.net/news-events/news/building-connections-who-children-play-with-may-be-key-to-their-early-communication-skills/) - Who children play with in their earliest years at school could be more important for their early communication than their fundamental social skills, new evidence shows. In a newly-reported study of 148 primary school children, researchers found that the friends they play with affect how they communicate with others, much more than their individual social
- [Celebrating International Play Therapy Week: Experiences of a Play Therapist](https://www.pedalhub.net/news-events/news/celebrating-international-play-therapy-week-experiences-of-a-play-therapist/) - Hello! I'm Cary M. Hamilton, a registered Play Therapist Supervisor in the Pacific Northwest of the United States. I have a group practice of play therapists and I am the Director of Play Therapy at Antioch University. I have been a practicing play therapist for the last 20 years. Through the three examples in this
- [Celebrating International Play Therapy Week: What is play therapy and why is it important?](https://www.pedalhub.net/news-events/news/celebrating-international-play-therapy-week-what-is-play-therapy-and-why-is-it-important/) - Play is essential to the healthy development of every child. Play supports social, emotional, cognitive and physical growth and development. Play is a part of children's lives that happens naturally and in its own right has immense value1-2. Grown-ups across many different professional fields have taken an interest in play. Play does not belong to
- [Mental Health Matters: The implications of Government scrapping the Mental Health Plan](https://www.pedalhub.net/news-events/news/mental-health-matters-the-implications-of-government-scrapping-the-mental-health-plan/) - Last summer, the Government consulted widely on a "mental health and wellbeing plan". There was a widely welcomed commitment to "improving mental health and wellbeing outcomes, particularly for people who experience worse outcomes than the general population. This is a key part of our commitment to 'level up', and address unequal outcomes and life chances
- [Stalled social skills, ruptured learning: Ethiopian schools exemplify COVID-19's aftershock for the world's poorest children](https://www.pedalhub.net/news-events/news/stalled-social-skills-ruptured-learning-ethiopian-schools-exemplify-covid-19s-aftershock-for-the-worlds-poorest-children/) - School closures during the COVID-19 pandemic have "severely ruptured" the social and emotional development of some of the world's poorest children, as well as their academic progress. This is according to new evidence published by PEDAL researchers Stephen Bayley and Prof Paul Ramchandani , in collaboration with the Research for Equitable Access and Learning (REAL) Centre
- [Reflecting on the PEDAL Play Conference 2022](https://www.pedalhub.net/news-events/news/reflecting-on-the-pedal-play-conference-2022/) - On 8th September 2022, we were thrilled to welcome over 100 attendees to the Donald McIntyre Building to discuss all things play at our first in-person conference since the pandemic. This event gave guests the opportunity to engage with cutting edge research & practice in the fields of play in different cultures, learning environments, and
- [Play: A Window into Children's Social Worlds](https://www.pedalhub.net/news-events/news/play-a-window-into-childrens-social-worlds/) - Prof Anthony Pellegrini joined a group of esteemed academics as part of Dr Jenny Gibson & Dr Vicky Leong 's two day symposium entitled 'Breaking Barriers' on 11th & 12th September 2017. Looking at how research in the field can be enriched by new technology, Prof Pellegrini talked about the difficulty of defining...
- [New Professor for PEDAL](https://www.pedalhub.net/news-events/news/new-professor-for-pedal/) - We are delighted to introduce the new LEGO Professor of Play in Education, Development & Learning - Professor Paul Ramchandani . Find out more about the first LEGO Professor of Play in Education, Development and Learning from the University of Cambridge. BBC Article For all media enquiries please contact the University...
- [Depression and playfulness in fathers](https://www.pedalhub.net/news-events/news/prof-paul-ramchandani-paper-published-on-depression-and-playfulness-in-fathers/) - A research paper has been published by Prof Paul Ramchandani entitled 'Depression in and playfulness in fathers and young infants: A matched design comparison study'. Key findings include: playful behaviours at 3-months differ between depressed and non-depressed fathers; depressed fathers use less playful excitation...
- [PEDAL's Dr Ciara Laverty in PlayFutures webinar](https://www.pedalhub.net/news-events/news/pedals-dr-ciara-laverty-in-playfutures-webinar/) - Watch the webinar about playing with infants and toddlers, featuring Dr Vicky Leong (Department of Pscyhology, University of Cambridge), Dr Ciara Laverty (Faculty of Education, University of Cambridge), and Dr Melissa Scarpate (Faculty of Education, University of Cambridge).
- [Exploring 'Encanto' and intergenerational trauma](https://www.pedalhub.net/news-events/news/exploring-encanto-and-intergenerational-trauma/) - A new research paper published by PEDAL PhD student Sydney Conroy, entitled 'Narrative Matters: Encanto and intergenerational trauma', suggests that engaging with popular children's films might be the key to unlocking conversations around intergenerational trauma with young people and their families. In her analysis of the 2021 Disney hit, Conroy highlights that the relationship between

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## Resources

- [What Role for Children’s Self-Regulation in the Challenges Surrounding their Digital Activity?](https://www.pedalhub.net/resource-library/resource/item/what-role-for-childrens-self-regulation-in-the-challenges-surrounding-their-digital-activity/) - David Whitebread Memorial Lecture: What Role for Children’s Self-Regulation in the Challenges Surrounding their Digital Activity? Presented by Professor Steven Howard at the PEDAL Conference 2026. Steven Howard is a Senior Academic Research Leader in Child Development and Education with the Department of Education at the University of Oxford.
- [How We Turn Policy and Evidence into Better Outcomes for Children in their Early Years](https://www.pedalhub.net/resource-library/resource/item/how-we-turn-policy-and-evidence-into-better-outcomes-for-children-in-their-early-years/) - The Hard Yards of Delivery: How We Turn Policy and Evidence into Better Outcomes for Children in their Early Years Presented by Aida Cable as the keynote at the PEDAL Conference 2026. This session highlights how Thrive at Five ensures good policy survives contact with reality, and sets out some practical examples from programmes in
- [Promoting Infant and Early Childhood Mental Health in Everyday Practice](https://www.pedalhub.net/resource-library/resource/item/promoting-infant-and-early-childhood-mental-health-in-everyday-practice/) - How do we bring what we know about babies' mental health into everyday moments with families? This workshop pulled on the latest evidence and frontline practice to explore the relational processes that matter most in early life. Presentations included the specialist parent-infant therapy context and the health visiting setting, followed by a small-group activity using
- [Playful Books with Babies and Young Children](https://www.pedalhub.net/resource-library/resource/item/playful-books-with-babies-and-young-children/) - Playtime with Books: Scaling an Evidence-Based Book Sharing Intervention Presented by PEDAL researchers Dr Tom King and Dr Eloise Stevens at the PEDAL Conference 2026, as part of the workshop session titled: 'Playful books with babies and young children'. This session explored how everyday book sharing moments can support babies and young children's development. Parent
- [Early Years Library Introductory Workshop for Leaders and Champions](https://www.pedalhub.net/resource-library/resource/item/early-years-library-introductory-workshop-for-leaders-and-champions/) - On this page you will find all the resources needed for the Early Years Library Introductory Workshop for Leaders and Champions. If you are not a leader or a champion in your nursery, you should do the Introductory Workshop for Early Years Educators. Start with the welcome video below, which will give you a brief
- [A Playful Start to School](https://www.pedalhub.net/resource-library/resource/item/a-playful-start-to-school/) - The Importance of Play and Peer Relationships at the Transition to Reception Presented by Dr Elian Fink at the PEDAL Conference 2026 as part of the workshop session titled: 'A Playful Start to School'. This session explored how children's play and friendships evolve as they move through the different stages of early years provision into
- [Early Years Library Introductory Workshop for Early Years Educators](https://www.pedalhub.net/resource-library/resource/item/early-years-library-introductory-workshop-for-early-years-educators/) - On this page you will find all the resources needed for the Early Years Library Introductory Workshop for Early Years Educators. If you are acting as an Early Years Library leader or champion in your nursery, you should do the Introductory Workshop for Early Years Leaders. Start with the welcome video, further below, which will
- [Coping with Changes: Supporting social and emotional learning in early childhood](https://www.pedalhub.net/resource-library/resource/item/coping-with-changes-supporting-social-and-emotional-learning-in-early-childhood/) - Natalie Kirby, Elizabeth Byrne, and Paul Ramchandani
- [Project Report: AI in the Early Years](https://www.pedalhub.net/resource-library/resource/item/project-report-ai-in-the-early-years/) - The rapid rise of Generative Artificial Intelligence (GenAI) means we are now seeing GenAI designed and marketed for direct use by young children through toys. This report details research findings from our AI in the Early Years project, which aimed to provide a scientific basis for identifying the impacts, risks, and opportunities of GenAI toys
- [Explorando el bienestar de los niños y las niñas autistas en Medellín](https://www.pedalhub.net/resource-library/resource/item/explorando-el-bienestar-de-los-ninos-y-las-ninas-autistas-en-medellin/) - Si tienes diagnóstico de autismo o eres familiar de alguien con este diagnóstico en Medellín, ¡esta invitación es para ti! En Colombia, aún sabemos poco sobre cómo se vive el autismo en el día a día. Muchas de las investigaciones provienen de otros países y no reflejan la realidad colombiana. Por eso, hoy queremos escuchar
- [Communication with friends and non-friend peers: an examination of dyadic connectedness across two play contexts](https://www.pedalhub.net/resource-library/resource/item/communication-with-friends-and-non-friend-peers-an-examination-of-dyadic-connectedness-across-two-play-contexts/) - This study examines the extent to which children's connectedness is influenced by interaction context and friendship status. Research findings show that although friends engaged in similar rates of connected talk across two contexts, non-friends engaged in more connected talk during goal-directed drawing when compared to free-play. It is therefore important to focus on both context
- [Take part in the Early Years Library Project](https://www.pedalhub.net/resource-library/resource/item/take-part-in-the-early-years-library-project/) - Thank you for your interest in the Early Years Library. We are currently recruiting nurseries to take part in our project, which will take place between March and July 2026. To help you find out more about our project and what it would involve, we have created four short videos. Please watch all four videos
- [Innovative methods to centre children in research: Celebrating 10 years of play with the PEDAL Research Centre](https://www.pedalhub.net/resource-library/resource/item/innovative-methods-to-centre-children-in-research-celebrating-10-years-of-play-with-the-pedal-research-centre/) - This paper was published by International Journal of Play in October 2025.
- [A scoping review of teacher training programs to promote learning through play in pre- and primary schools](https://www.pedalhub.net/resource-library/resource/item/a-scoping-review-of-teacher-training-programs-to-promote-learning-through-play-in-pre-and-primary-schools/) - This paper was published by the Journal of Early Childhood Teacher Education in September 2025.
- [Moving toward a strengths-based understanding of autistic people’s play](https://www.pedalhub.net/resource-library/resource/item/moving-toward-a-strengths-based-understanding-of-autistic-peoples-play/) - How do autistic adults experience and view their play?
- [Long-term follow-up of a randomised controlled trial of a brief home-based parenting intervention to reduce behavioural problems in young children](https://www.pedalhub.net/resource-library/resource/item/long-term-follow-up-of-a-randomised-controlled-trial-of-a-brief-home-based-parenting-intervention-to-reduce-behavioural-problems-in-young-children/) - The long-term findings of our Healthy Start, Happy Start study have been published in a paper for the Journal Of Child Psychology And Psychiatry.
- [Understanding how certain personality traits impact children’s enjoyment of school and teachers’ perceptions of children’s behaviour](https://www.pedalhub.net/resource-library/resource/item/understanding-how-certain-personality-traits-impact-childrens-enjoyment-of-school-and-teachers-perceptions-of-childrens-behaviour/) - Read a summary of this recent paper published by Emotional and Behavioural Difficulties which used data from the Healthy Start, Happy Start study.
- [Play, physical activity, and physical health](https://www.pedalhub.net/resource-library/resource/item/play-physical-activity-and-physical-health/) - How can active play help improve children's access to physical activity and their physical health?
- [Play, access and opportunity: Game-changing action for children](https://www.pedalhub.net/resource-library/resource/item/play-access-and-opportunity-game-changing-action-for-children/) - In this presentation from the PEDAL Conference 2025, Dr Julian Grenier, Senior Content and Engagement Manager for Early Years at the Education Endowment Foundation, draw on his experience of working in early education and care for more than three decades.
- [Leveraging alternative systems to support children’s development amid crisis](https://www.pedalhub.net/resource-library/resource/item/leveraging-alternative-systems-to-support-childrens-development-amid-crisis/) - Dr Nikhit D’Sa, a developmental psychologist and applied education researcher, share lessons from four years of research with communities in Haiti at the PEDAL Conference 2025.
- [Children’s risky play: Thrilling experiences and developmental benefits](https://www.pedalhub.net/resource-library/resource/item/childrens-risky-play-thrilling-experiences-and-developmental-benefits/) - Ellen Beate Hansen Sandseter, Professor at the Department of Physical Education and Health at Queen Maud University College of Early Childhood Education, Norway, attended the PEDAL Conference 2025 to give the David Whitebread Memorial Lecture.
- [AI, toys and the future](https://www.pedalhub.net/resource-library/resource/item/ai-toys-and-the-future/) - These recordings formed the "AI, toys and the future" session, presented by Prof Rosie Flewitt and PEDAL's Dr Emily Goodacre.
- [Building a community for change](https://www.pedalhub.net/resource-library/resource/item/building-a-community-for-change/) - Sally Hogg, Eleanor Ireland and Amy McNaughton share how they’re building collaborations to drive change for children of the future.
- [Early childhood development and the ‘next 1000 days’](https://www.pedalhub.net/resource-library/resource/item/early-childhood-development-and-the-next-1000-days/) - Dr Catherine Draper, Associate Professor in the SAMRC Developmental Pathways for Health Research Unit at the University of the Witwatersrand in South Africa, attended the PEDAL Conference 2025 to present her work on ‘the next 1000 days’ (2-5 years).
- [Play: The future of learning and thriving](https://www.pedalhub.net/resource-library/resource/item/play-the-future-of-learning-and-thriving/) - Bo Stjerne Thomsen, Head of Educational Impact at LEGO Education, attended the PEDAL Conference 2025 to discuss how play can be more deeply integrated into education, work, and society.
- [Delivering on the Plan for Change to give every child the best start in life](https://www.pedalhub.net/resource-library/resource/item/delivering-on-the-plan-for-change-to-give-every-child-the-best-start-in-life/) - Stephen Morgan MP, Minister of Early Education at the Department of Education attended the PEDAL Conference 2025 to speak about the Plan for Change and giving every child the best start in life.
- [Supporting families with their children's behaviour: The Healthy Start, Happy Start Study](https://www.pedalhub.net/resource-library/resource/item/supporting-families-with-their-childrens-behaviour-the-healthy-start-happy-start-study/) - Christine O’Farrelly, Hilary Watt, Daphne Babalis, Marian Bakermans-Kranenburg, Beth Barker, Sarah Byford, Poushali Ganguli, Ellen Grimas, Jane Iles, Holly Mattock, Julia McGinley, Charlotte Phillips, Rachael Ryan, Stephen Scott, Jessica Smith, Alan Stein, Eloise Stevens, Marinus van IJzendoorn, Jane Warwick, Paul Ramchandani.
- [Supporting Learning Through Play](https://www.pedalhub.net/resource-library/resource/item/supporting-learning-through-play/) - A Play Commission Submission by Dr Soizic Le Courtois, Manogya Sahay and Qiming Liu
- [Universality without Uniformity: Appreciating High-Quality Practices in Low-Resource Settings](https://www.pedalhub.net/resource-library/resource/item/universality-without-uniformity-appreciating-high-quality-practices-in-low-resource-settings/) - In this PEDAL Conference 2024 keynote, Professor Junlei Li speaks about the power of everyday interactions in early childhood.
- [Designing Evidence-Based Parenting Support for Impact at Scale](https://www.pedalhub.net/resource-library/resource/item/designing-evidence-based-parenting-support-for-impact-at-scale/) - In this PEDAL Conference 2024 keynote, Louise Bazalgette speaks about the scale of the challenge in closing the gap in early years outcomes in the UK.
- [The Oxford Brain Story: Embedding an understanding of the importance of the early years](https://www.pedalhub.net/resource-library/resource/item/the-oxford-brain-story-embedding-an-understanding-of-the-importance-of-the-early-years/) - In this PEDAL Conference 2024 keynote, Louise Dalton presents her programme of work entitled the Oxford Brain Story.
- [Innovative approaches in the development of parenting support: Moving beyond manualised programmes](https://www.pedalhub.net/resource-library/resource/item/innovative-approaches-in-the-development-of-parenting-support-moving-beyond-manualised-programmes/) - In this PEDAL Conference 2024 recording, Dr Beth Barker presents The Golden Threads project and Dr Caroline White talks about Invest in Play.
- [Innovative ways to use technology to support parent-child interaction](https://www.pedalhub.net/resource-library/resource/item/innovative-ways-to-use-technology-to-support-parent-child-interaction/) - In this PEDAL Conference 2024 recording, Rob Hughes presents Tandem - a ground-breaking app which uses AI to support active engagement between parents and children, and Eloise Stevens and Nesta's Lauren Liotti and Zhen Rao talk about PEDAL’s Playtime with Books programme.
- [Innovative approaches to support language development and the home learning environment](https://www.pedalhub.net/resource-library/resource/item/innovative-approaches-to-support-language-development-and-the-home-learning-environment/) - In this PEDAL Conference 2024 recording, Prof Jenny Gibson presents her research findings that demonstrate the connections between a high-quality early language and communication environment in the home and children’s later school readiness and literacy outcomes in key stage 2.
- [Innovative ways to support decision makers to use evidence in national and local systems](https://www.pedalhub.net/resource-library/resource/item/innovative-ways-to-support-decision-makers-to-use-evidence-in-national-and-local-systems/) - In this PEDAL Conference 2024 recording, Sally Hogg presents PEDAL's Mobilise programme and Foundations' Becky Saunders talks about Foundations' work to support local systems to improve services for families with young children.
- [Using young children's perspectives in research and practice](https://www.pedalhub.net/resource-library/resource/item/using-young-childrens-perspectives-in-research-and-practice/) - In this PEDAL Conference 2024 recording, PEDAL staff present research which uses playful methods to elicit the perspectives of young children to better understand their experiences of school and hospital.
- [Common elements approaches to support early childhood development](https://www.pedalhub.net/resource-library/resource/item/common-elements-approaches-to-support-early-childhood-development/) - In this PEDAL Conference 2024 recording, Prof Sara Baker, CEI's Dr Stephanie Smith and Emma Cook from Department of Health and Social Care present: Common elements approaches to support early childhood development.
- [A playful retrospective on the power of play for young children and children living in contexts of conflict and crisis](https://www.pedalhub.net/resource-library/resource/item/a-playful-retrospective-on-the-power-of-play-for-young-children-and-children-living-in-contexts-of-conflict-and-crisis/) - In this PEDAL Conference 2024 keynote, Paul Frisoli playfully reflects on the last 5 years of The LEGO Foundation funding in humanitarian settings.
- [Early Years Library](https://www.pedalhub.net/resource-library/resource/item/early-years-library/) - Learn more about these free resources designed to help early childhood education practitioners support young children’s development of essential skills.
- [Early Years Library Introductory Workshop](https://www.pedalhub.net/resource-library/resource/item/early-years-library-introductory-workshop/) - On this page you will find all the resources needed for the Early Years Library Introductory Workshop. Start with the welcome video below, which will give you a brief introduction to the workshop. Then watch the videos in order. Leaders and champions should watch videos 1 to 7. Other members of staff only need to
- [It’s a Pandemic in the Playborhood: An International Perspective of Play Therapists on the COVID-19 Pandemic](https://www.pedalhub.net/resource-library/resource/item/its-a-pandemic-in-the-playborhood-an-international-perspective-of-play-therapists-on-the-covid-19-pandemic/) - The COVID-19 pandemic, lockdowns and beyond, impacted many professions and workplaces, including therapists and their therapy rooms.
- [Trusting play to be meaningful data: using sand tray as a play-based research method with an adapted interpretative phenomenological analysis](https://www.pedalhub.net/resource-library/resource/item/trusting-play-to-be-meaningful-data-using-sand-tray-as-a-play-based-research-method-with-an-adapted-interpretative-phenomenological-analysis/) - PEDAL PhD student Sydney Conroy explores using play itself as data for the purpose of research.
- [PEDAL's new report for the Starlight Children's Foundation](https://www.pedalhub.net/resource-library/resource/item/pedals-new-report-for-the-starlight-childrens-foundation/) - This literature review explores the connection between play and children’s health in healthcare contexts.
- [PEDAL’s new report for The Centre for Emotional Health](https://www.pedalhub.net/resource-library/resource/item/how-can-emotionally-healthy-workplaces-support-emotionally-healthy-families/) - Our new report investigates how employers’ can support parents’ emotional health and their parenting.
- [Fostering the psychological wellbeing of children diagnosed with cancer: Multidisciplinary insights in paediatric oncology](https://www.pedalhub.net/resource-library/resource/item/fostering-the-psychological-wellbeing-of-children-diagnosed-with-cancer-multidisciplinary-insights-in-paediatric-oncology/) - PEDAL PhD student Paulina Perez-Duarte Mendiola contributed to this paper which was published last month in the Psycho-oncology section of Frontiers in Psychology.
- [Book sharing videos for caregivers and EY practitioners](https://www.pedalhub.net/resource-library/resource/item/what-is-book-sharing/) - As part of PEDAL's Playtime with Books project, we created two videos for our YouTube channel that explain what book sharing is, how to do it, how it benefits children and what it might look like.
- [Understanding & supporting mental health in infancy & early childhood: a PEDAL and UNICEF UK toolkit](https://www.pedalhub.net/resource-library/resource/item/understanding-supporting-mental-health-in-infancy-early-childhood-a-pedal-and-unicef-uk-toolkit/) - In this PEDAL Conference 2023 lecture, PEDAL's Senior Policy Fellow Sally Hogg presents PEDAL’s work with UNICEF UK on the new toolkit for understanding and supporting mental health in infancy and early childhood.
- [Playful approaches to research](https://www.pedalhub.net/resource-library/resource/item/playful-approaches-to-research/) - In this PEDAL Conference 2023 recording, Dr Beth Barker, Dr Kelsey Graber, and PhD students Sydney Conroy and Carolyn Mazzei (PEDAL) discuss how play itself can be used as an ethos and a tool to support our explorations of play, development, and learning in childhood during our research studies.
- [A vision for happy, healthy childhoods in the UK](https://www.pedalhub.net/resource-library/resource/item/a-vision-for-happy-healthy-childhoods-in-the-uk/) - In this PEDAL Conference 2023 keynote lecture, Helen Hayes (Shadow Children's Minister and Labour MP forDulwich & West Norwood) shares Labour's vision for childhood.
- [A future for the world’s children? Play as the basis of a new paradigm for a world on fire](https://www.pedalhub.net/resource-library/resource/item/a-future-for-the-worlds-children-play-as-the-basis-of-a-new-paradigm-for-a-world-on-fire/) - In this PEDAL Conference 2023 keynote lecture, Professor Mark Tomlinson (Stellenbosch University) discusses the important role of play in building minds and brains in the future that are built for creativity, adaptation, collaboration, connectedness and resilience.
- [Public health campaigns: supporting infant mental health through encouraging playful interactions](https://www.pedalhub.net/resource-library/resource/item/public-health-campaigns-supporting-infant-mental-health-through-encouraging-playful-interactions/) - In this PEDAL Conference 2023 recording, Margaret Gallagher (NSPCC) and Alex Spragg (Better Start Bradford) talk about how two public health campaigns supported infant mental health through encouraging playful interactions.
- [Prisons, hospitals and schools: challenges and opportunities introducing play in different settings](https://www.pedalhub.net/resource-library/resource/item/prisons-hospitals-and-schools-challenges-and-opportunities-introducing-play-in-different-settings/) - In this PEDAL Conference 2023 recording, Dr Paulina Pérez-Duarte (PEDAL), Dina Fajardo (PEDAL) & Mercedes Castañeda (Reinserta) explore and advocate for the use of play in challenging settings, as well as those opportunities where play can enable a powerful change in children’s mental health.
- [The complex possibilities of play in schools](https://www.pedalhub.net/resource-library/resource/item/the-complex-possibilities-of-play-in-schools/) - In this PEDAL Conference 2023 recording, Dr James Biddulph and Aimee Durning (University of Cambridge Primary School) discuss play's place in the curriculum, and how they have used play to nurture and promote mental wellness for some of the most vulnerable children within their school community.
- [The therapeutic powers of play: play therapy as a mental health treatment](https://www.pedalhub.net/resource-library/resource/item/the-therapeutic-powers-of-play-play-therapy-as-a-mental-health-treatment/) - In this PEDAL Conference 2023 recording, Siobhán Prendiville (Children's Therapy Centre in Ireland) talks about the therapeutic powers of play and highlights how well Play Therapy sits within a neurosequential approach to psychotherapy.
- [Supporting play for neurodivergent children](https://www.pedalhub.net/resource-library/resource/item/supporting-play-for-neurodivergent-children/) - In this PEDAL Conference 2023 recording, we hear from Kerry Murphy (Goldsmiths, University of London) and Dr Gina Gomez de la Cuesta and Abi Dodson (Play Included) share their expertise on play and its significance in diverse child development.
- [Creating Classrooms for Change: Developing cognitive flexibility in schools in Rwanda](https://www.pedalhub.net/resource-library/resource/item/creating-classrooms-for-change-developing-cognitive-flexibility-in-schools-in-rwanda/) - This research looked at how schools in Rwanda foster students’ skills for adaptability - their capacity to create, innovate and adjust to shifting circumstances. It uses the psychological lens of cognitive flexibility.
- [Why and how do healthcare professionals use play in clinical practice?](https://www.pedalhub.net/resource-library/resource/item/why-and-how-healthcare-professionals-use-play-in-clinical-practice/) - We explored what healthcare professionals in different roles and different countries understood to be important and useful about the role of play in paediatric practice.
- [Learning through play in Global Majority countries: Reflections from the PEDAL Centre on understanding and adapting the concept in four different contexts](https://www.pedalhub.net/resource-library/resource/item/learning-through-play-in-global-majority-countries-reflections-from-the-pedal-centre-on-understanding-and-adapting-the-concept-in-four-different-contexts/) - This paper in the International Journal of Play interrogates the concept of learning through play in different global contexts.
- [What is a common elements approach?](https://www.pedalhub.net/resource-library/resource/item/what-is-a-common-elements-approach/) - This short animation explains what a common elements approach is, and why PEDAL are using it in our research.
- [Infographic on Children’s Executive Functions](https://www.pedalhub.net/resource-library/resource/item/infographic-on-childrens-executive-functions/) - This infographic on executive functions can be shared with ECD practitioners, teachers, parents, caregivers, health professionals, and anyone else interested in children’s cognitive development.
- [Four playful ways to help with anxiety](https://www.pedalhub.net/resource-library/resource/item/four-playful-ways-to-help-with-anxiety/) - How can we use play to help our bodies recognise we are safe and reduce our anxiety level?
- [Staying self-regulated in the classroom: The role of children's executive functions and situational factors](https://www.pedalhub.net/resource-library/resource/item/staying-self-regulated-in-the-classroom-the-role-of-childrens-executive-functions-and-situational-factors/) - We wanted to explore how an individual child's self-regulation might vary between different activities.
- [Centring children's lived experiences in understanding the importance of play in hospitals](https://www.pedalhub.net/resource-library/resource/item/centring-childrens-lived-experiences-in-understanding-the-importance-of-play-in-hospitals/) - We wanted to understand what playing in hospital is like from the perspectives and experiences of young children themselves.
- [Using play to help the world’s children to heal, learn and thrive: David Whitebread Memorial Lecture 2024](https://www.pedalhub.net/resource-library/resource/item/using-play-to-help-the-worlds-children-to-heal-learn-and-thrive-david-whitebread-memorial-lecture-2024/) - This is a recording of the 2024 David Whitebread memorial lecture, on the first International Day of Play. The lecture was given by Dr Erum Mariam, Executive Director of BRAC Institute of Educational Development, and was followed by a panel discussion with global experts.
- [Listening to children with empathy - the ethical case](https://www.pedalhub.net/resource-library/resource/item/listening-to-children-with-empathy-the-ethical-case/) - In this piece, Soizic le Courtois argues that advice given to parents should draw on scientific evidence about children's subjective wellbeing, children's perspectives and the contribution of any practice to children's development and outcomes. We should also be attuned to our empathetic responses to children, which can give us clues about the "right" thing to do.
- [A playful, evidence-informed approach to maths education](https://www.pedalhub.net/resource-library/resource/item/a-playful-evidence-informed-approach-to-maths-education/) - How PEDAL research can help a government committed to improving maths outcomes to think more creatively about how to achieve this goal.
- [Do educational programmes for healthcare professionals focus on play?](https://www.pedalhub.net/resource-library/resource/item/do-educational-programmes-for-healthcare-professionals-focus-on-play/) - This literature review looked at the evidence to understand how educational programmes for healthcare professionals include the use of play. It found that play is not consistently or systematically integrated into medical education.
- [Play in the face of adversity](https://www.pedalhub.net/resource-library/resource/item/play-in-the-face-of-adversity/) - Read our paper for the Scottish Children's Commissioner about the value of play for children in the asylum seeking system.
- [Diversity in autistic play: Autistic adults’ experiences](https://www.pedalhub.net/resource-library/resource/item/diversity-in-autistic-play/) - In this research, we take a neurodiversity-informed approach to understanding autistic play. This means understanding autistic play in terms of differences, strengths and difficulties rather than simply deficits. We also focus on what autistic people say about their play. We were interested in how autistic adults experience play, as well as how they think their play is different to non-autistic play.
- [ITAKOM Conference 2023: Moving towards a strengths-based approach to autism diagnostic assessment](https://www.pedalhub.net/resource-library/resource/item/itakom-conference-2023-moving-towards-a-strengths-based-approach-to-autism-diagnostic-assessment/) - Neurodiversity-informed approaches enable us to move away from simply understanding autism in terms of difficulties. In this video, PEDAL PhD student Emma Pritchard-Rowe presents a summary of her research on holistic, strengths-based approaches to diagnostic assessment which centre autistic voices & have a positive impact on autistic people's wellbeing and self-esteem. This poster was originally
- [Narrative Matters: 'Encanto' and intergenerational trauma](https://www.pedalhub.net/resource-library/resource/item/narrative-matters-encanto-and-intergenerational-trauma/) - Read a summary of Sydney Conroy's publication about how themes in Encanto might support children's mental health.
- [Exploring play in hospitals in Spain, Australia and England](https://www.pedalhub.net/resource-library/resource/item/exploring-play-in-hospitals-in-spain-australia-and-england/) - In this article, Paulina reflects on her travels and what she has learned about Health Play Specialists and their importance to children in hospital.
- [All Work and No Play? Busting the Binary in Majority World Settings](https://www.pedalhub.net/resource-library/resource/item/all-work-and-no-play-busting-the-binary-in-majority-world-settings/) - In this Play Piece, Stephen discusses whether work and play are different, and the value of play as distinct from work.
- [PEDAL PhD Series: Applying for a PhD at PEDAL](https://www.pedalhub.net/resource-library/resource/item/pedal-phd-series-applying-for-a-phd-at-pedal/) - Have you ever wondered what it's like to do a PhD? Would you like to know more about studying here at PEDAL? In the PEDAL PhD series, current PEDAL students discuss their experiences of studying a PhD at the University of Cambridge and answer some of your questions about the application process.
- [INSAR 2023: Professionals' perspectives on strengths-based autism diagnostic assessment](https://www.pedalhub.net/resource-library/resource/item/insar-2023-professionals-perspectives-on-strengths-based-autism-diagnostic-assessment/) - Neurodiversity-informed approaches enable us to move away from simply understanding autism in terms of difficulties. In this video, PEDAL PhD student Emma Pritchard-Rowe presents a summary of her research on professionals' perspectives of holistic, strengths-based approaches to diagnostic assessment - which can have a positive impact on autistic people's wellbeing and enhance the support available
- [INSAR 2023: Autistic adults' perspectives and experiences of play-based assessments](https://www.pedalhub.net/resource-library/resource/item/insar-2023-autistic-adults-perspectives-and-experiences-of-play-based-assessments/) - Neurodiversity-informed & strengths-based approaches can help enrich our understanding of autistic play and the diverse array of strengths that autistic people have. In this video, PEDAL PhD student Emma Pritchard-Rowe presents a summary of her research on autistic adults' experiences of play-based assessments. This poster was originally presented at the International Society for Autism Research
- [Understanding and supporting mental health in infancy and early childhood: A PEDAL and UNICEF UK Toolkit](https://www.pedalhub.net/resource-library/resource/item/understanding-and-supporting-mental-health-in-infancy-and-early-childhood-a-pedal-and-unicef-uk-toolkit/) - There is widespread concern about babies’, children’s and young people’s mental health in the UK, particularly after the pandemic. Surveys of children, young people, parents, grandparents and teachers all reveal worries about mental health. Significant evidence shows us that the foundations for lifelong mental health are laid during pregnancy and the earliest years of life. Thankfully, this is more widely
- [Harnessing New Technology to Better Understand the Family Language Environment](https://www.pedalhub.net/resource-library/resource/item/harnessing-new-technology-to-better-understand-the-family-language-environment/) - In this PEDAL presentation, Dr Elian Fink talks about the collaborative project Baby Talk, where they used a light-weight wearable pedometer to record infant-caregiver interactions. Play interactions between infant and caregiver have been studied in developmental psychology under many guises, including attachment behaviours, parental sensitivity and scaffolding. Baby Talk aimed to explore the association between
- [Shaping Social Play Behaviour in Interactive Playgrounds](https://www.pedalhub.net/resource-library/resource/item/__trashed/) - The introduction of sensing technology in traditional play spaces such as playgrounds has given rise to the possibility of analysing children’s behaviour during actual play. Not only can this help to better understand what is going on during games but when combined with feedback and actuation technology, such as projections or robots, it can be
- [PEDAL Seminar: Self-regulation - Foundation skills for children's healthy development](https://www.pedalhub.net/resource-library/resource/item/pedal-seminar-self-regulation-foundation-skills-for-childrens-healthy-development/) - Part of the PEDAL Seminar series, in this seminar PEDAL and the Psychology & Education research group at the Faculty of Education, University of Cambridge come together to discuss the importance of children's self-regulation skills. This seminar is introduced by Dr David Whitebread, and is presented by Dr Megan McClelland (Hallie Ford Center for Healthy
- [Play: A window into children's social worlds](https://www.pedalhub.net/resource-library/resource/item/play-a-window-into-childrens-social-worlds/) - This was a keynote lecture from world renowned Professor of Educational Psychology, Professor Anthony Pellegrini titled Object Use & Play in Childhood: Development and Possible Social Functions. Professor Pellegrini discussed the potential evolutionary significance of play and the challenges and rewards of getting scientists out of the lab and onto the playground! Professor Anthony Pellegrini
- [A Prescription for Play: Why play fosters social and cognitive development](https://www.pedalhub.net/resource-library/resource/item/a-prescription-for-play-why-play-fosters-social-and-cognitive-development/) - Join PEDAL for a public lecture by world-renowned psychologist Kathy Hirsh-Pasek, evaluating the evidence for the importance of free play and guided play as a catalyst for learning in social and cognitive development. Kathy explored why play, particularly guided play, might offer a successful midway position between the warring factions of playful and didactic approaches
- [PEDAL Seminar: Play and Learning in Finnish Education Policy and Practice](https://www.pedalhub.net/resource-library/resource/item/pedal-seminar-play-and-learning-in-finnish-education-policy-and-practice/) - 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
- [PEDAL Seminar: Pretence and Creativity during Childhood and Beyond](https://www.pedalhub.net/resource-library/resource/item/pedal-seminar-pretence-and-creativity-during-childhood-and-beyond/) - This joint Psychology & Education and PEDAL seminar by Dr Julie Kirkham examines pretend play and creativity in the context of early and middle childhood. Dr Julie Kirkham is a Senior Psychology Lecturer and Programme Leader for the MSc Family and Child Psychology at the University of Chester. Her research interests include children’s symbolic development
- [PEDAL Seminar: Play, self-regulation and early childhood - What does research say?](https://www.pedalhub.net/resource-library/resource/item/pedal-seminar-play-self-regulation-and-early-childhood-what-does-research-say/) - 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 highlight the effects of early education on development, attainment and fulfilling individual
- [PEDAL Seminar: Bringing Self-Regulated Learning to Classrooms through Research Practice Partnerships](https://www.pedalhub.net/resource-library/resource/item/pedal-seminar-bringing-self-regulated-learning-to-classrooms-through-research-practice-partnerships/) - 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
- [PEDAL Workshop: Pedagogy of Play Workshop](https://www.pedalhub.net/resource-library/resource/item/pedal-workshop-pedagogy-of-play-workshop/) - PEDAL invited Ben Mardell (Project Zero, Harvard University) and Camilla Uhre Fog (Head of the International School of Billund) to share with teachers at the University of Cambridge Primary School 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
- [PEDAL | BBC Breakfast report on playful writing](https://www.pedalhub.net/resource-library/resource/item/pedal-bbc-breakfast-report-on-playful-writing/) - Acting Director of PEDAL, Dr David Whitebread, is interviewed in a BBC Breakfast report on playful approaches to learning and 'playful writing' in schools. This report was originally recorded in February 2017.
- [PlayFutures webinar with PEDAL: Playing with infants and toddlers](https://www.pedalhub.net/resource-library/resource/item/playfutures-webinar-with-pedal-playing-with-infants-and-toddlers/) - Listen to Dr Vicky Leong, Dr Ciara Lavery and Dr Melissa Scarpate talk about playing with infants and toddlers in this webinar hosted by PlayFutures.
- [PEDAL Seminar: Not Too Early, But Just Right! - Unleashing the Power of Science in Early Childhood](https://www.pedalhub.net/resource-library/resource/item/pedal-seminar-not-too-early-but-just-right-unleashing-the-power-of-science-in-early-childhood/) - Professor Daryl 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
- [Play at the Extremes: A panel discussion for parents, teachers and carers](https://www.pedalhub.net/resource-library/resource/item/pedal-play-at-the-extremes-a-panel-discussion-for-parents-teachers-and-carers/) - Join the conversation about the changing nature of childhood - are we really heading from 'free range' to 'hot house'? We'll hear if children are kept too safe, if parents and schools are too risk averse, and whether adventurous and independent play opportunities provide unique developmental, social and emotional benefits. Chaired by Dr Jenny Gibson,
- [Reconstructing readiness: Young children’s priorities for their early school adjustment](https://www.pedalhub.net/resource-library/resource/item/reconstructing-readiness-young-childrens-priorities-for-their-early-school-adjustment/) - This video provides an overview of the Children’s Thoughts about School Study (CTSS). CTSS was integrated into the evaluation of a community-led initiative called Preparing for Life (PFL) run by the UCD Geary Institute. The PFL aimed to improve levels of school readiness for children living in several disadvantaged areas of Dublin, Ireland. In the
- [PEDAL Seminar: Toddlers Think for Themselves!](https://www.pedalhub.net/resource-library/resource/item/pedal-seminar-toddlers-think-for-themselves/) - 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
- [PEDAL September Speaker Series: The Way We Play - Play in Challenging Settings](https://www.pedalhub.net/resource-library/resource/item/pedal-september-speaker-series-the-way-we-play-play-in-challenging-settings/) - This webinar was part of our September Speaker Series, recorded in September 2020. These lunchtime sessions aimed to bring together academics, practitioners & policymakers to discuss some of play research's key issues virtually during the COVID-19 pandemic. This webinar focused on how play can manifest in challenging settings, and was chaired by Dr Jenny Gibson.
- [PEDAL September Speaker Series: The Way We Play - Potential in Play](https://www.pedalhub.net/resource-library/resource/item/pedal-september-speaker-series-the-way-we-play-potential-in-play/) - This webinar was part of our September Speaker Series, recorded in September 2020. These lunchtime sessions aimed to bring together academics, practitioners & policymakers to discuss some of play research's key issues virtually during the COVID-19 pandemic. In this session, speakers focused on the potential of play in interventions, and also during the pandemic, for
- [PEDAL September Speaker Series: Play in the Pandemic](https://www.pedalhub.net/resource-library/resource/item/pedal-september-speaker-series-play-in-the-pandemic/) - This webinar was part of our September Speaker Series, recorded in September 2020. These lunchtime sessions aimed to bring together academics, practitioners & policymakers to discuss some of play research's key issues virtually during the COVID-19 pandemic. Professor Sara Baker was joined in this webinar by Helen Dodd, Professor of Child Psychology at the University
- [Parenting and Early Childhood in the Pandemic](https://www.pedalhub.net/resource-library/resource/item/parenting-and-early-childhood-in-the-pandemic/) - TEDxCambridgeUniversity's event 'The New Normal' featured a talk from PEDAL PhD candidate Sabilah Eboo Alwani. This is a recording of Sabilah's talk on Parenting and Early Childhood in the Pandemic. Sabilah's research examines the relationship between parenting and early childhood development, including the themes of resilience and play. She is a longstanding practitioner in the fields
- [Play in Green Spaces: A PEDAL panel discussion](https://www.pedalhub.net/resource-library/resource/item/play-in-green-spaces-a-pedal-panel-discussion/) - Adults instinctively feel that playing outside is good for children, but what is actually known about the benefits of play in green spaces? As cities around the world continue to expand, more children are growing up without access to the countryside, or even to parks and gardens. Playtime takes place indoors or in the built
- [School Break Times & Young People's Social Lives in England](https://www.pedalhub.net/resource-library/resource/item/school-break-times-young-peoples-social-lives-in-england/) - In this lunchtime webinar, PEDAL was joined by Dr Ed Baines from the UCL's Institute of Education. School breaktimes are important social play settings for children and young people. In the past decade there have been changes to schools and education in England, reports of increases in structured school clubs, and concerns about school food,
- [Evidence-based interventions in the first 1001 days: A PEDAL panel discussion](https://www.pedalhub.net/resource-library/resource/item/evidence-based-interventions-in-the-first-1001-days-a-pedal-panel-discussion/) - PEDAL and the First 1001 Days Movement hosted a fascinating lunchtime panel considering how to ensure our youngest children and their families receive the most appropriate, timely and effective intervention to support their health and development. Professor Mike Robling (Director of Population Health Trials, University of Cardiff) and Professor Paul Ramchandani (LEGO Professor of Play,
- [Agency in Play: Making Space for Children's Agency With Learning Through Play](https://www.pedalhub.net/resource-library/resource/item/agency-in-play-making-space-for-childrens-agency-with-learning-through-play/) - This short animation summarises a new theoretical paper written by the Play in Schools & Learning team that explains the role of play in supporting children’s agency in their learning. How can you make space for children’s agency in their learning? By including play! Play develops children’s motivation and self-regulation, both of which support children’s
- [Power of Play: Evidence on Playful Early Learning in Bangladesh and BRAC’s PlayBook Launch](https://www.pedalhub.net/resource-library/resource/item/power-of-play-evidence-on-playful-early-learning-in-bangladesh-and-bracs-playbook-launch/) - Early childhood is a critical time in a child’s development and life. When play is integrated into how we care for and educate young children, it promotes their development and helps them grow into adaptable, resilient, socially and emotionally literate adults who can navigate the world and overcome the adversities of poverty, crisis and conflict
- [David Whitebread Memorial Lecture 2022: Theory and Research on Self-Regulated Learning Meet Real Life in Classrooms](https://www.pedalhub.net/resource-library/resource/item/david-whitebread-memorial-lecture-2022-theory-and-research-on-self-regulated-learning-meet-real-life-in-classrooms/) - PEDAL and the Whitebread family come together annually for the David Whitebread Memorial Lecture to celebrate the memory of Dr David Whitebread, PEDAL's founder and a pioneer in early childhood development research. This is a recording of the inaugural David Whitebread Memorial Lecture, given by Professor Nancy Perry from the University of British Columbia in
- [Pedagogy of Play: What Playful Learning Involves (And Why It Is Important)](https://www.pedalhub.net/resource-library/resource/item/pedagogy-of-play-what-playful-learning-involves-and-why-it-is-important/) - Around the world, research trends are showing that there is more play and playfulness in schools. From age four to fourteen (and beyond), children are leading their own learning, exploring the unknown, and finding joy in facing challenges at school. However, most students beyond early childhood do not currently have the opportunity to learn playfully
- [Play as Resilience, Play as Mastery: Supporting Practitioners and Families Across the UK](https://www.pedalhub.net/resource-library/resource/item/play-as-resilience-play-as-mastery-supporting-practitioners-and-families-across-the-uk/) - Play is a child's normal. Play is both a powerful means of communication, and how we understand the world that we live in. Starlight Children's Foundation is committed to protecting the right of all children to have opportunities to play, particularly children who are seriously ill and/or engaged with the UK healthcare system on a
- [Exploring the Perceptions of Teachers and Parents on the Use of Play-Based Pedagogy in Kenya](https://www.pedalhub.net/resource-library/resource/item/exploring-the-perceptions-of-teachers-and-parents-on-the-use-of-play-based-pedagogy-in-kenya/) - In this talk, PEDAL PhD student Domnick Okullo presents their doctoral research project - which explores teachers' and parents' perceptions of the use of play-based learning in preschools in Kenya. This presentation was recorded on the 8th September 2022 as part of the PEDAL Play Conference, an event which brought together play researchers interested in
- [Using LEGO Bricks to Support Social and Emotional Wellbeing in Neurodivergent Children](https://www.pedalhub.net/resource-library/resource/item/using-lego-bricks-to-support-social-and-emotional-wellbeing-in-neurodivergent-children/) - Play Included is a social enterprise on a mission to create effective play-based development programmes for children - empowering professionals, enabling parents and families and building community. In this presentation, Dr Gina Gomez de la Cuesta introduces the Brick-by-Brick® programme, which provides opportunities for neurodivergent children to develop their social and emotional skills through collaborative
- [The Links Between Play and Children's Mental Health](https://www.pedalhub.net/resource-library/resource/item/the-links-between-play-and-childrens-mental-health/) - In this presentation, Professor Helen Dodd from the University of Exeter explains how play has changed over time, and explores how adventurous play might be considered a protective factors when it comes to children's mental health. This talk formed part of the PEDAL Play Conference 2022, an event which brought together play researchers interested in
- [An Introduction to the TRAIL (Teachers Reflecting on Agency in Learning) Programme](https://www.pedalhub.net/resource-library/resource/item/an-introduction-to-the-trail-teachers-reflecting-on-agency-in-learning-programme/) - Teachers Reflecting on Agency in Learning (TRAIL) is a professional development programme designed to support early years and primary educators in implementing rigorous, child-centred practices that promote agency in children. Many educators are unsure how to balance their role as a guide in children’s learning with children’s exploration and curiosity. In TRAIL, we support educators
- [Infant Mental Health Awareness Week 2023: Understanding Infant Mental Health](https://www.pedalhub.net/resource-library/resource/item/infant-mental-health-awareness-week-2023-understanding-infant-mental-health/) - In this short animation for Infant Mental Health Awareness Week 2023, PEDAL's Senior Policy Fellow Sally Hogg explains what we mean by 'mental health' in infancy and early childhood. You can also find more information and useful resources for supporting children's mental health in the early years by clicking here.
- [Children's Perspectives and Experiences of Play in Hospital](https://www.pedalhub.net/resource-library/resource/item/childrens-perspectives-and-experiences-of-play-in-hospital/) - In this talk, PEDAL PhD student Kelsey Graber presents their doctoral research - which seeks to investigate children's own perspectives and experiences of play in hospital during the COVID-19 pandemic. This presentation was recorded on 8th September 2022 as part of the PEDAL Play Conference, an event which brought together play researchers interested in play
- [‘Just fun' – or fundamental? Finding fun in early adolescent self-concept](https://www.pedalhub.net/resource-library/resource/item/just-fun-or-fundamental-finding-fun-in-early-adolescent-self-concept/) - Is fun an integral part of young peoples' selves, or is it a frivolous extra?
- [Book to Basics: Having fun with books and play](https://www.pedalhub.net/resource-library/resource/item/book-to-basics-having-fun-with-books-and-play/) - How can we use books in our play?
- [What matters to children themselves when they start school?](https://www.pedalhub.net/resource-library/resource/item/what-matters-to-children-themselves-when-they-start-school/) - Christine O'Farrelly, Ailbhe Booth (University College Dublin), Mimi Tatlow-Golden (The Open University), and Beth Barker
- [Parent Cooperative Early Learning: The Playcentre Approach](https://www.pedalhub.net/resource-library/resource/item/parent-cooperative-early-learning-the-playcentre-approach/) - Whānau Tupu Ngātahii means families growing together. Paul Crowhurst tells us more about Playcentre, a family-led, play-based approach to early childhood education in New Zealand.
- [The protective effects of peer play against mental health problems](https://www.pedalhub.net/resource-library/resource/item/the-protective-effects-of-peer-play-against-mental-health-problems/) - Yiran Vicky Zhao, Jenny Gibson
- [Symbolic play and autistic children’s structural language development](https://www.pedalhub.net/resource-library/resource/item/symbolic-play-and-autistic-childrens-structural-language-development/) - Yiran Vicky Zhao, Jenny Gibson
- [Hands-on activities and children's learning](https://www.pedalhub.net/resource-library/resource/item/hands-on-activities-and-childrens-learning/) - Elizabeth Byrne, Paul Ramchandani, Kayleigh Skene, Thomas Chupein, Hanne Jensen, Celia Hsiao, Bo Stjerne Thomsen, Amy Jo Dowd
- [Links between mums' mental health and children's pretend play](https://www.pedalhub.net/resource-library/resource/item/links-between-mums-mental-health-and-childrens-pretend-play/) - Zhen Rao, Beth Barker, Christine O'Farrelly, and Paul Ramchandani
- [Play in the Pandemic: The impact of quarantine and restrictive environments on children’s play](https://www.pedalhub.net/resource-library/resource/item/play-in-the-pandemic-the-impact-of-quarantine-and-restrictive-environments-on-childrens-play/) - Kelsey Graber, Elizabeth Byrne, Emily Goodacre, Natalie Kirby, Krishna Kulkarni, Christine O'Farrelly, and Paul Ramchandani.
- [Links between children's "aggressive" pretend play and real-life aggression](https://www.pedalhub.net/resource-library/resource/item/links-between-childrens-aggressive-pretend-play-and-real-life-aggression/) - Zhen Rao, Elian Fink, and Jenny Gibson
- [Finding out more about our work in the PEDAL Centre...](https://www.pedalhub.net/resource-library/resource/item/finding-out-more-about-our-work-in-the-pedal-centre/) - By 2019, PEDAL had been running for four years. This journal article draws together several of our projects which focus on 'measuring play'.
- [Play, Self-regulation, Executive Function and the Classroom Context](https://www.pedalhub.net/resource-library/resource/item/play-self-regulation-executive-function-and-the-classroom-context/) - How and why do playful approaches to teaching support the development of self-regulation?
- [How to communicate with children, according to Health Play Specialists in the United Kingdom: A qualitative study](https://www.pedalhub.net/resource-library/resource/item/how-to-communicate-with-children-according-to-health-play-specialists-in-the-united-kingdom-a-qualitative-study/) - Paulina Pérez-Duarte Mendiola
- [Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design](https://www.pedalhub.net/resource-library/resource/item/ruptured-school-trajectories-understanding-the-impact-of-covid-19-on-school-dropout-socio-emotional-and-academic-learning-using-a-longitudinal-design/) - Stephen Bayley, Prof Paul Ramchandani, Research for Equitable Access and Learning (REAL) Centre, Addis Ababa University, RISE Ethiopia
- [Play and Self-regulation](https://www.pedalhub.net/resource-library/resource/item/play-and-self-regulation/) - Self-regulation helps a child guide their thoughts, emotions and behaviours to accomplish a goal – how does play support this important area of development?
- [Play and Pretence](https://www.pedalhub.net/resource-library/resource/item/play-and-pretence/) - What is pretend play and how does it link to a child’s emotional development?
- [Play and infant interactions with caregivers](https://www.pedalhub.net/resource-library/resource/item/play-and-infant-interactions-with-caregivers/) - What are the benefits of quality playful interactions with your infant?
- [Z: Zest! Motivation and playful learning in the classroom](https://www.pedalhub.net/resource-library/resource/item/z-zest-motivation-and-playful-learning-in-the-classroom/) - How can teachers harness children's inner drive to learn?
- [Y: You and me: Parent child playfulness](https://www.pedalhub.net/resource-library/resource/item/y-you-and-me-parent-child-playfulness/) - What are some of the everyday ways parents can spend playful time with their children while at home?
- [X: X-SEL in life: Supporting social and emotional learning in early childhood](https://www.pedalhub.net/resource-library/resource/item/x-x-sel-in-life-supporting-social-and-emotional-learning-in-early-childhood/) - How can we support children with their social and emotional learning?
- [W: Why we all need play in a crisis](https://www.pedalhub.net/resource-library/resource/item/w-why-we-all-need-play-in-a-crisis/) - How can play help us to understand and process thoughts and emotions during times of trauma or crisis?
- [V: Videos of family play moments support child development](https://www.pedalhub.net/resource-library/resource/item/v-videos-of-family-play-moments-support-child-development/) - Are videos of play a helpful way for families to learn about and respond to their children's behaviour?
- [U: Unconventional ideas: What is creativity and how can it be nurtured?](https://www.pedalhub.net/resource-library/resource/item/u-unconventional-ideas-what-is-creativity-and-how-can-it-be-nurtured/) - Why are play researchers interested in creativity?
- [T: Transitions: Play and the transition to school](https://www.pedalhub.net/resource-library/resource/item/t-transitions-play-and-the-transition-to-school/) - How can we use play to support children in their transition to school?
- [S: Social play and its importance - it takes two!](https://www.pedalhub.net/resource-library/resource/item/s-social-play-and-its-importance-it-takes-two/) - What skills do children need to play together and how can we help them along the way?
- [Q: Quality research for quality classroom practice](https://www.pedalhub.net/resource-library/resource/item/q-quality-research-for-quality-classroom-practice/) - How can we ensure that research is accessible and feasible in our classrooms?
- [P: Pretend play: Promoting positive emotions in children](https://www.pedalhub.net/resource-library/resource/item/p-pretend-play-promoting-positive-emotions-in-children/) - Why is pretend play a particularly positive place for children? 假装游戏: 提升儿童的正面情绪
- [O: Oppression, agency, play and education](https://www.pedalhub.net/resource-library/resource/item/o-oppression-agency-play-and-education/) - What would organised education look like with agency at its heart?
- [N: Nature and outdoor play](https://www.pedalhub.net/resource-library/resource/item/n-nature-and-outdoor-play/) - Why is it so important for children to get outdoors to play and learn in nature?
- [M: Masked play is still play!](https://www.pedalhub.net/resource-library/resource/item/m-masked-play-is-still-play/) - Is children's play also on lockdown?
- [L: Links with learning? Uncovering parental attitudes towards play in diverse contexts](https://www.pedalhub.net/resource-library/resource/item/l-links-with-learning-uncovering-parental-attitudes-towards-play-in-diverse-contexts/) - What role do parents consider play has in their children's development and learning?
- [K: Keeping up the good work: The long-term effects of early interventions](https://www.pedalhub.net/resource-library/resource/item/k-keeping-up-the-good-work-the-long-term-effects-of-early-interventions/) - What do we know about the long term effects of programmes supporting children's development?
- [J: Juggling play and learning: The role of guided play](https://www.pedalhub.net/resource-library/resource/item/j-juggling-play-and-learning-the-role-of-guided-play/) - How can we bring play and learning together to support children's development?
- [I: Infants and play: Do babies learn through play?](https://www.pedalhub.net/resource-library/resource/item/i-infants-and-play-do-babies-learn-through-play/) - Do babies learn through play? The evidence tells us they do but we still have much to learn...
- [H: Health, hospitals, and play: The Teddy Bear Hospitals](https://www.pedalhub.net/resource-library/resource/item/h-health-hospitals-and-play-the-teddy-bear-hospitals/) - How can a playful visit to the Teddy Bear Hospital help children understand hospital care and procedures?
- [G: Games in the classroom: Creativity, cognition and the curriculum](https://www.pedalhub.net/resource-library/resource/item/g-games-in-the-classroom-creativity-cognition-and-the-curriculum/) - How can games facilitate classroom engagement and children's learning?
- [F: Fathers and Play](https://www.pedalhub.net/resource-library/resource/item/f-fathers-and-play/) - What impact does fathers’ involvement and play have on children’s development?
- [E: Executive functions and their role in games](https://www.pedalhub.net/resource-library/resource/item/e-executive-functions-and-their-role-in-games/) - How do everyday activities and games use children's executive functions?
- [D: Dolls, diggers, and dinosaurs: Do girls and boys like different toys?](https://www.pedalhub.net/resource-library/resource/item/d-dolls-diggers-and-dinosaurs-do-girls-and-boys-like-different-toys/) - Do girls and boys really like different toys?
- [C: Connected communication: Talking about play](https://www.pedalhub.net/resource-library/resource/item/c-connected-communication-talking-about-play/) - What do we mean by ‘connected communication’ and what does it look like during children’s play?
- [B: Building Blocks: The power of the brick](https://www.pedalhub.net/resource-library/resource/item/b-building-blocks-the-power-of-the-brick/) - How can block play support children's development?
- [A: Astronauts, play and COVID testing](https://www.pedalhub.net/resource-library/resource/item/a-astronauts-play-and-covid-testing/) - How can we use play to help children engage with the COVID-19 swab?
- [Children bouncing back: How families can use play to help children transition to post-lockdown life](https://www.pedalhub.net/resource-library/resource/item/children-bouncing-back-how-families-can-use-play-to-help-children-transition-to-post-lockdown-life/) - How can families use play to support their children as they transition to post-lockdown life?
- [Scoping the evidence: Hands-on learning with physical manipulatives](https://www.pedalhub.net/resource-library/resource/item/scoping-the-evidence-hands-on-learning-with-physical-manipulatives/) - How can physical manipulatives encourage children's active engagement in everyday learning?
- [Play in South African autism schools: why are formalised ethical processes important?](https://www.pedalhub.net/resource-library/resource/item/play-in-south-african-autism-schools-why-are-formalised-ethical-processes-important/) - Why are culturally sensitive approaches to research ethics so important?

## People

- [Nicole Louise Creasey](https://www.pedalhub.net/about-us/our-team-trustees/nicole-louise-creasey/) - Nicole is a Research Associate working on identifying common elements of parenting interventions as part of the Golden Threads project.
- [Alejandra Vijil Morin](https://www.pedalhub.net/about-us/our-team-trustees/alejandra-vijil-morin/) - Alejandra is a second year PhD student researching play in contexts of emergencies.
- [Kateryna Tyzhuk](https://www.pedalhub.net/about-us/our-team-trustees/kateryna-tyzhuk/) - Kate is a third year PhD student investigating young children's risky play within early childhood educational settings in the UK.
- [Jasmine Bonney](https://www.pedalhub.net/about-us/our-team-trustees/jasmine-bonney/) - Jasmine is a Research Assistant supporting the work of the Play in Early Life research team.
- [Christine O'Farrelly](https://www.pedalhub.net/about-us/our-team-trustees/dr-christine-ofarrelly/) - Christine is a UKRI Future Leaders Fellow & Research Professor at PEDAL, supporting children, families, & communities in the earliest years of childhood.
- [Laura Oxley](https://www.pedalhub.net/about-us/our-team-trustees/dr-laura-oxley/) - Laura is a postdoctoral researcher affiliated with PEDAL who has contributed to the Early Years Library project.
- [Emma Pritchard-Rowe](https://www.pedalhub.net/about-us/our-team-trustees/emma-pritchard/) - Emma completed her PhD with PEDAL and worked as a Research Associate.
- [Stephen Bayley](https://www.pedalhub.net/about-us/our-team-trustees/dr-stephen-bayley/) - Stephen is a researcher affiliated with PEDAL and a member of the REAL Centre, University of Cambridge.
- [Emily Goodacre](https://www.pedalhub.net/about-us/our-team-trustees/emily-goodacre/) - Emily completed her PhD with PEDAL and worked as a Research Associate.
- [Mélanie Gréaux](https://www.pedalhub.net/about-us/our-team-trustees/melanie-greaux/) - Research Associate working with Professor Jenny Gibson on AI for Education, Evidence and Policy.
- [Becky Lawrence](https://www.pedalhub.net/about-us/our-team-trustees/becky-lawrence/) - Becky supports the work of the PEDAL Centre in her role as Administrator.
- [Sophie Phillips](https://www.pedalhub.net/about-us/our-team-trustees/sophie-phillips-2/) - Sophie is a PEDAL alumni and an ongoing collaborator on the Helping Little Minds Thrive/Golden Threads project.
- [Katharine Selby](https://www.pedalhub.net/about-us/our-team-trustees/katharine-selby/) - Katharine Selby is a first year PhD student researching how children’s right to play can be supported in displacement camps, drawing together developmental and humanitarian perspectives.
- [Tom Rance](https://www.pedalhub.net/about-us/our-team-trustees/tom-rance/) - Tom is a paediatrician and PhD student researching the impact of play on children's health.
- [Oktober Evennett](https://www.pedalhub.net/about-us/our-team-trustees/oktober-evennett/) - Oktober is a Child and Adolescent Psychotherapist and first year PhD student exploring how we understand the lived experiences of trauma in autistic children and young people.
- [Tom King](https://www.pedalhub.net/about-us/our-team-trustees/tom-king/) - Tom is a Research Associate focusing on identifying the common elements of attachment- and psychodynamic-based parenting intervention for 0-5 year olds.
- [Belinda Henderson](https://www.pedalhub.net/about-us/our-team-trustees/belinda-henderson/) - Belinda is a final year PhD student and is supervised by Professor Jenny Gibson as part of the PacLab research group.
- [Sonja Tervola](https://www.pedalhub.net/about-us/our-team-trustees/sonja-tervola/) - Sonja is a first year PhD researcher exploring the intersection of artificial intelligence (AI), social robotics, and neurodivergent-inclusive education.
- [Yuanrong Wang](https://www.pedalhub.net/about-us/our-team-trustees/yuanrong-wang/) - Yuanrong Wang is a first year PhD student focusing on interventions aimed at improving children’s executive function.
- [Hannah Miller](https://www.pedalhub.net/about-us/our-team-trustees/hannah-miller/) - Hannah is a first year PhD student researching the cultivation of “herd” resilience in children through play to highlight techniques for caregivers and applications for policy makers.
- [Zhiyu Zhao](https://www.pedalhub.net/about-us/our-team-trustees/zhiyu-zhao/) - Zhiyu is a third year PhD student at PEDAL. Her research focuses on investigating the cross-cultural effects of parent-child playful interactions on the social-emotional wellbeing of young children.
- [Rebecca Sands](https://www.pedalhub.net/about-us/our-team-trustees/rebecca-sands/) - Rebecca is a second year PhD student interested in children's development of critical thinking skills through the English primary curriculum.
- [Rebecca Reid](https://www.pedalhub.net/about-us/our-team-trustees/rebecca-reid/) - Rebecca is a second year PhD student researching play and adolescence in the context of school exclusions.
- [Carolyn Mazzei](https://www.pedalhub.net/about-us/our-team-trustees/carolyn-mazzei/) - Carolyn is a PhD student examining play and classroom talk, and how these are related to children's cognitive development.
- [Stuart Macalpine](https://www.pedalhub.net/about-us/our-team-trustees/stuart-macalpine/) - Stuart is a part-time doctoral student, researching the conceptualisation of learning goals in policy.
- [Sammi Liang](https://www.pedalhub.net/about-us/our-team-trustees/sammi-liang/) - Sammi Liang is a first year PhD student researching language delays and differences in early childhood.
- [Zijia Li](https://www.pedalhub.net/about-us/our-team-trustees/zijia-li/) - Zijia is a second year PhD student. Her doctoral research focuses on how pretend play can afford children’s counterfactual reasoning abilities.
- [Debbie Kwan](https://www.pedalhub.net/about-us/our-team-trustees/debbie-kwan/) - Debbie is a third year PhD student exploring ways to promote and measure empathy.
- [María Alejandra Álvarez Taborda](https://www.pedalhub.net/about-us/our-team-trustees/maria-alejandra-alvarez-taborda/) - Alejandra is a second year PhD student. Her research explores play through a neurodiversity-affirming lens, with a focus on Latin America.
- [Abbas AlAbbas](https://www.pedalhub.net/about-us/our-team-trustees/a-e-alabbas/) - Abbas is a second year PhD student. His research explores how child engagement can be facilitated in the context of divorce and separation.
- [Jenny Gibson](https://www.pedalhub.net/about-us/our-team-trustees/dr-jenny-gibson/) - Jenny is Professor of Neurodiversity and Developmental Psychology at the Faculty of Education, and co-director of PEDAL.
- [Paul Ramchandani](https://www.pedalhub.net/about-us/our-team-trustees/professor-paul-ramchandani/) - Paul is LEGO Professor of Play in Education, Development and Learning, and the Director of the PEDAL Centre.
- [Stephanie Nowack](https://www.pedalhub.net/about-us/our-team-trustees/stephanie-nowack/) - Stephanie explored a South African Pedagogy for Play for autistic learners, focusing on exploration, enjoyment and empowerment.
- [Soizic Le Courtois](https://www.pedalhub.net/about-us/our-team-trustees/soizic-le-courtois/) - Soizic Le Courtois is a Research Associate on the Early Years Library project.
- [Dina Fajardo-Tovar](https://www.pedalhub.net/about-us/our-team-trustees/dina-fajardo-tovar/) - Dina's research explored Mexican teachers' perspectives on using playful learning in their practice, particularly in urban and rural preschools.
- [Chika Ezeugwu](https://www.pedalhub.net/about-us/our-team-trustees/chika-ezeugwu/) - Chika's scientific interests focused on integrating neuroscience, cognition, child development, and education to improve educational practice and the experience of children from a low-income context.
- [Sabilah Eboo Alwani](https://www.pedalhub.net/about-us/our-team-trustees/sabilah-eboo-alwani/) - Sabilah's multi-method research focused on parent support for early learning during the COVID-19 pandemic.
- [Vicky Yiran Zhao](https://www.pedalhub.net/about-us/our-team-trustees/vicky-yiran-zhao/) - Vicky's doctoral research project looks at the relationship between communication disorders and psychosocial adversities.
- [Yanwen Wu](https://www.pedalhub.net/about-us/our-team-trustees/yanwen-wu/) - Yanwen's PhD project explored the relationship between pretend play and counterfactual reasoning from a temporal perspective, to understand how children make sense of the past to prepare for the future.
- [Paulina Pérez-Duarte Mendiola](https://www.pedalhub.net/about-us/our-team-trustees/paulina-perez-duarte-mendiola/) - Paulina's doctoral research aimed to capture children’s perspectives regarding their ‘interactions with Health Play Professionals’.
- [Natalie Kirby](https://www.pedalhub.net/about-us/our-team-trustees/natalie-kirby/) - Tilly's doctoral work explored how early intervention can support the parent-child relationship and child social emotional development by promoting positive interactions, including through book sharing and play.
- [Morgan Healy](https://www.pedalhub.net/about-us/our-team-trustees/morgan-healy/) - Morgan's research explored how play-based parent interventions and home visiting programs could promote a range of child outcomes including executive function and self-regulation.
- [Sydney Conroy](https://www.pedalhub.net/about-us/our-team-trustees/sydney-conroy/) - Sydney's doctoral research examined play therapists' experiences and perceptions of children's wellbeing during the COVID-19 pandemic, collective trauma, and child-centred play therapy.
- [Kelsey Graber](https://www.pedalhub.net/about-us/our-team-trustees/kelsey-graber/) - Kelsey is a postdoctoral researcher whose work focuses on the role of play in children's health and wellbeing.
- [Eloise Stevens](https://www.pedalhub.net/about-us/our-team-trustees/eloise-stevens/) - Eloise is a Research Associate and Child Therapist.
- [Domnick Okullo](https://www.pedalhub.net/about-us/our-team-trustees/domnick-okullo/) - Domnick's doctoral research focused on teachers’ and parents’ perceptions of the use of play-based learning in Kenya.
- [Dave Neale](https://www.pedalhub.net/about-us/our-team-trustees/dave-neale/) - Dave is an affiliate of PEDAL and teaches the psychology of play.
- [Sara Baker](https://www.pedalhub.net/about-us/our-team-trustees/professor-sara-baker/) - Sara is a Professor of Developmental Psychology and Education.
- [Krishna Kulkarni](https://www.pedalhub.net/about-us/our-team-trustees/krishna-kulkarni/) - Krishna's research examined parent-child playfulness, and its importance in child outcomes.
- [Julia Birchenough](https://www.pedalhub.net/about-us/our-team-trustees/julia-birchenough/) - Julia is a Research Associate, currently working with Prof Sara Baker as part of the Play in Schools team.

## Students

- [Emma Pritchard-Rowe](https://www.pedalhub.net/?students=emma-pritchard) - Year of study: 3rd year PhD student Supervisor: Prof Jenny Gibson Funding: Cambridge Trust and LEGO Foundation Overview of Research I am researching autistic perspectives and experiences of play, and professionals’ perspectives on strengths-based autism diagnostic assessment. Key Interests Autistic play, Neurodiversity-informed assessment, strengths-based assessment Contact ejp81@cam.ac.uk @EmmaPritchard95 https://linktr.ee/emmapritchard
- [Paulina Pérez-Duarte Mendiola](https://www.pedalhub.net/?students=paulina-perez-duarte-mendiola) - Year of study: 2nd year PhD student Supervisor: Prof Paul Ramchandani Funding: CONACyT/Cambridge Trust Overview of Research Children use play as a coping mechanism and a way to learn of their illness and hospital experiences. Hospital Play Specialists work with hospitalised children to create time and space for 'play' opportunities to emerge. Paulina's doctoral research will use
- [Domnick Okullo](https://www.pedalhub.net/?students=domnick-okullo) - Year of study: 3rd year PhD student Supervisors: Prof Sara Baker and Prof Pauline Rose Funding: LEGO Foundation & Cambridge Trust Overview of Research My research focuses on teachers’ and parents’ perceptions of the use of play-based learning in Kenya. It looks at the use of play-based learning among 4 to 5 year old preschool children and the
- [Chika Ezeugwu](https://www.pedalhub.net/?students=chika-ezeugwu) - Year of study: 3rd year PhD student Supervisor: Prof Sara Baker Funding: LEGO-Cambridge Scholarship Overview of Research Chika is currently developing an observational tool to assess children's executive function behaviour in the natural classroom environment in Nigeria. Key Interests Executive function, self-regulation, cognitive development, culture Contact cre39@cam.ac.uk @EzeugwuChika1
- [Sydney Conroy](https://www.pedalhub.net/?students=demo-student-6) - Year of study: 2nd year PhD student Supervisor: Prof Paul Ramchandani Overview of Research Sydney's research examines different intersections of three topics: child-centred play therapy, trauma, and excluded perspectives. Across all three projects, she is looking to a tell a story through her doctoral research about the impact of the COVID-19 pandemic, children's perspectives on their
- [Carolyn Mazzei](https://www.pedalhub.net/?students=demo-student-4) - Year of study: 2nd year PhD student Supervisor: Prof Sara Baker and Dr Pablo Torres Funding: LEGO Cambridge Scholarship Overview of Research Carolyn is interested in working with teachers as they explore playful learning and student agency in their classrooms. Her current research examines classroom talk and agency, and how these are related to children's
- [Tilly Kirby](https://www.pedalhub.net/?students=demo-student-3) - Year of study: 2nd year PhD student Supervisor: Prof Paul Ramchandani & Dr Christine O'Farrelly Funding: Vice Chancellor's & LEGO Cambridge Scholarship Overview of Research Tilly researches the role of play and book sharing in early social emotional development. She is interested in exploring how best to support parents to provide rich, meaningful and engaging interactions that
- [Vicky Yiran Zhao](https://www.pedalhub.net/?students=vicky-yiran-zhao) - Year of study: PEDAL Alumni Supervisor: Prof Jenny Gibson Funding: LEGO Foundation & Cambridge Trust Overview of Research Vicky explores the longitudinal impact of play in early years on children’s language, mathematical and mental health development. She particularly focuses on how play could be an affordable, accessible and fun means of support for neurodivergent children and
- [Emily J. Goodacre](https://www.pedalhub.net/?students=emily-j-goodacre) - Year of study: PEDAL Alumni Supervisor: Profs Jenny Gibson & Paul Ramchandani Funding: LEGO Foundation & Cambridge Trust Overview of Research Emily researches intersubjectivity in children's social play and early relationships, focusing on father-infant book sharing and children's play with friends and peers. She interviews fathers about their experiences of book sharing and play with their
- [Yanwen Wu](https://www.pedalhub.net/?students=demo-student-5) - Year of study: 2nd year PhD student Supervisor: Prof Paul Ramchandani, Dr Zhen Rao Overview of Research An exploration of counterfactual reasoning development in Chinese-speaking preschool children and the relationships between counterfactual reasoning and executive functions. Key Interests Counterfactual reasoning, language, executive functions Contact yw422@cam.ac.uk
- [Sabilah Eboo Alwani](https://www.pedalhub.net/?students=sabilah-eboo-alwani) - Year of study: 3rd year PhD student Supervisor: Prof Ricardo Sabates, Prof Nidhi Singal Overview of Research Sabilah's multi-method doctoral research focuses on parent support for early learning during the COVID-19 pandemic, explored through the lenses of parent engagement and perceptions. Her work uses a combination of longitudinal, national British cohort data and localised parent groups
- [Stephanie Nowack](https://www.pedalhub.net/?students=demo-student-1) - Year of study: 3rd year PhD student Supervisor: Profs Nidhi Singal & Jenny Gibson Funding: LEGO Foundation & Cambridge Trust Overview of Research Exploring teachers’ perspectives and practices around a pedagogy of play for autistic learners in South African government schools. Key Interests Pedagogy of play, teachers, autism, Global South contexts, inclusive education, qualitative research
- [Dina Fajardo-Tovar](https://www.pedalhub.net/?students=dina-fajardo-tovar) - Year of study: 3rd year PhD student Supervisor: Prof Sara Baker Funding: CONACYT (México) and Cambridge Trust Overview of Research Dina’s project explores Mexican teachers’ perspectives on using playful learning in their practice. Mainly how playful learning is conceptualised and implemented in Mexican urban and rural preschools, as well as the enablers and barriers to allowing
- [Morgan Healy](https://www.pedalhub.net/?students=demo-student-2) - Year of study: 3rd year PhD student Supervisor: Prof Paul Ramchandani Funding: Gates Scholar Overview of Research Exploring how play-based parent interventions and home visiting programs can promote a range of child outcomes including executive function and self-regulation. Morgan also looks at the ways that we can improve the design, delivery, and conceptualisation of these
- [Kelsey Graber](https://www.pedalhub.net/?students=kelsey-graber) - Year of study: 4th year PhD student Supervisor: Dr. Christine O’Farrelly & Prof Paul Ramchandani Funding: LEGO Cambridge Scholarship Overview of Research My research looks at the role and value of play in healthcare contexts, such as amidst a global pandemic or during paediatric hospitalisation. My projects incorporate children’s own perspectives and experiences of play,

## Events

- [PEDAL Conference 2026: Presentations, Workshops & Speakers](https://www.pedalhub.net/news-events/events/item/pedal-conference-2026-presentations-workshops-speakers/) - David Whitebread Memorial Lecture What role for children’s self-regulation in the challenges surrounding their digital activity? Steven Howard, Senior Academic Research Leader in Child Development and Education, University of Oxford
- [PEDAL Conference 2026](https://www.pedalhub.net/news-events/events/item/pedal-conference-2026/) - The PEDAL Conference 2026 took place on Thursday 11 June 2026
- [PEDAL Conference 2025](https://www.pedalhub.net/news-events/events/item/pedal-conference-2025/) - Join us at PEDAL’s 2025 Conference to celebrate our 10th anniversary and a decade of play and early years research!
- [The Inaugural David Whitebread Memorial Lecture](https://www.pedalhub.net/news-events/events/item/event-demo-1/) - On 15th June 2022 we held our first lecture in Memory of PEDAL founder Dr David Whitebread. We were so pleased to have over 110 join us, both in-person and online.
- [Semana JIM Play in Hospital Week](https://www.pedalhub.net/news-events/events/item/semana-jim-play-in-hospital-week/) - Are you a Spanish-speaking medical student or paediatric healthcare professional who wants to learn how to provide child-centred medical care and promote play in hospitals?
- [Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD)](https://www.pedalhub.net/news-events/events/item/vipp/) - Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) training for Perinatal Mental Health practitioners – in partnership with Cambridgeshire and Peterborough NHS Foundation Trust
- [PEDAL Conference 2024](https://www.pedalhub.net/news-events/events/item/pedal-conference-2024/) - Join us at PEDAL’s annual conference this September to hear inspiring stories of how research evidence has been used to change children’s lives and life chances. Leading international researchers, policy makers and practitioners will share innovative approaches to turn evidence into action for babies and young children.
- [Using play to help the world’s children to heal, learn and thrive](https://www.pedalhub.net/news-events/events/item/using-play-to-help-the-worlds-children-to-heal-learn-and-thrive/) - This year’s annual David Whitebread memorial lecture will take place on the world’s first ever International Day of Play. We are thrilled that the lecture is going online to be so that it can be watched by a global audience.
- [PEDAL Play and Mental Health Conference 2023](https://www.pedalhub.net/news-events/events/item/pedal-play-and-mental-health-conference-2023/) - Join us to discover the transformative power of play at PEDAL's annual conference. This autumn, leading academics, policymakers, practitioners, and researchers from around the world will join us to delve into the theme of Play and Mental Health. With a focus on early childhood (from birth to age eight), we will explore the vital role
- [David Whitebread Memorial Lecture](https://www.pedalhub.net/news-events/events/item/david-whitebread-memorial-lecture/) - We are delighted to announce that this year's annual David Whitebread Memorial Lecture will be taking place on Wednesday 21st June 2023.
- [Playful Learning Zone](https://www.pedalhub.net/news-events/events/item/playful-learning-zone/) - Did you know that even Cambridge academics find time to play? PEDAL would like to invite you to our Playful Learning Zone to explore with your family the different ways we research children, play, and education.
- ['Just' Play?: A symposium on children's play in healthcare](https://www.pedalhub.net/news-events/events/item/just-play-a-symposium-on-childrens-play-in-healthcare/) - Join PEDAL and Starlight on Thursday 23rd March for 'Just' Play?: A symposium on children's health care.
- [EARLI SIG 28 Autumn/Spring Webinar: Play, Learning & Development](https://www.pedalhub.net/news-events/events/item/earli-sig-28-autumn-spring-webinar-play-learning-development/) - Join EARLI SIG 28 on 25th October 2022 for their second webinar in memory of Dr. David Whitebread, 'Play, Learning and Development'.
- [Imaginative Play within Islamic Storytelling: A Multi-Site Design Experiment](https://www.pedalhub.net/news-events/events/item/imaginative-play-within-islamic-storytelling-a-multi-site-design-experiment/) - Join the CEDiR project: Cambridge Dialogues: Rethinking Islamic Education and PEDAL for 'Imaginative Play within Islamic Storytelling: A Multi-Site Design Experiment', a study seeking to expand the analytic gaze on imaginative play to highlight new possibilities within Muslim educational communities.
- [PEDAL Play Conference 8th September 2022](https://www.pedalhub.net/news-events/events/item/event-demo-2/) - This event focuses on play in different cultures, learning environments, and in promoting positive health and wellbeing outcomes.

## Projects

- [Early Years Library](https://www.pedalhub.net/projects/item/early-years-library/) - This project is developing a toolkit to support early education and childcare settings to use the Early Years Library (EYL). The EYL describes activities that can be used by early years practitioners in their everyday practice to support children's cognitive and social-emotional development.
- [AI in the Early Years](https://www.pedalhub.net/projects/item/ai-in-the-early-years/) - Dr Emily Goodacre and Professor Jenny Gibson are researching how new toys that use Artificial Intelligence (AI) might impact young children.
- [Helping little minds thrive](https://www.pedalhub.net/projects/item/little-minds-thrive/) - We're building a pathway of support for families and services to strengthen mental health in the earliest years.
- [Mobilise](https://www.pedalhub.net/projects/item/mobilise/) - The Mobilise programme was a groundbreaking new approach to support UK policymakers to learn about early childhood, and to use that knowledge to achieve impactful, evidence-based change in their work.
- [Healthy Start, Happy Start](https://www.pedalhub.net/projects/item/play-across-childhood/) - Our Healthy Start, Happy Start study used a relationship-based video-feedback programme to support parents and caregivers to interact with their babies and toddlers in a responsive and consistent way.
- [Babies' and young children's perspectives in practice](https://www.pedalhub.net/projects/item/babies-and-young-childrens-perspectives-in-practice/) - This paper describes the project we completed in 2024 with Home-Start RKH. In it, we explain more about babies’ and young children’s perspectives, what the project involved, and key lessons learned.
- [Playing with Children’s Health? A scoping review of recent literature on play and children’s health](https://www.pedalhub.net/projects/item/playing-with-childrens-health/) - PEDAL's new report for the Starlight Children’s Foundation explores the connection between play and children’s health in healthcare contexts.
- [How can emotionally healthy workplaces support emotionally healthy families?](https://www.pedalhub.net/projects/item/how-can-emotionally-healthy-workplaces-support-emotionally-healthy-families/) - PEDAL's new report written for The Centre for Emotional Health investigates how employers’ can support parents’ emotional health and their parenting.
- [Understanding and supporting mental health in infancy and early childhood: A PEDAL and UNICEF UK Toolkit](https://www.pedalhub.net/projects/item/understanding-and-supporting-mental-health-in-infancy-and-early-childhood-a-pedal-and-unicef-uk-toolkit/) - PEDAL and UNICEF UK have created a toolkit for supporting mental health in infancy and early childhood which aims to support and enhance a deeper understanding of what we mean by mental health in the early years.
- [Play in the face of adversity](https://www.pedalhub.net/projects/item/play-in-the-face-of-adversity/) - Why is it important to protect the right to play of children in the asylum system in the UK?
- [The Playtime with Books programme](https://www.pedalhub.net/projects/item/the-playtime-with-books-programme/) - We’re exploring how book sharing can help parents and their children to play, connect and communicate.
- [Rapid Automated Assessment of Parent-Infant Dyads (RAAPID)](https://www.pedalhub.net/projects/item/raapid/) - Understanding how AI might support health visitors in the assessment of parent-child interactions.
- [The Mobilise Podcast](https://www.pedalhub.net/projects/item/the-mobilise-podcast/) - Mobilise is a podcast mini-series where we talk to leading policymakers and politicians from across the UK about how research can be used in policy to improve children's lives.
- [Play during the pandemic](https://www.pedalhub.net/projects/item/play-in-health-hospital-play-pandemic-play-and-play-therapy/)
- [Play in hospitals](https://www.pedalhub.net/projects/item/play-in-hospitals/)
- [Play and mental health](https://www.pedalhub.net/projects/item/play-and-mental-health/)
- [Play for hands-on learning: Research reviews](https://www.pedalhub.net/projects/item/play-for-hands-on-learning/) - We've carried out extensive literature reviews to explore how playful teaching approaches may be linked to children's learning.
- [Play in early teaching: The PlayBack programme](https://www.pedalhub.net/projects/item/play-in-early-teaching/) - Our PlayBack programme uses videos of teachers and children playing in everyday situations to boost the child-teacher bond.
- [Teaching assistants supporting children's agency](https://www.pedalhub.net/projects/item/teaching-assistants-supporting-childrens-agency/)
- [Play, dialogic teaching and executive functions in early primary school](https://www.pedalhub.net/projects/item/play-dialogic-teaching-and-executive-functions-in-early-primary-school/)
- [Classroom contexts and children's involvement in their learning](https://www.pedalhub.net/projects/item/classroom-contexts-and-childrens-involvement-in-their-learning/)
- [Teaching professionals Reflecting on Agency in Learning (TRAIL)](https://www.pedalhub.net/projects/item/teaching-professionals-reflecting-on-agency-in-learning-trail/)
- [Play in parenting: Measuring caregiver-child play](https://www.pedalhub.net/projects/item/play-in-parenting-measuring-caregiver-child-play/) - We're investigating how to measure parents' playfulness, with a special focus on their pretend play.

## Authors

- [Elian Fink](https://www.pedalhub.net/?authors=elian-fink)
- [Julia Birchenough](https://www.pedalhub.net/?authors=julia-birchenough)
- [Dina Fajardo Tovar](https://www.pedalhub.net/?authors=dina-fajardo-tovar) - PEDAL PhD student
- [Mercedes Castañeda](https://www.pedalhub.net/?authors=mercedes-castaneda) - Reinserta
- [Abi Dodson](https://www.pedalhub.net/?authors=abi-dodson) - Play Included
- [Gina Gomez de la Cuesta](https://www.pedalhub.net/?authors=gina-gomez-de-la-cuesta) - Play Included
- [Kerry Murphy](https://www.pedalhub.net/?authors=kerry-murphy) - Kerry Murphy (she/her) is an early childhood specialist with a background in neurodiversity, disability and behaviour. She is currently a lecturer in early years & SEND at Goldsmiths University, an author & currently completing her doctorate (EdD) in play and neurodivergence at the University of Sheffield.
- [Aimee Durning MBE](https://www.pedalhub.net/?authors=aimee-durning-mbe) - Director of Inclusion & Community at the University of Cambridge Primary School
- [James Biddulph](https://www.pedalhub.net/?authors=james-biddulph) - Executive Headteacher of the University of Cambridge Primary School
- [Helen Hayes](https://www.pedalhub.net/?authors=helen-hayes) - Helen Hayes is the Labour MP for Dulwich and West Norwood, first elected in 2015. At the time of the PEDAL Conference 2023 Helen was serving as the Shadow Minister for Children and Early Years focusing on childcare, support for children with special educational needs and disability, and children’s social care.
- [Alex Spragg](https://www.pedalhub.net/?authors=alex-spragg) - Programme Director - Better Start Bradford
- [Margaret Gallagher](https://www.pedalhub.net/?authors=margaret-gallagher) - Strategic Services Manager – Local Campaigns, NSPCC
- [Siobhán Prendiville](https://www.pedalhub.net/?authors=siobhan-prendiville) - Siobhán Prendiville is Course Leader for the MA in Creative Psychotherapy (Humanistic & Integrative Modality), which incorporates a Postgraduate Diploma in Play Therapy, at the Children’s Therapy Centre in Ireland. Siobhán is a child and adolescent psychotherapist, play therapist, clinical supervisor, author, international presenter and trainer. She also maintains a private child and adolescent psychotherapy and play therapy practice.
- [Mark Tomlinson](https://www.pedalhub.net/?authors=mark-tomlinson) - Professor Mark Tomlinson is the Co-Director of the Institute for Life Course Health Research in the Department of Global Health at Stellenbosch University. He is also Professor of Maternal and Child Health in the School of Nursing and Midwifery, Queens University, Belfast, UK.
- [Carolyn Mazzei](https://www.pedalhub.net/?authors=carolyn-mazzei) - PEDAL PhD student
- [Emma Pritchard-Rowe](https://www.pedalhub.net/?authors=emma-pritchard) - University of Cambridge PhD Student
- [Sally Hogg](https://www.pedalhub.net/?authors=sally-hogg) - PEDAL Senior Policy Fellow
- [Domnick Okullo](https://www.pedalhub.net/?authors=domnick-okullo) - PEDAL PhD Student
- [Janina Eberhart](https://www.pedalhub.net/?authors=janina-eberhart) - PEDAL PhD Alumni
- [Vicky Yiran Zhao](https://www.pedalhub.net/?authors=vicky-yiran-zhao) - PEDAL PhD Alumni
- [Jenny Gibson](https://www.pedalhub.net/?authors=jenny-gibson) - Senior Lecturer in Psychology and Education
- [PEDAL](https://www.pedalhub.net/?authors=pedal) - Centre for Research on Play in Education, Development & Learning, University of Cambridge.
- [Melissa Scarpate](https://www.pedalhub.net/?authors=melissa-scarpate) - University of Cambridge Researcher
- [Ciara Laverty](https://www.pedalhub.net/?authors=ciara-laverty) - PEDAL & The LEGO Foundation Researcher
- [Christine O'Farrelly](https://www.pedalhub.net/?authors=christine-ofarrelly) - UKRI Future Leaders Fellow and PEDAL Senior Research Associate
- [Aiman Kamarudin](https://www.pedalhub.net/?authors=aiman-kamarudin) - PEDAL Research Assistant
- [David Whitebread](https://www.pedalhub.net/?authors=dr-david-whitebread) - University of Cambridge Former Acting Director of PEDAL
- [Zhen Rao](https://www.pedalhub.net/?authors=dr-zhen-rao) - University of Cambridge Research Associate
- [Victoria Leong](https://www.pedalhub.net/?authors=dr-victoria-leong-dr-ciara-laverty-dr-melissa-scarpate) - University of Cambridge & The LEGO Foundation Researcher
- [Paul Crowhurst](https://www.pedalhub.net/?authors=dr-paul-crowhurst) - Principal Papatoetoe East School / Adjunct Senior Lecturer Massey University
- [Dave Neale](https://www.pedalhub.net/?authors=dr-dave-neale) - University of Cambridge PEDAL Affiliate
- [Beth Barker](https://www.pedalhub.net/?authors=beth-barker-and-paul-ramchandani) - PEDAL Research Associate
- [Hayley Gains](https://www.pedalhub.net/?authors=hayley-gains-emily-goodacre-krishna-kulkarni) - University of Exeter Postgraduate Student
- [Kayleigh Skene](https://www.pedalhub.net/?authors=kayleigh-skene-and-christine-ofarrelly) - PEDAL Research Assistant
- [Sara Baker](https://www.pedalhub.net/?authors=professor-sara-baker) - University of Cambridge Professor of Developmental Psychology and Education
- [Sabilah Eboo Alwani](https://www.pedalhub.net/?authors=sabilah-eboo-alwani-and-krishna-kulkarni) - PEDAL PhD Student
- [Stephen Bayley](https://www.pedalhub.net/?authors=dr-stephen-bayley) - University of Cambridge PEDAL Research Associate and Associate Member with the REAL Centre
- [Paul Ramchandani](https://www.pedalhub.net/?authors=professor-paul-ramchandani) - University of Cambridge Professor of Play
- [Elizabeth Byrne](https://www.pedalhub.net/?authors=dr-elizabeth-byrne) - University of Cambridge and the LEGO Foundation Research Associate
- [Mimi Tatlow-Golden](https://www.pedalhub.net/?authors=dr-mimi-tatlow-golden) - Senior Lecturer, School of Education, Childhood, Youth and Sport at The Open University; Co-Director, RUMPUS Research Group; Co-Director, Centre for Children and Young People's Wellbeing
- [Tilly Kirby](https://www.pedalhub.net/?authors=tilly-kirby-and-aiman-kamarudin) - PEDAL PhD student
- [Sophie Phillips](https://www.pedalhub.net/?authors=dr-sophie-phillips) - PEDAL Research Associate
- [Paulina Pérez-Duarte Mendiola](https://www.pedalhub.net/?authors=dr-paulina-perez-duarte-mendiola) - PEDAL PhD Student
- [Stephanie Nowack](https://www.pedalhub.net/?authors=stephanie-nowack) - PEDAL PhD Student
- [Natalie Day](https://www.pedalhub.net/?authors=natalie-day) - Former PEDAL Research Assistant
- [Sydney Conroy](https://www.pedalhub.net/?authors=sydney-conroy) - University of Cambridge PhD Student
- [Emily Goodacre](https://www.pedalhub.net/?authors=emily-goodacre) - University of Cambridge PhD Student
- [Hayley Gains](https://www.pedalhub.net/?authors=hayley-gains) - University of Cambridge Research Assistant
- [Catherine Hatcher](https://www.pedalhub.net/?authors=catherine-hatcher) - University of Cambridge Research Assistant
- [Kelsey Graber](https://www.pedalhub.net/?authors=kelsey-graber) - University of Cambridge PhD Student
- [Lenka Janik Blaskova](https://www.pedalhub.net/?authors=lenka-janik-blaskova) - University of Cambridge PhD candidate
- [Krishna Kulkarni](https://www.pedalhub.net/?authors=krishna-kulkarni) - University of Cambridge PhD Student
- [Soizic Le Courtois](https://www.pedalhub.net/?authors=soizic-le-courtois) - University of Cambridge PhD Student and former Primary School Teacher

## Hub Library

- [Using play in COVID-19 Testing](https://www.pedalhub.net/?library=using-play-in-covid-19-testing) - A PEDAL Resource looking at how we can make the COVID sample taking process less scary for children and parents (particularly for young children) by turning it into a game of collecting rocket fuel. The video aims to give parents some ideas on how to try and turn the swab taking into a bit of
- [PEDAL September Speaker Series - The Way We Play - Play in Challenging Settings](https://www.pedalhub.net/?library=pedal-september-speaker-series-the-way-we-play-play-in-challenging-settings) - This webinar focused on how play can manifest in challenging settings, and was chaired by PEDAL's Dr Jenny Gibson. She was joined by Dr Krutika Pau from Starlight Children's Foundation, and Dr Fadi El Yamani from Right To Play. Starlight Children’s Foundation is the national children’s charity that exists to preserve childhood throughout serious illness.
- [PEDAL September Speaker Series - The Way We Play - Potential in Play](https://www.pedalhub.net/?library=pedal-september-speaker-series-the-way-we-play-potential-in-play) - Our second webinar focused on the potentials of play in interventions, and also during the pandemic, and was chaired by PEDAL's Professor Paul Ramchandani. He was joined by Amy Jo Dowd, Head of Evidence at the Lego Foundation and PEDAL's PhD student Krishna Kulkarni.
- [Dimensionality and the Development of Cognitive Assessments for Children in Sub-Saharan Africa](https://www.pedalhub.net/?library=dimensionality-and-the-development-of-cognitive-assessments-for-children-in-sub-saharan-africa)
- [Including children with autism in social and imaginary play with typical peers: Integrated play groups model](https://www.pedalhub.net/?library=including-children-with-autism-in-social-and-imaginary-play-with-typical-peers-integrated-play-groups-model)
- [Language is More than Speech: A Case Study](https://www.pedalhub.net/?library=language-is-more-than-speech-a-case-study)
- [The role of executive function and social-emotional skills in the development of literacy and numeracy during preschool: a cross-lagged longitudinal study](https://www.pedalhub.net/?library=the-role-of-executive-function-and-social-emotional-skills-in-the-development-of-literacy-and-numeracy-during-preschool-a-cross-lagged-longitudinal-study)
- [The politics of desire and possibility in urban playwriting: (re)reading and (re)writing the script](https://www.pedalhub.net/?library=the-politics-of-desire-and-possibility-in-urban-playwriting-rereading-and-rewriting-the-script)
- [Times have changed: Parent perspectives on children's free play and sport](https://www.pedalhub.net/?library=times-have-changed-parent-perspectives-on-childrens-free-play-and-sport)
- [‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice](https://www.pedalhub.net/?library=its-teaching-but-not-as-we-know-it-using-participatory-learning-theories-to-resolve-the-dilemma-of-teaching-in-play-based-practice)
- [Narrating hope and resistance: A critical analysis of sources of agency among Palestinian children living under military violence](https://www.pedalhub.net/?library=narrating-hope-and-resistance-a-critical-analysis-of-sources-of-agency-among-palestinian-children-living-under-military-violence)
- [At-Risk and In-Need: Reaching Juvenile Offenders Through Art](https://www.pedalhub.net/?library=at-risk-and-in-need-reaching-juvenile-offenders-through-art)
- [Preschoolers’ free play - connections with emotional and social functioning](https://www.pedalhub.net/?library=preschoolers-free-play-connections-with-emotional-and-social-functioning)
- [A sciencing programme and young children's exploratory play in the sandpit](https://www.pedalhub.net/?library=a-sciencing-programme-and-young-childrens-exploratory-play-in-the-sandpit)
- [Play and Prosociality are Associated with Fewer Externalising Problems in Children with Developmental Language Disorder : The Role of Early Language and Communication Environment](https://www.pedalhub.net/?library=play-and-prosociality-are-associated-with-fewer-externalising-problems-in-children-with-developmental-language-disorder-the-role-of-early-language-and-communication-environment)
- [Effects of a Punitive Environment on Children's Executive Functioning: A Natural Experiment](https://www.pedalhub.net/?library=effects-of-a-punitive-environment-on-childrens-executive-functioning-a-natural-experiment)
- [A prospective naturalistic study of the impact of an intensive medical treatment on the social behavior of child and adolescent cancer patients](https://www.pedalhub.net/?library=a-prospective-naturalistic-study-of-the-impact-of-an-intensive-medical-treatment-on-the-social-behavior-of-child-and-adolescent-cancer-patients)
- [Empowered to Play: A Case Study Describing the Impact of Powered Mobility on the Exploratory Play of Disabled Children](https://www.pedalhub.net/?library=empowered-to-play-a-case-study-describing-the-impact-of-powered-mobility-on-the-exploratory-play-of-disabled-children)
- [The Impact of Block Play on Children’s Early Mathematics Skills in Rural Papua New Guinea](https://www.pedalhub.net/?library=the-impact-of-block-play-on-childrens-early-mathematics-skills-in-rural-papua-new-guinea)
- [Engagement in Play Activities as a Means for Youth in Detention to Acquire Life Skills](https://www.pedalhub.net/?library=engagement-in-play-activities-as-a-means-for-youth-in-detention-to-acquire-life-skills)
- [Using block play to enhance preschool children’s mathematics and executive functioning: A randomized controlled trial](https://www.pedalhub.net/?library=using-block-play-to-enhance-preschool-childrens-mathematics-and-executive-functioning-a-randomized-controlled-trial)
- [Hurricane Hugo blows down the broccoli: Preschoolers' post-disaster play and adjustment](https://www.pedalhub.net/?library=hurricane-hugo-blows-down-the-broccoli-preschoolers-post-disaster-play-and-adjustment)
- [An Exploratory Study of African American Parent—Child Coping Strategies Post- Hurricane Katrina](https://www.pedalhub.net/?library=an-exploratory-study-of-african-american-parent-child-coping-strategies-post-hurricane-katrina)
- [Evaluation of a sandplay program for preschoolers in a multiethnic neighborhood](https://www.pedalhub.net/?library=evaluation-of-a-sandplay-program-for-preschoolers-in-a-multiethnic-neighborhood)
- [Characteristics of holding, patterns of play, and social behaviors between parents and infants in New Delhi, India](https://www.pedalhub.net/?library=characteristics-of-holding-patterns-of-play-and-social-behaviors-between-parents-and-infants-in-new-delhi-india)
- [Parental reports of early patterns of caregiving, play and discipline in India and Malaysia](https://www.pedalhub.net/?library=parental-reports-of-early-patterns-of-caregiving-play-and-discipline-in-india-and-malaysia)
- [The Effect of Therapeutic Music Interventions on the Behavior of Hospitalized Children in Isolation: Developing a Contextual Support Model of Music Therapy](https://www.pedalhub.net/?library=the-effect-of-therapeutic-music-interventions-on-the-behavior-of-hospitalized-children-in-isolation-developing-a-contextual-support-model-of-music-therapy)
- ["I'm a reader": Transforming Incarcerated Girls' Lives in the English Classroom](https://www.pedalhub.net/?library=im-a-reader-transforming-incarcerated-girls-lives-in-the-english-classroom)
- [Family context and young children's responses to earthquake](https://www.pedalhub.net/?library=family-context-and-young-childrens-responses-to-earthquake)
- [The Influence of Building Block Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes](https://www.pedalhub.net/?library=the-influence-of-building-block-play-on-mathematics-achievement-and-logical-and-divergent-thinking-in-italian-primary-school-mathematics-classes)
- [Seeking Refuge, Losing Hope: Parents and Children in Immigration Detention](https://www.pedalhub.net/?library=seeking-refuge-losing-hope-parents-and-children-in-immigration-detention)
- [What Are the Peer Interaction Strengths and Difficulties in Children with Developmental Language Disorder? A Systematic Review](https://www.pedalhub.net/?library=what-are-the-peer-interaction-strengths-and-difficulties-in-children-with-developmental-language-disorder-a-systematic-review)
- [Puppet Therapy with Pediatric Bone Marrow Transplant Patients](https://www.pedalhub.net/?library=puppet-therapy-with-pediatric-bone-marrow-transplant-patients)
- [Bridging a Cultural Divide Between Play and Learning: Parental Ethnotheories of Young Children’s Play and Their Instantiation in Contemporary China](https://www.pedalhub.net/?library=bridging-a-cultural-divide-between-play-and-learning-parental-ethnotheories-of-young-childrens-play-and-their-instantiation-in-contemporary-china)
- [Social spaces for young children in hospital](https://www.pedalhub.net/?library=social-spaces-for-young-children-in-hospital)
- [Therapeutic play and bone marrow transplantation](https://www.pedalhub.net/?library=therapeutic-play-and-bone-marrow-transplantation)
- [Refugee children’s sandplay narratives in immigration detention in Canada](https://www.pedalhub.net/?library=refugee-childrens-sandplay-narratives-in-immigration-detention-in-canada)
- [Asylum-seeking children’s experiences of detention in Canada: A qualitative study](https://www.pedalhub.net/?library=asylum-seeking-childrens-experiences-of-detention-in-canada-a-qualitative-study)
- [Differences in Theory of Mind and Pretend Play Associations in Children with and Without Specific Language Impairment](https://www.pedalhub.net/?library=differences-in-theory-of-mind-and-pretend-play-associations-in-children-with-and-without-specific-language-impairment-2)
- [Active play: An important physical activity strategy in the fight against childhood obesity](https://www.pedalhub.net/?library=active-play-an-important-physical-activity-strategy-in-the-fight-against-childhood-obesity)
- [Children, mothers, and preschool teachers’ perceptions of play: Findings from Turkey and Norway](https://www.pedalhub.net/?library=children-mothers-and-preschool-teachers-perceptions-of-play-findings-from-turkey-and-norway)
- [Children with serious illness: Behavioral correlates of separation and isolation](https://www.pedalhub.net/?library=children-with-serious-illness-behavioral-correlates-of-separation-and-isolation)
- [Children Survivors of the 2004 Tsunami in Aceh, Indonesia](https://www.pedalhub.net/?library=children-survivors-of-the-2004-tsunami-in-aceh-indonesia)
- [Nonsocial Play Patterns of Young Children With Communication Disorders: Implications for Behavioral Adaptation](https://www.pedalhub.net/?library=nonsocial-play-patterns-of-young-children-with-communication-disorders-implications-for-behavioral-adaptation-2)
- [Dramatic pretend play games uniquely improve emotional control in young children](https://www.pedalhub.net/?library=dramatic-pretend-play-games-uniquely-improve-emotional-control-in-young-children-3)
- [Social behaviors of children with language impairment on the playground: A pilot study](https://www.pedalhub.net/?library=social-behaviors-of-children-with-language-impairment-on-the-playground-a-pilot-study)
- [Assessing the play beliefs of African American mothers with preschool children](https://www.pedalhub.net/?library=assessing-the-play-beliefs-of-african-american-mothers-with-preschool-children-3)
- [Structured Parent-Child Observations Predict Development of Conduct Problems: the Importance of Parental Negative Attention in Child-Directed Play](https://www.pedalhub.net/?library=structured-parent-child-observations-predict-development-of-conduct-problems-the-importance-of-parental-negative-attention-in-child-directed-play-2)
- [Conceptual split? Parents' and experts' perceptions of play in the 21st century](https://www.pedalhub.net/?library=conceptual-split-parents-and-experts-perceptions-of-play-in-the-21st-century)
- [Dispositional playfulness in young children: A cross-sectional and longitudinal examination of the psychometric properties of a new child self-reported playfulness scale and associations with social behaviour](https://www.pedalhub.net/?library=dispositional-playfulness-in-young-children-a-cross-sectional-and-longitudinal-examination-of-the-psychometric-properties-of-a-new-child-self-reported-playfulness-scale-and-associations-with-social-b)
- [Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities](https://www.pedalhub.net/?library=parent-child-math-talk-about-fractions-during-formal-learning-and-guided-play-activities-2)
- [The relationship between social behavior and emergent literacy among preschool boys and girls](https://www.pedalhub.net/?library=the-relationship-between-social-behavior-and-emergent-literacy-among-preschool-boys-and-girls)
- [Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children](https://www.pedalhub.net/?library=effects-of-teacher-delivered-book-reading-and-play-on-vocabulary-learning-and-self-regulation-among-low-income-preschool-children)
- [Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder](https://www.pedalhub.net/?library=improvement-in-social-competence-using-a-randomized-trial-of-a-theatre-intervention-for-children-with-autism-spectrum-disorder)
- [A Therapeutic Play Group for Hospitalized Children with Cancer](https://www.pedalhub.net/?library=a-therapeutic-play-group-for-hospitalized-children-with-cancer)
- [Associations of physical activity and gross motor skills with executive function in preschool children from low-income South African settings](https://www.pedalhub.net/?library=associations-of-physical-activity-and-gross-motor-skills-with-executive-function-in-preschool-children-from-low-income-south-african-settings)
- [The Function of Play for Coping and Therapy with Children Exposed to Disasters and Political Violence](https://www.pedalhub.net/?library=the-function-of-play-for-coping-and-therapy-with-children-exposed-to-disasters-and-political-violence)
- [Pre-school numeracy play as a predictor of children’s attitudes towards mathematics at age 10](https://www.pedalhub.net/?library=pre-school-numeracy-play-as-a-predictor-of-childrens-attitudes-towards-mathematics-at-age-10)
- [Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play](https://www.pedalhub.net/?library=kindergarten-scores-storytelling-executive-function-and-motivation-improved-through-literacy-rich-guided-play-3)
- [The Development of Spatial Skills Through Interventions Involving Block Building Activities](https://www.pedalhub.net/?library=the-development-of-spatial-skills-through-interventions-involving-block-building-activities)
- [Parental Interactions With Latino Infants: Variation by Country of Origin and English Proficiency](https://www.pedalhub.net/?library=parental-interactions-with-latino-infants-variation-by-country-of-origin-and-english-proficiency)
- [Teaching science through play in kindergarten: does integrated play and science instruction build understanding?](https://www.pedalhub.net/?library=teaching-science-through-play-in-kindergarten-does-integrated-play-and-science-instruction-build-understanding-2)
- [Music Therapy as an Intervention for Children with Cancer in Isolation Rooms](https://www.pedalhub.net/?library=music-therapy-as-an-intervention-for-children-with-cancer-in-isolation-rooms)
- [Encouraging Maternal Guidance of Preschoolers’ Spatial Thinking During Block Play](https://www.pedalhub.net/?library=encouraging-maternal-guidance-of-preschoolers-spatial-thinking-during-block-play-2) - Spatial thinking, an important component of cognition, supports academic achievement and daily activities (e.g., learning science and math; using maps). Better spatial skills are correlated with more spatial play and more parental attention to spatial concepts. Tested here was whether informing mothers about spatial thinking and ways to encourage it would increase the spatial guidance
- [Development of executive functioning in school-age Tunisian children](https://www.pedalhub.net/?library=development-of-executive-functioning-in-school-age-tunisian-children)
- [The contributions of children’s social competence, aggression, and anxiety to their play behaviours with peers](https://www.pedalhub.net/?library=the-contributions-of-childrens-social-competence-aggression-and-anxiety-to-their-play-behaviours-with-peers-2)
- [Symbolic play promotes non-verbal communicative exchange in infant–caregiver dyads](https://www.pedalhub.net/?library=symbolic-play-promotes-non-verbal-communicative-exchange-in-infant-caregiver-dyads)
- [The emergence of dyadic pretend play quality during peer play: The role of child competence, play partner competence and dyadic constellation](https://www.pedalhub.net/?library=the-emergence-of-dyadic-pretend-play-quality-during-peer-play-the-role-of-child-competence-play-partner-competence-and-dyadic-constellation)
- [The relationship between symbolic play and language acquisition: A meta-analytic review](https://www.pedalhub.net/?library=the-relationship-between-symbolic-play-and-language-acquisition-a-meta-analytic-review-2)
- [The contributions of children’s social competence, aggression, and anxiety to their play behaviours with peers](https://www.pedalhub.net/?library=the-contributions-of-childrens-social-competence-aggression-and-anxiety-to-their-play-behaviours-with-peers)
- [Structured Parent-Child Observations Predict Development of Conduct Problems: the Importance of Parental Negative Attention in Child-Directed Play](https://www.pedalhub.net/?library=structured-parent-child-observations-predict-development-of-conduct-problems-the-importance-of-parental-negative-attention-in-child-directed-play)
- [An Examination of the Behavioral Correlates of Subtypes of Nonsocial Play Among Chinese Preschoolers](https://www.pedalhub.net/?library=an-examination-of-the-behavioral-correlates-of-subtypes-of-nonsocial-play-among-chinese-preschoolers)
- [Roles of Initiation and Responsiveness in Access and Participation for Children With Specific Language Impairment](https://www.pedalhub.net/?library=roles-of-initiation-and-responsiveness-in-access-and-participation-for-children-with-specific-language-impairment)
- [Differences in Theory of Mind and Pretend Play Associations in Children with and Without Specific Language Impairment](https://www.pedalhub.net/?library=differences-in-theory-of-mind-and-pretend-play-associations-in-children-with-and-without-specific-language-impairment) - Children with specific language impairment (SLI) have difficulty engaging in social pretend play, which cannot be explained exclusively by their deficient language skills. Alternatively, the ability to represent mental states (Theory of Mind [ToM]) might be important in appreciating peers' perspectives during pretend play. This study investigated whether ToM was associated with pretend play abilities
- [Nonsocial Play Patterns of Young Children With Communication Disorders: Implications for Behavioral Adaptation](https://www.pedalhub.net/?library=nonsocial-play-patterns-of-young-children-with-communication-disorders-implications-for-behavioral-adaptation)
- [The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children](https://www.pedalhub.net/?library=the-theoretical-and-methodological-opportunities-afforded-by-guided-play-with-young-children-2)
- [Guided Play: Principles and Practices](https://www.pedalhub.net/?library=guided-play-principles-and-practices-2)
- [Learning from explaining: Does it matter if mom is listening?](https://www.pedalhub.net/?library=learning-from-explaining-does-it-matter-if-mom-is-listening)
- [Use of LEGO as a Therapeutic Medium for Improving Social Competence](https://www.pedalhub.net/?library=use-of-lego-as-a-therapeutic-medium-for-improving-social-competence)
- [The role of guidance in children's discovery learning](https://www.pedalhub.net/?library=the-role-of-guidance-in-childrens-discovery-learning)
- [Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting](https://www.pedalhub.net/?library=using-peer-mediated-lego-play-intervention-to-improve-social-interactions-for-chinese-children-with-autism-in-an-inclusive-setting)
- [A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic Language Intervention for Children With Autism](https://www.pedalhub.net/?library=a-randomized-controlled-trial-of-a-play-based-peer-mediated-pragmatic-language-intervention-for-children-with-autism-3)
- [A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most](https://www.pedalhub.net/?library=a-play-based-peer-mediated-pragmatic-language-intervention-for-school-aged-children-on-the-autism-spectrum-predicting-who-benefits-most)
- [Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism](https://www.pedalhub.net/?library=randomized-controlled-caregiver-mediated-joint-engagement-intervention-for-toddlers-with-autism)
- [Joint attention and symbolic play in young children with autism: a randomized controlled intervention study](https://www.pedalhub.net/?library=joint-attention-and-symbolic-play-in-young-children-with-autism-a-randomized-controlled-intervention-study)
- [Topic relations in mother-child conversation](https://www.pedalhub.net/?library=topic-relations-in-mother-child-conversation)
- [Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis](https://www.pedalhub.net/?library=shared-picture-book-reading-interventions-for-child-language-development-a-systematic-review-and-meta-analysis)
- [Wordless picture books boost preschoolers’ language production during shared reading](https://www.pedalhub.net/?library=wordless-picture-books-boost-preschoolers-language-production-during-shared-reading)
- [Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome](https://www.pedalhub.net/?library=randomized-controlled-trial-of-a-book-sharing-intervention-in-a-deprived-south-african-community-effects-on-carer-infant-interactions-and-their-relation-to-infant-cognitive-and-socioemotiona)
- [The Benefits of Early Book Sharing (BEBS) for child cognitive and socio-emotional development in South Africa: study protocol for a randomised controlled trial](https://www.pedalhub.net/?library=the-benefits-of-early-book-sharing-bebs-for-child-cognitive-and-socio-emotional-development-in-south-africa-study-protocol-for-a-randomised-controlled-trial)
- [The impact of dialogic book-sharing training on infant language and attention: a randomized controlled trial in a deprived South African community](https://www.pedalhub.net/?library=the-impact-of-dialogic-book-sharing-training-on-infant-language-and-attention-a-randomized-controlled-trial-in-a-deprived-south-african-community)
- [A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play](https://www.pedalhub.net/?library=a-continuum-of-play-based-learning-the-role-of-the-teacher-in-play-based-pedagogy-and-the-fear-of-hijacking-play-2)
- [Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy](https://www.pedalhub.net/?library=play-in-the-primary-school-classroom-the-experience-of-teachers-supporting-childrens-learning-through-a-new-pedagogy-2)
- [ECE teachers’ views on play-based learning: a systematic review](https://www.pedalhub.net/?library=ece-teachers-views-on-play-based-learning-a-systematic-review-2)
- [The language of play: Developing preschool vocabulary through play following shared book-reading](https://www.pedalhub.net/?library=the-language-of-play-developing-preschool-vocabulary-through-play-following-shared-book-reading-2)
- [Can Guided Play and Storybook Reading Promote Children’s Drawing Development?](https://www.pedalhub.net/?library=can-guided-play-and-storybook-reading-promote-childrens-drawing-development)
- [Guided play and free play in an enriched environment: Impact on motor development](https://www.pedalhub.net/?library=guided-play-and-free-play-in-an-enriched-environment-impact-on-motor-development)
- [Dramatic pretend play games uniquely improve emotional control in young children](https://www.pedalhub.net/?library=dramatic-pretend-play-games-uniquely-improve-emotional-control-in-young-children-2)
- [Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities](https://www.pedalhub.net/?library=parent-child-math-talk-about-fractions-during-formal-learning-and-guided-play-activities)
- [Teaching science through play in kindergarten: does integrated play and science instruction build understanding?](https://www.pedalhub.net/?library=teaching-science-through-play-in-kindergarten-does-integrated-play-and-science-instruction-build-understanding)
- [Encouraging Maternal Guidance of Preschoolers’ Spatial Thinking During Block Play](https://www.pedalhub.net/?library=encouraging-maternal-guidance-of-preschoolers-spatial-thinking-during-block-play)
- [Learning through play: a review of the evidence](https://www.pedalhub.net/?library=learning-through-play-a-review-of-the-evidence)
- [Introduction: The healing potential of adults at play](https://www.pedalhub.net/?library=introduction-the-healing-potential-of-adults-at-play)
- [Play Behavior and Playfulness in Adulthood](https://www.pedalhub.net/?library=play-behavior-and-playfulness-in-adulthood-2)
- [The Efficacy of Playing Videogames Compared with Antidepressants in Reducing Treatment-Resistant Symptoms of Depression](https://www.pedalhub.net/?library=the-efficacy-of-playing-videogames-compared-with-antidepressants-in-reducing-treatment-resistant-symptoms-of-depression)
- [Integrative play therapy with adults with complex trauma: A developmentally-informed approach](https://www.pedalhub.net/?library=integrative-play-therapy-with-adults-with-complex-trauma-a-developmentally-informed-approach)
- [A meta-analysis of play therapy outcomes](https://www.pedalhub.net/?library=a-meta-analysis-of-play-therapy-outcomes)
- [Psychodynamic therapy](https://www.pedalhub.net/?library=psychodynamic-therapy)
- [A meta-analytic review of play therapy with emphasis on outcome measures.](https://www.pedalhub.net/?library=a-meta-analytic-review-of-play-therapy-with-emphasis-on-outcome-measures)
- [Can cognitive leisure activity prevent cognitive decline in older adults? A systematic review of intervention studies](https://www.pedalhub.net/?library=can-cognitive-leisure-activity-prevent-cognitive-decline-in-older-adults-a-systematic-review-of-intervention-studies-2) - The aims of this systematic review were to investigate what kind of cognitive leisure activities have been used in intervention studies targeting older adults, and whether these activities improve cognitive function or inhibit cognitive decline. Based on the PRISMA declaration, we searched keywords using three electronic databases: PubMed, PsycINFO and PsycARTICLES. Intervention studies involving cognitive
- [Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul](https://www.pedalhub.net/?library=play-how-it-shapes-the-brain-opens-the-imagination-and-invigorates-the-soul)
- [The Efficacy of Play Therapy With Children: A Meta-Analytic Review of Treatment Outcomes](https://www.pedalhub.net/?library=the-efficacy-of-play-therapy-with-children-a-meta-analytic-review-of-treatment-outcomes)
- [Fathers and Mothers at Play With Their 2- and 3-Year-Olds: Contributions to Language and Cognitive Development](https://www.pedalhub.net/?library=fathers-and-mothers-at-play-with-their-2-and-3-year-olds-contributions-to-language-and-cognitive-development-2)
- [ECE teachers’ views on play-based learning: a systematic review](https://www.pedalhub.net/?library=ece-teachers-views-on-play-based-learning-a-systematic-review)
- [Children's Early Understanding of Mind: Origins and Development](https://www.pedalhub.net/?library=childrens-early-understanding-of-mind-origins-and-development)
- [Wanting to Get It Right: Commentary on Lillard and Joseph](https://www.pedalhub.net/?library=wanting-to-get-it-right-commentary-on-lillard-and-joseph)
- [Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers](https://www.pedalhub.net/?library=randomized-control-trial-of-tools-of-the-mind-marked-benefits-to-kindergarten-children-and-their-teachers)
- [Randomized Video-Feedback Intervention in Home-Based Childcare: Improvement of Children’s Wellbeing Dependent on Time Spent with Trusted Caregiver](https://www.pedalhub.net/?library=randomized-video-feedback-intervention-in-home-based-childcare-improvement-of-childrens-wellbeing-dependent-on-time-spent-with-trusted-caregiver)
- [Do Intervention Programs in Child Care Promote the Quality of Caregiver-Child Interactions? A Meta-Analysis of Randomized Controlled Trials](https://www.pedalhub.net/?library=do-intervention-programs-in-child-care-promote-the-quality-of-caregiver-child-interactions-a-meta-analysis-of-randomized-controlled-trials)
- [The Double-edged Sword of Pedagogy: Instruction limits spontaneous exploration and discovery](https://www.pedalhub.net/?library=the-double-edged-sword-of-pedagogy-instruction-limits-spontaneous-exploration-and-discovery-3)
- [Toddlers Learn with Facilitated Play, Not Free Play](https://www.pedalhub.net/?library=toddlers-learn-with-facilitated-play-not-free-play) - Can children of all age groups engage in self-directed learning? While active learning has been widely advocated in education, it remains unclear whether its benefits apply to children at all developmental levels. In the present study, we demonstrate that 19-month-old toddlers acquire higher-order generalizations in the causal domain only when their play is facilitated by
- [Educational effects of the Tools of the Mind curriculum: A randomized trial](https://www.pedalhub.net/?library=educational-effects-of-the-tools-of-the-mind-curriculum-a-randomized-trial-2)
- [Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence](https://www.pedalhub.net/?library=using-a-narrative-and-play-based-activity-to-promote-low-income-preschoolers-oral-language-emergent-literacy-and-social-competence)
- [From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play](https://www.pedalhub.net/?library=from-the-reading-rug-to-the-play-center-enhancing-vocabulary-and-comprehensive-language-skills-by-connecting-storybook-reading-and-guided-play)
- [The Tools of the Mind curriculum for improving self‐regulation in early childhood: a sytematic review](https://www.pedalhub.net/?library=the-tools-of-the-mind-curriculum-for-improving-self‐regulation-in-early-childhood-a-sytematic-review)
- [The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children](https://www.pedalhub.net/?library=the-theoretical-and-methodological-opportunities-afforded-by-guided-play-with-young-children)
- [Accessing the Inaccessible: Redefining Play as a Spectrum](https://www.pedalhub.net/?library=accessing-the-inaccessible-redefining-play-as-a-spectrum-2)
- [More than ‘just play’: picking out three dimensions of a balanced early years pedagogy](https://www.pedalhub.net/?library=more-than-just-play-picking-out-three-dimensions-of-a-balanced-early-years-pedagogy)
- [A scoping review of research on play-based pedagogies in kindergarten education](https://www.pedalhub.net/?library=a-scoping-review-of-research-on-play-based-pedagogies-in-kindergarten-education-2)
- [Playful structure: a novel image of early years pedagogy for primary school classrooms](https://www.pedalhub.net/?library=playful-structure-a-novel-image-of-early-years-pedagogy-for-primary-school-classrooms)
- [Effects of a cognitive behavioural play intervention on children's hope and school adjustment](https://www.pedalhub.net/?library=effects-of-a-cognitive-behavioural-play-intervention-on-childrens-hope-and-school-adjustment)
- [Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention](https://www.pedalhub.net/?library=strengthening-school-readiness-for-head-start-children-evaluation-of-a-self-regulation-intervention)
- [Effects of the Zippy’s Friends Programme on Children’s Coping Abilities During the Transition from Kindergarten to Elementary School](https://www.pedalhub.net/?library=effects-of-the-zippys-friends-programme-on-childrens-coping-abilities-during-the-transition-from-kindergarten-to-elementary-school)
- [Relations Between Fantasy Orientation and Emotion Regulation in Preschool](https://www.pedalhub.net/?library=relations-between-fantasy-orientation-and-emotion-regulation-in-preschool-2)
- [Assessing different aspects of pretend play within a play setting: Towards a standardized assessment of pretend play in young children](https://www.pedalhub.net/?library=assessing-different-aspects-of-pretend-play-within-a-play-setting-towards-a-standardized-assessment-of-pretend-play-in-young-children)
- [Pretend Play, Coping, and Subjective Well-Being in Children](https://www.pedalhub.net/?library=pretend-play-coping-and-subjective-well-being-in-children)
- [Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development](https://www.pedalhub.net/?library=spontaneous-peer-conversation-in-preschoolers-with-high-functioning-autism-spectrum-disorder-versus-typical-development)
- [A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic Language Intervention for Children With Autism](https://www.pedalhub.net/?library=a-randomized-controlled-trial-of-a-play-based-peer-mediated-pragmatic-language-intervention-for-children-with-autism-2)
- [The games they play: Observations of children with autism spectrum disorder on the school playground](https://www.pedalhub.net/?library=the-games-they-play-observations-of-children-with-autism-spectrum-disorder-on-the-school-playground)
- [A Systematic Review and Meta-analysis of Interventions to Improve Play Skills in Children with Autism Spectrum Disorder](https://www.pedalhub.net/?library=a-systematic-review-and-meta-analysis-of-interventions-to-improve-play-skills-in-children-with-autism-spectrum-disorder)
- [Interventions to promote the playful engagement in social interaction of preschool-aged children with autism spectrum disorder (ASD): a scoping study](https://www.pedalhub.net/?library=interventions-to-promote-the-playful-engagement-in-social-interaction-of-preschool-aged-children-with-autism-spectrum-disorder-asd-a-scoping-study)
- [Increasing Joint Attention, Play and Language through Peer Supported Play](https://www.pedalhub.net/?library=increasing-joint-attention-play-and-language-through-peer-supported-play)
- [Long-term outcome of social skills intervention based on interactive LEGO© play](https://www.pedalhub.net/?library=long-term-outcome-of-social-skills-intervention-based-on-interactive-lego-play)
- [Taking a Closer Look at Functional Play in Children with Autism](https://www.pedalhub.net/?library=taking-a-closer-look-at-functional-play-in-children-with-autism)
- [Language outcome in autism: randomized comparison of joint attention and play interventions](https://www.pedalhub.net/?library=language-outcome-in-autism-randomized-comparison-of-joint-attention-and-play-interventions-2)
- [To What Extent Do Joint Attention, Imitation, and Object Play Behaviors in Infancy Predict Later Communication and Intellectual Functioning in ASD?](https://www.pedalhub.net/?library=to-what-extent-do-joint-attention-imitation-and-object-play-behaviors-in-infancy-predict-later-communication-and-intellectual-functioning-in-asd)
- [Teachers' Theory-of-mind Coaching and Children's Executive Function Predict the Training Effect of Sociodramatic Play on Children's Theory of Mind](https://www.pedalhub.net/?library=teachers-theory-of-mind-coaching-and-childrens-executive-function-predict-the-training-effect-of-sociodramatic-play-on-childrens-theory-of-mind)
- [Making play work for education](https://www.pedalhub.net/?library=making-play-work-for-education)
- [The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery](https://www.pedalhub.net/?library=the-double-edged-sword-of-pedagogy-instruction-limits-spontaneous-exploration-and-discovery-2)
- [Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old](https://www.pedalhub.net/?library=interventions-shown-to-aid-executive-function-development-in-children-4-to-12-years-old)
- [Child-caregiver Attachment Representations in a Non-Western Context: The Feasibility and Cultural Equivalence of Story Stems in Urban Ghana](https://www.pedalhub.net/?library=child-caregiver-attachment-representations-in-a-non-western-context-the-feasibility-and-cultural-equivalence-of-story-stems-in-urban-ghana)
- [The Oxford Handbook of the Development of Imagination](https://www.pedalhub.net/?library=the-oxford-handbook-of-the-development-of-imagination)
- [Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs](https://www.pedalhub.net/?library=preschool-childrens-development-in-classic-montessori-supplemented-montessori-and-conventional-programs-2)
- [Play beliefs and responsive parenting among low-income mothers of preschoolers in the United States](https://www.pedalhub.net/?library=play-beliefs-and-responsive-parenting-among-low-income-mothers-of-preschoolers-in-the-united-states-3)
- [Gender-differentiated effects of theory of mind, emotion understanding, and social preference on prosocial behavior development: A longitudinal study](https://www.pedalhub.net/?library=gender-differentiated-effects-of-theory-of-mind-emotion-understanding-and-social-preference-on-prosocial-behavior-development-a-longitudinal-study)
- [Children of adolescent mothers: attachment representation, maternal depression, and later behavior problems](https://www.pedalhub.net/?library=children-of-adolescent-mothers-attachment-representation-maternal-depression-and-later-behavior-problems)
- [Cultural variations in the play of toddlers](https://www.pedalhub.net/?library=cultural-variations-in-the-play-of-toddlers-2)
- [The importance of play in promoting healthy child development and maintaining strong parent-child bonds](https://www.pedalhub.net/?library=the-importance-of-play-in-promoting-healthy-child-development-and-maintaining-strong-parent-child-bonds-2)
- [Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions: Journal of Cognition and Development: Vol 20, No 2](https://www.pedalhub.net/?library=lessons-for-successful-cognitive-developmental-science-in-educational-settings-the-case-of-executive-functions-journal-of-cognition-and-development-vol-20-no-2)
- [Uncovering young children's psychological selves: individual and developmental differences](https://www.pedalhub.net/?library=uncovering-young-childrens-psychological-selves-individual-and-developmental-differences)
- [THE MAGIC OF PLAY: LOW-INCOME MOTHERS' AND FATHERS' PLAYFULNESS AND CHILDREN'S EMOTION REGULATION AND VOCABULARY SKILLS](https://www.pedalhub.net/?library=the-magic-of-play-low-income-mothers-and-fathers-playfulness-and-childrens-emotion-regulation-and-vocabulary-skills-3)
- [Good Education in an Age of Measurement : Ethics, Politics, Democracy](https://www.pedalhub.net/?library=good-education-in-an-age-of-measurement-ethics-politics-democracy)
- [Can cognitive leisure activity prevent cognitive decline in older adults? A systematic review of intervention studies](https://www.pedalhub.net/?library=can-cognitive-leisure-activity-prevent-cognitive-decline-in-older-adults-a-systematic-review-of-intervention-studies)
- [Assessing Other-Directed, Lighthearted, Intellectual, and Whimsical 					Playfulness in Adults](https://www.pedalhub.net/?library=assessing-other-directed-lighthearted-intellectual-and-whimsical-playfulness-in-adults)
- [Play Behavior and Playfulness in Adulthood](https://www.pedalhub.net/?library=play-behavior-and-playfulness-in-adulthood)
- [The virtuousness of adult playfulness: the relation of playfulness with strengths of character](https://www.pedalhub.net/?library=the-virtuousness-of-adult-playfulness-the-relation-of-playfulness-with-strengths-of-character)
- [The Positive Relationships of Playfulness With Indicators of Health, Activity, and Physical Fitness](https://www.pedalhub.net/?library=the-positive-relationships-of-playfulness-with-indicators-of-health-activity-and-physical-fitness)
- [Young Children's Understanding of Other People's Feelings and Beliefs: Individual Differences and Their Antecedents](https://www.pedalhub.net/?library=young-childrens-understanding-of-other-peoples-feelings-and-beliefs-individual-differences-and-their-antecedents)
- [The Effects of Play-Based Intervention on Vocabulary Acquisition by Preschoolers at Risk for Reading and Language Delays](https://www.pedalhub.net/?library=the-effects-of-play-based-intervention-on-vocabulary-acquisition-by-preschoolers-at-risk-for-reading-and-language-delays)
- [Taking Shape: Supporting Preschoolers' Acquisition of Geometric Knowledge Through Guided Play](https://www.pedalhub.net/?library=taking-shape-supporting-preschoolers-acquisition-of-geometric-knowledge-through-guided-play-2)
- [Block Talk: Spatial Language During Block Play](https://www.pedalhub.net/?library=block-talk-spatial-language-during-block-play)
- [Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play](https://www.pedalhub.net/?library=kindergarten-scores-storytelling-executive-function-and-motivation-improved-through-literacy-rich-guided-play-2)
- [THE IMPORTANCE OF PLAY DURING HOSPITALIZATION OF CHILDREN](https://www.pedalhub.net/?library=the-importance-of-play-during-hospitalization-of-children)
- [Pretend play as a resource for children: implications for pediatricians and health professionals](https://www.pedalhub.net/?library=pretend-play-as-a-resource-for-children-implications-for-pediatricians-and-health-professionals)
- [Healthy play, better coping: The importance of play for the development of children in health and disease](https://www.pedalhub.net/?library=healthy-play-better-coping-the-importance-of-play-for-the-development-of-children-in-health-and-disease)
- [Play in hospital](https://www.pedalhub.net/?library=play-in-hospital)
- [Unstructured Play in Hospital Settings: An Internal Locus of Control Rationale](https://www.pedalhub.net/?library=unstructured-play-in-hospital-settings-an-internal-locus-of-control-rationale)
- [A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic Language Intervention for Children With Autism](https://www.pedalhub.net/?library=a-randomized-controlled-trial-of-a-play-based-peer-mediated-pragmatic-language-intervention-for-children-with-autism)
- [The relationship between symbolic play and language acquisition: A meta-analytic review](https://www.pedalhub.net/?library=the-relationship-between-symbolic-play-and-language-acquisition-a-meta-analytic-review)
- [Symbolic functioning and language development in children with Down syndrome](https://www.pedalhub.net/?library=symbolic-functioning-and-language-development-in-children-with-down-syndrome)
- [Predictors and Moderators of Spontaneous Pretend Play in Children with and without Autism Spectrum Disorder](https://www.pedalhub.net/?library=predictors-and-moderators-of-spontaneous-pretend-play-in-children-with-and-without-autism-spectrum-disorder)
- [Parent and Teacher Ratings of Peer Interactive Play and Social-Emotional Development of Preschool Children at Risk](https://www.pedalhub.net/?library=parent-and-teacher-ratings-of-peer-interactive-play-and-social-emotional-development-of-preschool-children-at-risk)
- [Language outcome in autism: randomized comparison of joint attention and play interventions](https://www.pedalhub.net/?library=language-outcome-in-autism-randomized-comparison-of-joint-attention-and-play-interventions)
- [Early Predictors of Communication Development in Young Children with Autism Spectrum Disorder: Joint Attention, Imitation, and Toy Play](https://www.pedalhub.net/?library=early-predictors-of-communication-development-in-young-children-with-autism-spectrum-disorder-joint-attention-imitation-and-toy-play)
- [Assessing the play beliefs of African American mothers with preschool children](https://www.pedalhub.net/?library=assessing-the-play-beliefs-of-african-american-mothers-with-preschool-children-2)
- [Beyond Rough and Tumble: Low-Income Fathers' Interactions and Children's Cognitive Development at 24 Months](https://www.pedalhub.net/?library=beyond-rough-and-tumble-low-income-fathers-interactions-and-childrens-cognitive-development-at-24-months)
- [Cultural variations in the play of toddlers:](https://www.pedalhub.net/?library=cultural-variations-in-the-play-of-toddlers)
- [Teacher or playmate? Asian immigrant and Euro-American parents’ participation in their young children’s daily activities](https://www.pedalhub.net/?library=teacher-or-playmate-asian-immigrant-and-euro-american-parents-participation-in-their-young-childrens-daily-activities)
- [Relations Between Parents' Interactive Style in Dyadic and Triadic Play and Toddlers' Symbolic Capacity](https://www.pedalhub.net/?library=relations-between-parents-interactive-style-in-dyadic-and-triadic-play-and-toddlers-symbolic-capacity)
- [The Development of Play](https://www.pedalhub.net/?library=the-development-of-play)
- [Social participation among pre-school children.](https://www.pedalhub.net/?library=social-participation-among-pre-school-children)
- [Social and non-social play](https://www.pedalhub.net/?library=social-and-non-social-play)
- [Play is indispensable for an adequate development of coping with social challenges in the rat.](https://www.pedalhub.net/?library=play-is-indispensable-for-an-adequate-development-of-coping-with-social-challenges-in-the-rat)
- [Role of Play in Social Skills and Intelligence of Children](https://www.pedalhub.net/?library=role-of-play-in-social-skills-and-intelligence-of-children)
- [‘We call this “play”, however…’: Navigating ‘play anxiety’ in early childhood education and care markets](https://www.pedalhub.net/?library=we-call-this-play-however-navigating-play-anxiety-in-early-childhood-education-and-care-markets)
- [Play as learning: implications for educators and parents from findings of a national evaluation of school readiness in Ireland](https://www.pedalhub.net/?library=play-as-learning-implications-for-educators-and-parents-from-findings-of-a-national-evaluation-of-school-readiness-in-ireland)
- [Learning through play – pedagogy and learning outcomes in early childhood mathematics](https://www.pedalhub.net/?library=learning-through-play-pedagogy-and-learning-outcomes-in-early-childhood-mathematics-2)
- [Three decades in: Priming for meta-analysis in play-literacy research](https://www.pedalhub.net/?library=three-decades-in-priming-for-meta-analysis-in-play-literacy-research-2)
- [Measurement of Father–Child Rough-and-Tumble Play and Its Relations to Child Behavior](https://www.pedalhub.net/?library=measurement-of-father-child-rough-and-tumble-play-and-its-relations-to-child-behavior)
- [‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education](https://www.pedalhub.net/?library=the-playing-exploring-child-reconceptualizing-the-relationship-between-play-and-learning-in-early-childhood-education)
- [Father Play: Is It Special?](https://www.pedalhub.net/?library=father-play-is-it-special)
- [THE WORLDWIDE BURDEN OF INFANT MENTAL AND EMOTIONAL DISORDER: REPORT OF THE TASK FORCE OF THE WORLD ASSOCIATION FOR INFANT MENTAL HEALTH - Lyons‐Ruth - 2017 - Infant Mental Health Journal - Wiley Online Library](https://www.pedalhub.net/?library=the-worldwide-burden-of-infant-mental-and-emotional-disorder-report-of-the-task-force-of-the-world-association-for-infant-mental-health-lyons‐ruth-2017-infant-mental-health-journal-wi)
- [The Quality of Father–Child Rough-and-Tumble Play and Toddlers’ Aggressive Behavior in China](https://www.pedalhub.net/?library=the-quality-of-father-child-rough-and-tumble-play-and-toddlers-aggressive-behavior-in-china)
- [FATHER–CHILD PLAY DURING THE PRESCHOOL YEARS AND CHILD INTERNALIZING BEHAVIORS: BETWEEN ROBUSTNESS AND VULNERABILITY - Ahnert - 2017 - Infant Mental Health Journal - Wiley Online Library](https://www.pedalhub.net/?library=father-child-play-during-the-preschool-years-and-child-internalizing-behaviors-between-robustness-and-vulnerability-ahnert-2017-infant-mental-health-journal-wiley-online-library)
- [The Magic of Play: Low-Income Mothers’ and Fathers’ Playfulness and Children's Emotion Regulation and Vocabulary Skills](https://www.pedalhub.net/?library=the-magic-of-play-low-income-mothers-and-fathers-playfulness-and-childrens-emotion-regulation-and-vocabulary-skills-2)
- [Mother–Child and Father–Child Play Interaction: The Importance of Parental Playfulness as a Moderator of the Links Between Parental Behavior and Child Negativity](https://www.pedalhub.net/?library=mother-child-and-father-child-play-interaction-the-importance-of-parental-playfulness-as-a-moderator-of-the-links-between-parental-behavior-and-child-negativity)
- [A COMMENTARY ON THE IMPORTANCE OF FATHER–CHILD PLAY AND CHILDREN'S DEVELOPMENT - Popp - 2017 - Infant Mental Health Journal - Wiley Online Library](https://www.pedalhub.net/?library=a-commentary-on-the-importance-of-father-child-play-and-childrens-development-popp-2017-infant-mental-health-journal-wiley-online-library)
- [COMMENTARY ON FATHERS’ PLAY: MEASUREMENT, CONCEPTUALIZATION, CULTURE, AND CONNECTIONS WITH CHILD DEVELOPMENT - MajdandžIć - 2017 - Infant Mental Health Journal - Wiley Online Library](https://www.pedalhub.net/?library=commentary-on-fathers-play-measurement-conceptualization-culture-and-connections-with-child-development-majdandzic-2017-infant-mental-health-journal-wiley-online-library)
- [A Longitudinal Investigation of Siblings’ and Friends’ Features of Connectedness and Interaction Quality During Play](https://www.pedalhub.net/?library=a-longitudinal-investigation-of-siblings-and-friends-features-of-connectedness-and-interaction-quality-during-play-2)
- [Development of intersubjectivity in the dyadic play of preschoolers](https://www.pedalhub.net/?library=development-of-intersubjectivity-in-the-dyadic-play-of-preschoolers)
- [Communicating shared meaning in social pretend play](https://www.pedalhub.net/?library=communicating-shared-meaning-in-social-pretend-play)
- [“This Is a Bad Dog, You Know…”: Constructing Shared Meanings During Sibling Pretend Play](https://www.pedalhub.net/?library=this-is-a-bad-dog-you-know-constructing-shared-meanings-during-sibling-pretend-play-2)
- [Symbolic play and language development](https://www.pedalhub.net/?library=symbolic-play-and-language-development)
- [Play beliefs and responsive parenting among low-income mothers of preschoolers in the United States](https://www.pedalhub.net/?library=play-beliefs-and-responsive-parenting-among-low-income-mothers-of-preschoolers-in-the-united-states-2)
- [Assessing the play beliefs of African American mothers with preschool children](https://www.pedalhub.net/?library=assessing-the-play-beliefs-of-african-american-mothers-with-preschool-children)
- [Making sense of social pretense: The effect of the dyad, sex, and language ability in a large observational study of children’s behaviors in a social pretend play context](https://www.pedalhub.net/?library=making-sense-of-social-pretense-the-effect-of-the-dyad-sex-and-language-ability-in-a-large-observational-study-of-childrens-behaviors-in-a-social-pretend-play-context)
- [Theory of mind and peer cooperation in two play contexts](https://www.pedalhub.net/?library=theory-of-mind-and-peer-cooperation-in-two-play-contexts)
- [‘H, I, J, K, L, M, N, O, PEE! Get it? Pee!’: Siblings’ shared humour in childhood](https://www.pedalhub.net/?library=h-i-j-k-l-m-n-o-pee-get-it-pee-siblings-shared-humour-in-childhood)
- [Longitudinal associations between younger children's humour styles and psychosocial adjustment](https://www.pedalhub.net/?library=longitudinal-associations-between-younger-childrens-humour-styles-and-psychosocial-adjustment) - Whilst a multitude of studies have examined links between different styles of humour and aspects of adjustment, longitudinal research is noticeably lacking. Following a study which identified bidirectional associations between humour styles and psychosocial adjustment in older children, the current research aimed to investigate these associations in younger children. In total, 413 children aged 8-11 years
- [Longitudinal Associations Between Humor Styles and Psychosocial Adjustment in Adolescence](https://www.pedalhub.net/?library=longitudinal-associations-between-humor-styles-and-psychosocial-adjustment-in-adolescence) - This study assessed the concurrent and prospective associations between psychosocial adjustment and four humor styles, two of which are adaptive (affiliative, self-enhancing) and two maladaptive (aggressive, self-defeating). Participants were 1,234 adolescents (52% female) aged 11-13 years, drawn from six secondary schools in England. Self-reports of psychosocial adjustment (loneliness, depressive symptomatology, and self-esteem) and humor styles
- [The role of collaboration in the cognitive development of young children: a systematic review](https://www.pedalhub.net/?library=the-role-of-collaboration-in-the-cognitive-development-of-young-children-a-systematic-review)
- [On ‘becoming social’: the importance of collaborative free play in childhood: International Journal of Play: Vol 3, No 1](https://www.pedalhub.net/?library=on-becoming-social-the-importance-of-collaborative-free-play-in-childhood-international-journal-of-play-vol-3-no-1)
- [Play, Precariousness, and the Negotiation of Shared Meaning: A Developmental Research Perspective on Child Psychotherapy: Journal of Infant, Child, and Adolescent Psychotherapy: Vol 5, No 2](https://www.pedalhub.net/?library=play-precariousness-and-the-negotiation-of-shared-meaning-a-developmental-research-perspective-on-child-psychotherapy-journal-of-infant-child-and-adolescent-psychotherapy-vol-5-no-2)
- [Children with Imaginary Companions Focus on Mental Characteristics When Describing Their Real-Life Friends](https://www.pedalhub.net/?library=children-with-imaginary-companions-focus-on-mental-characteristics-when-describing-their-real-life-friends)
- [“Let's make a place where giants live!”: Children's communication during play with siblings and friends from early to middle childhood - Leach - - Infant and Child Development - Wiley Online Library](https://www.pedalhub.net/?library=lets-make-a-place-where-giants-live-childrens-communication-during-play-with-siblings-and-friends-from-early-to-middle-childhood-leach-infant-and-child-development-wiley)
- [“This Is a Bad Dog, You Know…”: Constructing Shared Meanings During Sibling Pretend Play](https://www.pedalhub.net/?library=this-is-a-bad-dog-you-know-constructing-shared-meanings-during-sibling-pretend-play)
- [The language of play: Developing preschool vocabulary through play following shared book-reading](https://www.pedalhub.net/?library=the-language-of-play-developing-preschool-vocabulary-through-play-following-shared-book-reading)
- [How Guided Play Promotes Early Childhood Learning](https://www.pedalhub.net/?library=how-guided-play-promotes-early-childhood-learning)
- [Guided Play: Principles and Practices](https://www.pedalhub.net/?library=guided-play-principles-and-practices)
- [Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings](https://www.pedalhub.net/?library=integrated-play-groups-promoting-symbolic-play-and-social-engagement-with-typical-peers-in-children-with-asd-across-settings)
- [Thera-Build® with LEGO®: A Playful Therapeutic Approach for Promoting Emotional Well-Being in Children](https://www.pedalhub.net/?library=thera-build-with-lego-a-playful-therapeutic-approach-for-promoting-emotional-well-being-in-children)
- [The SAGE Handbook of Developmental Psychology and Early Childhood Education](https://www.pedalhub.net/?library=the-sage-handbook-of-developmental-psychology-and-early-childhood-education)
- [Prospective relations among preschoolers' play, coping, and adjustment as moderated by stressful events](https://www.pedalhub.net/?library=prospective-relations-among-preschoolers-play-coping-and-adjustment-as-moderated-by-stressful-events)
- [Emotion, imagination and the world’s furniture](https://www.pedalhub.net/?library=emotion-imagination-and-the-worlds-furniture)
- [Supporting the development of empathy: The role of theory of mind and fantasy orientation](https://www.pedalhub.net/?library=supporting-the-development-of-empathy-the-role-of-theory-of-mind-and-fantasy-orientation-2)
- [Expanding home visiting outcomes: Collaborative measurement of parental play beliefs and examination of their association with parents’ involvement in toddler’s learning](https://www.pedalhub.net/?library=expanding-home-visiting-outcomes-collaborative-measurement-of-parental-play-beliefs-and-examination-of-their-association-with-parents-involvement-in-toddlers-learning)
- [Comparison of attitudes of parents having children in early childhood period related to play](https://www.pedalhub.net/?library=comparison-of-attitudes-of-parents-having-children-in-early-childhood-period-related-to-play)
- [The role of play in children’s learning: the perspective of Ghanaian early years stakeholders](https://www.pedalhub.net/?library=the-role-of-play-in-childrens-learning-the-perspective-of-ghanaian-early-years-stakeholders-2)
- [A systematic literature review of empirical evidence on computer games and serious games](https://www.pedalhub.net/?library=a-systematic-literature-review-of-empirical-evidence-on-computer-games-and-serious-games)
- [Serious games continuum: Between games for purpose and experiential environments for purpose](https://www.pedalhub.net/?library=serious-games-continuum-between-games-for-purpose-and-experiential-environments-for-purpose)
- [Using Game-Based Learning to Foster Critical Thinking in Student Discourse](https://www.pedalhub.net/?library=using-game-based-learning-to-foster-critical-thinking-in-student-discourse)
- [A qualitative literature review of educational games in the classroom: the teacher’s pedagogical activities](https://www.pedalhub.net/?library=a-qualitative-literature-review-of-educational-games-in-the-classroom-the-teachers-pedagogical-activities)
- [Young children's understanding of other people's beliefs and feelings and their connected communication with friends](https://www.pedalhub.net/?library=young-childrens-understanding-of-other-peoples-beliefs-and-feelings-and-their-connected-communication-with-friends)
- [Theory of Mind in Infants and Young Children: A Review](https://www.pedalhub.net/?library=theory-of-mind-in-infants-and-young-children-a-review)
- [A Longitudinal Investigation of Siblings’ and Friends’ Features of Connectedness and Interaction Quality During Play](https://www.pedalhub.net/?library=a-longitudinal-investigation-of-siblings-and-friends-features-of-connectedness-and-interaction-quality-during-play)
- [Connectedness and autonomy support in parent-child relationships: links to children's socioemotional orientation and peer relationships](https://www.pedalhub.net/?library=connectedness-and-autonomy-support-in-parent-child-relationships-links-to-childrens-socioemotional-orientation-and-peer-relationships)
- [Reconstructing readiness: Young children’s priorities for their early school adjustment](https://www.pedalhub.net/?library=reconstructing-readiness-young-childrens-priorities-for-their-early-school-adjustment)
- [Play: Its Role in Development and Evolution](https://www.pedalhub.net/?library=play-its-role-in-development-and-evolution)
- [Let the Children Play: How More Play Will Save Our Schools and Help Children Thrive](https://www.pedalhub.net/?library=let-the-children-play-how-more-play-will-save-our-schools-and-help-children-thrive)
- [Play facilitation: the science behind the art of engaging young children](https://www.pedalhub.net/?library=play-facilitation-the-science-behind-the-art-of-engaging-young-children)
- [Learning through play – pedagogy and learning outcomes in early childhood mathematics](https://www.pedalhub.net/?library=learning-through-play-pedagogy-and-learning-outcomes-in-early-childhood-mathematics)
- [The Future of Learning](https://www.pedalhub.net/?library=the-future-of-learning)
- [The relationship of teacher–child play interactions to mathematics learning in preschool](https://www.pedalhub.net/?library=the-relationship-of-teacher-child-play-interactions-to-mathematics-learning-in-preschool)
- [The aim of the game: A pedagogical tool to support young children's learning through play](https://www.pedalhub.net/?library=the-aim-of-the-game-a-pedagogical-tool-to-support-young-childrens-learning-through-play)
- [Fathers and Mothers at Play With Their 2- and 3-Year-Olds: Contributions to Language and Cognitive Development](https://www.pedalhub.net/?library=fathers-and-mothers-at-play-with-their-2-and-3-year-olds-contributions-to-language-and-cognitive-development)
- [Play in the kindergarten: the case of Norway, Sweden, New Zealand and Japan](https://www.pedalhub.net/?library=play-in-the-kindergarten-the-case-of-norway-sweden-new-zealand-and-japan)
- [Enhancing Peer Interaction in Early Childhood Special Education: Chains of Children’s Initiatives, Adults’ Responses and Their Consequences in Play](https://www.pedalhub.net/?library=enhancing-peer-interaction-in-early-childhood-special-education-chains-of-childrens-initiatives-adults-responses-and-their-consequences-in-play)
- [Children’s Exploration of Physical Phenomena During Object Play](https://www.pedalhub.net/?library=childrens-exploration-of-physical-phenomena-during-object-play)
- [Paternal and maternal engagement in play, story telling, and reading in five Caribbean countries: associations with preschoolers’ literacy skills](https://www.pedalhub.net/?library=paternal-and-maternal-engagement-in-play-story-telling-and-reading-in-five-caribbean-countries-associations-with-preschoolers-literacy-skills)
- [Learning From Others and Spontaneous Exploration: A Cross-Cultural Investigation](https://www.pedalhub.net/?library=learning-from-others-and-spontaneous-exploration-a-cross-cultural-investigation)
- [Editorial: The Role of Play in Child Assessment and Intervention](https://www.pedalhub.net/?library=editorial-the-role-of-play-in-child-assessment-and-intervention)
- [Models of Teaching and Learning: Participation in a Community of Learners](https://www.pedalhub.net/?library=models-of-teaching-and-learning-participation-in-a-community-of-learners)
- [Pedagogy and Practice: Culture and Identities](https://www.pedalhub.net/?library=pedagogy-and-practice-culture-and-identities)
- [Mathematical skills and motor life skills in toddlers: do differences in mathematical skills reflect differences in motor skills?](https://www.pedalhub.net/?library=mathematical-skills-and-motor-life-skills-in-toddlers-do-differences-in-mathematical-skills-reflect-differences-in-motor-skills)
- [Preschool teachers’ questioning in sociodramatic play](https://www.pedalhub.net/?library=preschool-teachers-questioning-in-sociodramatic-play)
- [Findings from a Randomized Experiment of Playworks: Selected Results from Cohort 1](https://www.pedalhub.net/?library=findings-from-a-randomized-experiment-of-playworks-selected-results-from-cohort-1)
- [Play beliefs and responsive parenting among low-income mothers of preschoolers in the United States](https://www.pedalhub.net/?library=play-beliefs-and-responsive-parenting-among-low-income-mothers-of-preschoolers-in-the-united-states)
- [The Role of Recess in Children's Cognitive Performance and School Adjustment](https://www.pedalhub.net/?library=the-role-of-recess-in-childrens-cognitive-performance-and-school-adjustment)
- [The Function of Executive Function: Everyday Manifestations of Regulated Thinking in Preschool Settings](https://www.pedalhub.net/?library=the-function-of-executive-function-everyday-manifestations-of-regulated-thinking-in-preschool-settings)
- [Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy](https://www.pedalhub.net/?library=play-in-the-primary-school-classroom-the-experience-of-teachers-supporting-childrens-learning-through-a-new-pedagogy)
- [Learning through play at school](https://www.pedalhub.net/?library=learning-through-play-at-school)
- [Learning higher-order generalizations through free play: Evidence from 2- and 3-year-old children](https://www.pedalhub.net/?library=learning-higher-order-generalizations-through-free-play-evidence-from-2-and-3-year-old-children)
- [Children’s scientific curiosity: In search of an operational definition of an elusive concept](https://www.pedalhub.net/?library=childrens-scientific-curiosity-in-search-of-an-operational-definition-of-an-elusive-concept)
- [Considering Counterfactuals: The Relationship between Causal Learning and Pretend Play](https://www.pedalhub.net/?library=considering-counterfactuals-the-relationship-between-causal-learning-and-pretend-play)
- [‘Good-fit’ teacher–child play interactions and the subsequent autonomous play of preschool children](https://www.pedalhub.net/?library=good-fit-teacher-child-play-interactions-and-the-subsequent-autonomous-play-of-preschool-children)
- [Comparing Free Play and Partly Structured Play in 4-5-Years-Old Children in an Outdoor Playground](https://www.pedalhub.net/?library=comparing-free-play-and-partly-structured-play-in-4-5-years-old-children-in-an-outdoor-playground)
- [Want to Optimize Executive Functions and Academic Outcomes?: Simple, Just Nourish the Human Spirit](https://www.pedalhub.net/?library=want-to-optimize-executive-functions-and-academic-outcomes-simple-just-nourish-the-human-spirit)
- [Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting](https://www.pedalhub.net/?library=child-engagement-in-inclusive-preschools-contributions-of-classroom-quality-and-activity-setting)
- [Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play](https://www.pedalhub.net/?library=kindergarten-scores-storytelling-executive-function-and-motivation-improved-through-literacy-rich-guided-play)
- [Caregivers' playfulness and infants' emotional stress during transitional time](https://www.pedalhub.net/?library=caregivers-playfulness-and-infants-emotional-stress-during-transitional-time)
- [The High/Scope Perry Preschool Study Through Age 40](https://www.pedalhub.net/?library=the-high-scope-perry-preschool-study-through-age-40)
- [Children's agentive orientations in play-based and academically focused preschools in Hong Kong](https://www.pedalhub.net/?library=childrens-agentive-orientations-in-play-based-and-academically-focused-preschools-in-hong-kong)
- [How Play Makes for a More Adaptable Brain](https://www.pedalhub.net/?library=how-play-makes-for-a-more-adaptable-brain)
- [Evidence for a relation between executive function and pretense representation in preschool children](https://www.pedalhub.net/?library=evidence-for-a-relation-between-executive-function-and-pretense-representation-in-preschool-children)
- [The Importance of Play](https://www.pedalhub.net/?library=the-importance-of-play)
- [The Role of Make-Believe Play in the Development of Executive Function](https://www.pedalhub.net/?library=the-role-of-make-believe-play-in-the-development-of-executive-function)
- [Father-child interactions at 3 months and 24 months: Contributions to children's cognitive development at 24 months](https://www.pedalhub.net/?library=father-child-interactions-at-3-months-and-24-months-contributions-to-childrens-cognitive-development-at-24-months)
- [Play Piece: F: Fathers and Play](https://www.pedalhub.net/?library=play-piece-f-fathers-and-play) - What impact does fathers' involvement and play have on children's development?
- [The magic of play: Low-income mothers’ and fathers’ playfulness and children's emotion regulation and vocabulary skills](https://www.pedalhub.net/?library=the-magic-of-play-low-income-mothers-and-fathers-playfulness-and-childrens-emotion-regulation-and-vocabulary-skills)
- [Measurement of father-child rough-and-tumble play and its relations to child behaviour: Measurement of rough-and-tumble play](https://www.pedalhub.net/?library=measurement-of-father-child-rough-and-tumble-play-and-its-relations-to-child-behaviour-measurement-of-rough-and-tumble-play)
- [Physical Play and Children’s Digital Games](https://www.pedalhub.net/?library=physical-play-and-childrens-digital-games) - Play engages humans cognitively, emotionally, and physically at all ages. Using a historical framework, and focusing on play as represented by material artifacts such as toys and games, this book explores play as a form of somatic engagement that reflects cultural attitudes about development and learning as these have evolved over time in western culture.
- [Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning](https://www.pedalhub.net/?library=development-of-metacognition-and-self-regulated-learning-in-young-children-role-of-collaborative-and-peer-assisted-learning) - The authors present findings from a large 2-year study exploring the development of self-regulatory and metacognitive abilities in young children (aged 3 to 5 years) in educational naturalistic settings in the United Kingdom (English Nursery and Reception classrooms). Three levels of analysis were conducted based on observational codings of categories of metacognitive and self-regulatory behaviors.
- [Pretend Play in Italian Children: Validation of the Affect in Play Scale-Preschool Version](https://www.pedalhub.net/?library=pretend-play-in-italian-children-validation-of-the-affect-in-play-scale-preschool-version) - Despite the emerging literature supporting the central role of pretend play for children's cognitive, affective and social development, there is a paucity of standardized and validated measures devoted to assess it, especially for preschoolers. In addition, most of the existing tools failed in their attempt to assess the interplay among the different developmental domains which
- [The Mediational Role of Neurocognition in the Behavioral Outcomes of a Social-Emotional Prevention Program in Elementary School Students: Effects of the PATHS Curriculum](https://www.pedalhub.net/?library=the-mediational-role-of-neurocognition-in-the-behavioral-outcomes-of-a-social-emotional-prevention-program-in-elementary-school-students-effects-of-the-paths-curriculum) - Neuropsychology is one field that holds promise in the construction of comprehensive, developmental models for the promotion of social competence and prevention of problem behavior. Neuropsychological models of behavior suggest that children's neurological functioning affects the regulation of strong emotions, as well as performance in social, cognitive, and behavioral spheres. The current study examines the
- [What Can Chinese and German Children Tell Us about Their Learning and Play in Kindergarten?](https://www.pedalhub.net/?library=what-can-chinese-and-german-children-tell-us-about-their-learning-and-play-in-kindergarten) - This study investigated Hong Kong and German children's perceptions of play and learning and their relationships. Forty-eight children (24 German and 24 Chinese) playing and learning in the classroom were observed and videotaped for five consecutive days. They were interviewed 3 times about their kindergarten experiences by using free- and cue-recall questions. It is found
- [Play from Birth to Twelve](https://www.pedalhub.net/?library=play-from-birth-to-twelve) - In light of recent standards-based and testing movements, the issue of play in childhood has taken on increased meaning for educational professionals and social scientists. This second edition of Play From Birth to Twelve offers comprehensive coverage of what we now know about play, its guiding principles, its dynamics and importance in early learning. These
- [Developing independent learning in the early years](https://www.pedalhub.net/?library=developing-independent-learning-in-the-early-years) - This paper describes a research project currently running in Cambridgeshire Foundation Stage settings exploring the development of independent learning in young children. In the first year the project has explored the work of 16 practitioners working with 3–5 year old children, using a range of methodologies including questionnaires, interviews and reflective dialogues (based on video
- [Correspondence between Children's Indoor and Outdoor Play in Japanese Preschool Daily Life](https://www.pedalhub.net/?library=correspondence-between-childrens-indoor-and-outdoor-play-in-japanese-preschool-daily-life) - This study examined the correspondence between children's indoor and outdoor play in a preschool environment to investigate whether the children maintained a tendency to engage in a particular type of play irrespective of the environment, or whether they changed the type of play according to the environment. Play behaviours of 18 three-year-old and 20 five-year-old
- [Relation between Children's Attachment to Kindergarten Teachers, Personality Characteristics and Play Activities](https://www.pedalhub.net/?library=relation-between-childrens-attachment-to-kindergarten-teachers-personality-characteristics-and-play-activities) - The purpose of this study was to develop the "observational scheme of child's free play in kindergarten" (OFP) and examine the associations between "child's attachment to his/her kindergarten teacher" (CAKT) and: (1) cognitive and social play behaviour, (2) child's contacts with his/her peers and teacher during free play session in kindergarten, and (3) child's personality
- [Observation Instrument of Play Behaviour in a Classroom Setting](https://www.pedalhub.net/?library=observation-instrument-of-play-behaviour-in-a-classroom-setting) - The objective of this study was to develop an instrument to observe the play behaviour of a whole group of children from four to six years of age in a classroom setting on the basis of video recording. The instrument was developed in collaboration with experienced teachers and experts on play. Categories of play were
- [A Play and Language Intervention for Two-Year-Old Children: Implications for Improving Play Skills and Language](https://www.pedalhub.net/?library=a-play-and-language-intervention-for-two-year-old-children-implications-for-improving-play-skills-and-language) - The purpose of this study was to develop an intervention for 2-year-old children to enhance play and language skills. The intervention was implemented over a 4-week period and included components of reading, modeling, and positive reinforcement of language and play. Specifically, children were read a story and played with a matching toy set. Participants included
- [How Often Do You Play with Your Child? The Influence of Parents' Cultural Capital on the Frequency of Familial Activities from Age Three to Six](https://www.pedalhub.net/?library=how-often-do-you-play-with-your-child-the-influence-of-parents-cultural-capital-on-the-frequency-of-familial-activities-from-age-three-to-six) - Many studies have demonstrated a positive association between familial activities (e.g. reading to the child) and children's development in different domains. It is also well-known that social and ethnic differences exist regarding the frequencies of such activities. However, the mechanism behind these differences is less clear. This article analyses the role of parents' cultural capital
- [Measuring the Quality of Movement-Play in Early Childhood Education Settings: Linking Movement-Play and Neuroscience](https://www.pedalhub.net/?library=measuring-the-quality-of-movement-play-in-early-childhood-education-settings-linking-movement-play-and-neuroscience) - This article explores the links between neuroscience research, movement, and neurological dysfunction in relation to young children's learning and development. While policymakers have recognised the importance of early development the role of movement has been overlooked. A small scale study was undertaken in four early years settings in a London Borough in order to investigate
- [A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play](https://www.pedalhub.net/?library=a-continuum-of-play-based-learning-the-role-of-the-teacher-in-play-based-pedagogy-and-the-fear-of-hijacking-play) - Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. There is increasing acknowledgment in curricula and policies of the challenges presented by a lack of play in classrooms and the need to support academic learning using developmentally appropriate practices. Current research emphasizes
- [Spirituality Expressed in Creative Learning: Young Children's Imagining Play as Space for Mediating Their Spirituality](https://www.pedalhub.net/?library=spirituality-expressed-in-creative-learning-young-childrens-imagining-play-as-space-for-mediating-their-spirituality) - Historically underpinning principles of the English curriculum framework for children from birth to five years explicitly acknowledged a spiritual dimension to children's uniqueness and well-being. Yet spirituality receives scant reference in the discourse of creative learning and teaching. This paper considers the relationship of spirituality to creativity and argues for a greater attentiveness to children's
- [Consensus or Dissensus? Stakeholders' Views on the Role of Play in Learning](https://www.pedalhub.net/?library=consensus-or-dissensus-stakeholders-views-on-the-role-of-play-in-learning) - Across cultures and eras, children have engaged in play as part of the process of growing and maturing into adulthood. Play has been recognized as an effective form of pedagogy to promote learning in the early years. However, beliefs about what play is and how it should be practiced vary across Hong Kong and in
- [Aggression in Pretend Play and Aggressive Behavior in the Classroom](https://www.pedalhub.net/?library=aggression-in-pretend-play-and-aggressive-behavior-in-the-classroom) - Research Findings: Pretend play is an essential part of child development and adjustment. However, parents, teachers, and researchers debate the function of aggression in pretend play. Different models of aggression predict that the expression of aggression in play could either increase or decrease actual aggressive behavior. The current study examined pretend play and classroom behavior
- ["Where's the Bear? Over There!"--Creative Thinking and Imagination in Den Making](https://www.pedalhub.net/?library=wheres-the-bear-over-there-creative-thinking-and-imagination-in-den-making) - This small scale research project examines opportunities for creative thinking and imagination through den making in a rural private day nursery with its own woodland area on the borders of England and Wales in the UK. The research is underpinned by sociocultural theory and is an ethnographic study of non-participant observations of children aged between
- [Playfulness, Ideas, and Creativity: A Survey](https://www.pedalhub.net/?library=playfulness-ideas-and-creativity-a-survey) - This article investigates whether self-reports about playfulness are related to self-reports about creativity and the alternate uses of objects. An on-line survey was conducted of how people think about themselves. One thousand, five hundred and thirty-six people completed the survey. They were asked whether a variety of statements were very characteristic of themselves through to
- [Tensions in Policy and Practice: Influences on Play in Abu Dhabi's New School Model KG Framework](https://www.pedalhub.net/?library=tensions-in-policy-and-practice-influences-on-play-in-abu-dhabis-new-school-model-kg-framework) - 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
- [African American Fathers' Contributions to Children's Early Academic Achievement: Evidence from Two-Parent Families from the Early Childhood Longitudinal Study-Birth Cohort](https://www.pedalhub.net/?library=african-american-fathers-contributions-to-childrens-early-academic-achievement-evidence-from-two-parent-families-from-the-early-childhood-longitudinal-study-birth-cohort) - Research Findings: This study utilized a large sample ("N" = 750) of 2-parent families from the Early Childhood Longitudinal Study-Birth Cohort to examine the contributions of African American fathers' home literacy involvement, play activities, and caregiving at 24 months to children's reading and math achievement in preschool. After family characteristics and child characteristics were controlled for, both
- [Relations Between Fantasy Orientation and Emotion Regulation in Preschool](https://www.pedalhub.net/?library=relations-between-fantasy-orientation-and-emotion-regulation-in-preschool) - Research Findings: Emotion regulation is a strong predictor of both short- and long-term peer relationships and social competence and is often targeted in preschool curricula and interventions. Pretense is a natural activity of childhood that is thought to facilitate the development of socialization, perspective taking, language, and possibly emotion regulation. This study investigated whether fantasy-oriented
- [Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation](https://www.pedalhub.net/?library=preschool-childrens-social-pretend-play-supporting-the-development-of-metacommunication-metacognition-and-self-regulation) - This paper presents an overview of the conceptual, developmental and functional aspects of metacommunication in preschool children's social pretend play. While the relationship between the representational aspects of social pretend play and positive developmental outcomes is well researched, metacommunicaton in social pretend play remains a largely under-researched phenomenon. A definition of social pretend play is
- [Musical play and self-regulation: does musical play allow for the emergence of self-regulatory behaviours?](https://www.pedalhub.net/?library=musical-play-and-self-regulation-does-musical-play-allow-for-the-emergence-of-self-regulatory-behaviours) - This paper is a pioneering attempt to bring together the notions of musical play and self-regulation and reports on a study aiming to explore 6-year-old children's self-regulation during musical play. While musical play is one of the first manifestations of musicality, a fundamental aspect of human functioning [Trevarthen, C. (2000). Musicality and the intrinsic motive
- [The Relation between Individual Differences in Fantasy and Theory of Mind](https://www.pedalhub.net/?library=the-relation-between-individual-differences-in-fantasy-and-theory-of-mind) - The relation between early fantasy/pretense and children's knowledge about mental life was examined in a study of 152 3- and 4-year-old boys and girls. Children were interviewed about their fantasy lives (e. g., imaginary companions, impersonation of imagined characters) and were given tasks assessing their level of pretend play and verbal intelligence. In a second
- [Relationality: From Attachment to Intersubjectivity](https://www.pedalhub.net/?library=relationality-from-attachment-to-intersubjectivity) - In his final contribution to the psychoanalytic literature published two months before his untimely death on December 21, 2000, the late Stephen A. Mitchell provided a brilliant synthesis of the interrelated ideas that hover around, and describe aspects of, the relational matrix of human experience. Relationality charts the emergence of the relational perspective in psychoanalysis
- [A normative‐developmental study of executive function: A window on prefrontal function in children](https://www.pedalhub.net/?library=a-normative‐developmental-study-of-executive-function-a-window-on-prefrontal-function-in-children) - Normative‐developmental performance on a battery of executive function tasks was investigated. Executive function was defined as goal‐directed behavior, including planning, organized search, and impulse control. Measures were drawn from clinical neuropsychology (visual search, verbal fluency, motor sequencing, and Wisconsin Card Sorting Task [WCST]) and from developmental psychology (Tower of Hanoi [TOH] and Matching Familiar Figures
- [The effects of in-service training on teachers’ beliefs and practices in children's play](https://www.pedalhub.net/?library=the-effects-of-in-service-training-on-teachers-beliefs-and-practices-in-childrens-play) - Early childhood educators are often aware of the general importance of play in children's development; however, they are often less aware of how play can support both academic and social learning and what their own roles can be in children's play. In this study, we examined the effect that professional development training about play would
- [Chinese and German teachers' conceptions of play and learning and children's play behaviour](https://www.pedalhub.net/?library=chinese-and-german-teachers-conceptions-of-play-and-learning-and-childrens-play-behaviour)
- [The ecology of role play: intentionality and cultural evolution](https://www.pedalhub.net/?library=the-ecology-of-role-play-intentionality-and-cultural-evolution) - This study examines the evolutionary function of children’s pretence. The everyday, cultural environment that children engage with is of a highly complex structure. Human adaptation, thus, becomes, by analogy, an equally complex process that requires the development of life skills. Whilst in role play children engage in ‘mimesis’ and recreate the ecology of their world
- [On ‘becoming social’: the importance of collaborative free play in childhood](https://www.pedalhub.net/?library=on-becoming-social-the-importance-of-collaborative-free-play-in-childhood) - There is increasing concern about declining mental health amongst children in the UK and the USA. Evolutionary and anthropological theorists have begun to build a theory linking this situation to decreasing opportunities to engage in free play. This paper will explore typical contexts for children in these nations, concluding that a range of recently emerging
- [Children's empowerment in play](https://www.pedalhub.net/?library=childrens-empowerment-in-play) - This article examines the level of empowerment and autonomy children can create in their play experiences. It examines the play discourses that children build and maintain and considers the importance of play contexts in supporting children's emotional and social development. These aspects of play are often unseen or misunderstood by the adult observer. The article
- [Playfulness and Divergent Thinking: An Investigation of their Relationship at the Kindergarten Level](https://www.pedalhub.net/?library=playfulness-and-divergent-thinking-an-investigation-of-their-relationship-at-the-kindergarten-level)
- [Play – a multi-modal manifestation in kindergarten education in China](https://www.pedalhub.net/?library=play-a-multi-modal-manifestation-in-kindergarten-education-in-china) - Play, as an educational concept, has entered many kindergartens in China; yet it has not become a core idea, or been prioritised in the teaching and learning process. An ongoing trans-provincial study started in 2008, using observation, interviews and document analyses. Based on findings from nine kindergartens in three provinces, this article illustrates how the
- [Does play promote self-regulation in children?](https://www.pedalhub.net/?library=does-play-promote-self-regulation-in-children) - This theoretical paper discusses the role of pretend play and games with rules in fostering children's self-regulation. It proposes several pathways through which play facilitates self-regulation processes. First, in play, children learn to inhibit their impulsive behaviour and follow rules which transform their behaviour from impulsive and spontaneous to mediated and voluntary. Second, play liberates
- [Indigenous and non‐Indigenous primary school students’ attitudes on play, humour, learning and self‐concept: a comparative perspective](https://www.pedalhub.net/?library=indigenous-and-non‐indigenous-primary-school-students-attitudes-on-play-humour-learning-and-self‐concept-a-comparative-perspective)
- [Where to Next for School Playground Interventions to Encourage Active Play? An Exploration of Structured and Unstructured School Playground Strategies](https://www.pedalhub.net/?library=where-to-next-for-school-playground-interventions-to-encourage-active-play-an-exploration-of-structured-and-unstructured-school-playground-strategies) - An emerging public health priority is to enhance children’s opportunities for active play. Children spend a large proportion of weekdays in schools, making schools an influential and suitable setting to promote children’s active play. Rather than continually increasing the burdens placed upon busy teaching staff, the use of school playground interventions have emerged as a
- [Humour production may enhance observational learning of a new tool-use action in 18-month-old infants](https://www.pedalhub.net/?library=humour-production-may-enhance-observational-learning-of-a-new-tool-use-action-in-18-month-old-infants) - Many studies have shown that making children laugh enhances certain cognitive capacities such as attention, motivation, perception and/or memory, which in turn enhance learning. However, no study thus far has investigated whether laughing has an effect on learning earlier in infancy. The goal of this study was to see whether using humour with young infants
- [The role of play in children’s learning: the perspective of Ghanaian early years stakeholders](https://www.pedalhub.net/?library=the-role-of-play-in-childrens-learning-the-perspective-of-ghanaian-early-years-stakeholders) - The purpose of this study was to examine Ghanaian stakeholders’ beliefs about the role and importance of play in early years (3 to 5 years) children’s learning, referred to as play-learning beliefs. A survey design was adopted in order to gather data necessary to examine the differences among stakeholders’ play-learning beliefs. A total of 292
- [Play and Self-Regulation: Lessons from Vygotsky](https://www.pedalhub.net/?library=play-and-self-regulation-lessons-from-vygotsky) - The authors consider the analysis of the literature on play research by Lillard and others in the January 2013 "Psychological Bulletin," an analysis that questioned the prevailing assumption of a causal relationship between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of emotions. The authors regard these connections
- [What Do We Know about Pretend Play and Narrative Development? A Response to Lillard, Lerner, Hopkins, Dore, Smith, and Palmquist on" The Impact of Pretend Play on Children's Development: A Review of the Evidence".](https://www.pedalhub.net/?library=what-do-we-know-about-pretend-play-and-narrative-development-a-response-to-lillard-lerner-hopkins-dore-smith-and-palmquist-on-the-impact-of-pretend-play-on-childrens-development-a-review-of-t) - An article by Angeline S. Lillard and others in the January 2013 issue of Psychologi- cal Bulletin comprehensively reviewed and criticized the existing body of research on pretend play and children’s development. Nicolopoulou and Ilgaz respond specifically to the article’s critical review of research on play and narrative devel- opment, focusing especially on its assessment
- [The decline of play and the rise of psychopathology in children and adolescents](https://www.pedalhub.net/?library=the-decline-of-play-and-the-rise-of-psychopathology-in-children-and-adolescents) - Over the past half century, in the United States and other developed nations, children’s free play with other children has declined sharply. Over the same period, anxiety, depression, suicide, feelings of helplessness, and narcissism have increased sharply in children, adolescents, and young adults. This article documents these historical changes and contends that the decline in
- [PEDAL Seminar: Self-regulation - Foundation skills for children's healthy development](https://www.pedalhub.net/?library=pedal-seminar-self-regulation-foundation-skills-for-childrens-healthy-development) - 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
- [Play as a foundation for hunter-gatherer social existence](https://www.pedalhub.net/?library=play-as-a-foundation-for-hunter-gatherer-social-existence)
- [World-leading academic appointed to lead play research centre](https://www.pedalhub.net/?library=world-leading-academic-appointed-to-lead-play-research-centre) - LEGO® Professor of Play in Education, Development and Learning announced.
- [PEDAL Seminar: Pretence and Creativity during Childhood and Beyond](https://www.pedalhub.net/?library=pedal-seminar-pretence-and-creativity-during-childhood-and-beyond) - 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
- [PEDAL Seminar: Bringing Self-Regulated Learning to Classrooms through Research Practice Partnerships](https://www.pedalhub.net/?library=pedal-seminar-bringing-self-regulated-learning-to-classrooms-through-research-practice-partnerships) - 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
- [PEDAL Workshop: Pedagogy of Play Workshop](https://www.pedalhub.net/?library=pedal-workshop-pedagogy-of-play-workshop) - 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
- [PEDAL Seminar: Play and Learning in Finnish Education Policy and Practice](https://www.pedalhub.net/?library=pedal-seminar-play-and-learning-in-finnish-education-policy-and-practice) - 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
- [PEDAL Seminar: Play, self-regulation and early childhood - What does research say?](https://www.pedalhub.net/?library=pedal-seminar-play-self-regulation-and-early-childhood-what-does-research-say) - 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
- [PEDAL | BBC Breakfast report on playful writing](https://www.pedalhub.net/?library=pedal-bbc-breakfast-report-on-playful-writing) - Acting Director of PEDAL Centre, David Whitebread, is interviewed in BBC Breakfast report on playful writing.
- [Children's playfulness, self-regulation and collaborative skills in group story telling](https://www.pedalhub.net/?library=childrens-playfulness-self-regulation-and-collaborative-skills-in-group-story-telling) - Part of the seminar on the relationships between dialogue and children’s self regulation, July 2016
- [PLaNS Handbook](https://www.pedalhub.net/?library=plans-handbook) - This is a free teacher's handbook based on the work of Dr David Whitebread, Dr Marisol Basilio, and their team. You can view the handbook via the link provided below. To find out more about the PLaNS project, click here: https://goo.gl/Wk9aef Linked with PEDAL, the overall aim of the PLaNS project was to investigate the
- [The Educated Brain Policy Brief for the Westminster Policy Event](https://www.pedalhub.net/?library=the-educated-brain-policy-brief-for-the-westminster-policy-event) - This is a summary for The Educated Brain's Policy Event at Westminster on the 24th April 2018.
- [The Educated Brain Policy Brief for Infancy and Early Childhood](https://www.pedalhub.net/?library=the-educated-brain-policy-brief-for-infancy-and-early-childhood) - This brief relates to the first seminar in a series of three around the theme of ‘The Educated Brain’. Each research seminar includes talks from leading researchers and roundtable discussions about the links between research, policy and practice. Presentations at the first seminar on infancy and early childhood focused on where interdisciplinary research can make
- [The Education Brain Policy Brief for Late Childhood and Adolescence](https://www.pedalhub.net/?library=the-education-brain-policy-brief-for-late-childhood-and-adolescence) - This brief relates to the second seminar in a series of three around the theme of ‘The Educated Brain’. Each research seminar includes talks from leading researchers and roundtable discussions about the links between research and policy and practice. Presentations at the second seminar built on discussions from seminar 1 by focusing on school years
- [PEDAL Seminar: Not Too Early, But Just Right! - Unleashing the Power of Science in Early Childhood](https://www.pedalhub.net/?library=pedal-seminar-not-too-early-but-just-right-unleashing-the-power-of-science-in-early-childhood) - 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
- [PEDAL - Play at the Extremes: A panel discussion for parents, teachers and carers](https://www.pedalhub.net/?library=pedal-play-at-the-extremes-a-panel-discussion-for-parents-teachers-and-carers) - 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
- [‘I want to play alone’: Assessment and correlates of self‐reported preference for solitary play in young children.](https://www.pedalhub.net/?library=i-want-to-play-alone-assessment-and-correlates-of-self‐reported-preference-for-solitary-play-in-young-children) - The goal of this study was to develop and validate an interview assessment of preference for solitary activities for use with young children. We also tested the postulation that negative peer experiences would heighten preference for solitude, particularly among young shy children. Participants were N = 193 children (87 boys, 106 girls; Mage = 65.76
- [CSRP's Impact on Low-Income Preschoolers' Preacademic Skills: Self-Regulation as a Mediating Mechanism](https://www.pedalhub.net/?library=csrps-impact-on-low-income-preschoolers-preacademic-skills-self-regulation-as-a-mediating-mechanism) - Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse
- [Pretend Play Skills and the Child's Theory of Mind](https://www.pedalhub.net/?library=pretend-play-skills-and-the-childs-theory-of-mind) - Pretend play has recently been of great interest to researchers studying children's understanding of the mind. One reason for this interest is that pretense seems to require many of the same skills as mental state understanding, and these skills seem to emerge precociously in pretense. Pretend play might be a zone of proximal development, an
- [Impact of a play-based curriculum in the first two years of primary school: literacy and numeracy outcomes over seven years](https://www.pedalhub.net/?library=impact-of-a-play-based-curriculum-in-the-first-two-years-of-primary-school-literacy-and-numeracy-outcomes-over-seven-years) - In 2000–2002 an innovative early years curriculum, the Enriched Curriculum (EC), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play-based with the primary goal of preventing the experience of persistent
- ['Not by bread alone' : impact of a structured 90- minute play session on development of children in an orphanage](https://www.pedalhub.net/?library=not-by-bread-alone-impact-of-a-structured-90-minute-play-session-on-development-of-children-in-an-orphanage) - Abstract Background and objectives In developing countries,caring for the large number of babies in orphanages is very hard work.Whereas the physical needs of most of the children are met,play often gets neglected.Studies have repeatedly shown that babies in such institutionalized settings suffer from severe psychomotor retardation.The aim of this project was to develop an intervention
- [Preschool pretend play behaviors and early adolescent creativity](https://www.pedalhub.net/?library=preschool-pretend-play-behaviors-and-early-adolescent-creativity)
- [The impact of children's perception of an activity as play rather than not play on emotional well-being](https://www.pedalhub.net/?library=the-impact-of-childrens-perception-of-an-activity-as-play-rather-than-not-play-on-emotional-well-being) - BackgroundAs an important aspect of health and development, a number of policy and practice initiatives across education, health and social care are aimed at increasing children's emotional well-being. Links have been made between young children's emotional well-being and play although empirical evidence is limited. This paper demonstrates that when children perceive an activity as play,
- [Early humour production](https://www.pedalhub.net/?library=early-humour-production) - The current studies explored early humour as a complex socio-cognitive phenomenon by examining 2- and 3-year-olds’ humour production with their parents. We examined whether children produced novel humour, whether they cued their humour, and the types of humour produced. Forty-seven parents were interviewed, and videotaped joking with their children. Other parents (N= 113) completed a
- [Taking Shape: Supporting Preschoolers' Acquisition of Geometric Knowledge Through Guided Play](https://www.pedalhub.net/?library=taking-shape-supporting-preschoolers-acquisition-of-geometric-knowledge-through-guided-play) - 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
- [Children's Thinking About Counterfactuals and Future Hypotheticals as Possibilities](https://www.pedalhub.net/?library=childrens-thinking-about-counterfactuals-and-future-hypotheticals-as-possibilities) - Two experiments explored whether children's correct answers to counterfactual and future hypothetical questions were based on an understanding of possibilities. Children played a game in which a toy mouse could run down either 1 of 2 slides. Children found it difficult to mark physically both possible outcomes, compared to reporting a single hypothetical future event,
- [Play as a Resource for Children Facing Adversity: An Exploration of Indicative Case Studies](https://www.pedalhub.net/?library=play-as-a-resource-for-children-facing-adversity-an-exploration-of-indicative-case-studies) - In this paper, we suggest that the ability and opportunity to play affords children a natural resource to meet intellectual and emotional challenge. Analysis of case studies focusing on interventions with children caught in the bombing of Beirut, children abandoned to the state system in Romania, and the street children in Rio de Janeiro and
- [Parenting Supports for Early Vocabulary Development: Specific Effects of Sensitivity and Stimulation through Infancy](https://www.pedalhub.net/?library=parenting-supports-for-early-vocabulary-development-specific-effects-of-sensitivity-and-stimulation-through-infancy) - Growing recognition of disparities in early childhood language environments prompts examination of parent-child interactions, which support vocabulary. Research links parental sensitivity and cognitive stimulation to child language, but has not explicitly contrasted their effects, nor examined how effects may change over time. We examined maternal sensitivity and stimulation throughout infancy using two observational methods?ratings of
- [Parents Produce Explicit Cues That Help Toddlers Distinguish Joking and Pretending](https://www.pedalhub.net/?library=parents-produce-explicit-cues-that-help-toddlers-distinguish-joking-and-pretending) - While separate pieces of research found parents offer toddlers cues to express that they are (1) joking and (2) pretending, and that toddlers and preschoolers understand intentions to (1) joke and (2) pretend, it is not yet clear whether parents and toddlers consider joking and pretending to be distinct concepts. This is important as distinguishing
- [Free play time of children with learning disabilities in a noninclusive preschool setting: An analysis of play and nonplay behaviours.](https://www.pedalhub.net/?library=free-play-time-of-children-with-learning-disabilities-in-a-noninclusive-preschool-setting-an-analysis-of-play-and-nonplay-behaviours) - Some children with disabilities go to special preschools where adults help them play. The adults who work in preschools sometimes ask occupational therapists for advice to help children play more. Occupational therapists need to know how children play when not helped by adults. This study videoed children playing both with lots of toys and without
- [The development of children's strategies on an inductive reasoning task](https://www.pedalhub.net/?library=the-development-of-childrens-strategies-on-an-inductive-reasoning-task) - This paper reports an analysis of children's cognitive strategies on an inductive reasoning task, by means of a new methodological approach. A sample of 72 children aged 6, 8 and 10 were presented with three different versions of a multidimensional discrimination learning task, which was presented in such a way as to ‘optimise’ their performance.
- [The relation between social engagement and pretend play in autism](https://www.pedalhub.net/?library=the-relation-between-social-engagement-and-pretend-play-in-autism) - The focus of this study is the nature and concomitants of pretend play among young children with autism. Age- and language-matched children with autism (n= 27), autism spectrum disorder (n= 14), and developmental disorders without autism (n= 16) were administered the Test of Pretend Play (ToPP; Lewis & Boucher, 1997), with an additional rating of
- [To Play or Not to Play: Diverse Motives for Latino and Euro-American Parent-Child Play in a Children's Museum](https://www.pedalhub.net/?library=to-play-or-not-to-play-diverse-motives-for-latino-and-euro-american-parent-child-play-in-a-childrens-museum) - A popular social discourse in the United States is that play is important for children's learning and that parental involvement maximizes play's learning potential. Past research has concluded that parents who hold this view of play are more likely to play with their children than those who do not. This study investigated the prevalence of
- [Development of the Indigenous Child-Initiated Pretend Play Assessment: Selection of play materials and administration](https://www.pedalhub.net/?library=development-of-the-indigenous-child-initiated-pretend-play-assessment-selection-of-play-materials-and-administration) - BACKGROUND/AIM: There is a need for culturally appropriate assessments for Australian Indigenous children. This article reports the selection of culturally appropriate and gender-neutral play materials, and changes in administration identified to develop further the Indigenous Child-Initiated Pretend Play Assessment (I-ChIPPA). METHOD: Twenty-three typically developing children aged four to six years from the Pilbara region in
- [Peer Play Interactions and Readiness to Learn: A Protective Influence for African American Preschool Children From Low-Income Households](https://www.pedalhub.net/?library=peer-play-interactions-and-readiness-to-learn-a-protective-influence-for-african-american-preschool-children-from-low-income-households) - 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
- [Using lag schedules to increase toy play variability for children with intellectual disabilities](https://www.pedalhub.net/?library=using-lag-schedules-to-increase-toy-play-variability-for-children-with-intellectual-disabilities) - Relatively few studies have evaluated procedures for increasing play skills in children with intellectual disabilities. To address this limitation, this study evaluated the extent to which lag schedules increased novel toy play responses for three children who exhibited little or no appropriate toy play. Results show that the lag 1 schedule increased toy play variability
- [Early childhood development and education](https://www.pedalhub.net/?library=early-childhood-development-and-education) - This chapter examines the complex relationships between early childhood education programs and child development research. A context for this examination is provided by a case example: the relatively new and still evolving, Vygotskian-influenced tools of the mind curriculum. After an overview of the functions and limitations of developmental theory and research in relation to early
- [What would Batman do?](https://www.pedalhub.net/?library=what-would-batman-do) - This experimental research assessed the influence of graded levels of self-distancing – psychological distancing from one's egocentric perspective – on executive function (EF) in young children. Three- (n = 48) and 5-year-old (n = 48) children were randomly assigned to one of four manipulations of distance from the self (from proximal to distal: self-immersed, control, third person, and exemplar)
- [A scoping review of research on play-based pedagogies in kindergarten education](https://www.pedalhub.net/?library=a-scoping-review-of-research-on-play-based-pedagogies-in-kindergarten-education) - Across a number of countries, play-based learning is the mandated pedagogy in early years’ curricula. However, a lack of consensus remains both in research and practice regarding the value and role of play in children's learning. This scoping review analyses 168 articles addressing play-based learning for 4–5 year old children divided into three categories: research
- [Interpersonal movement synchrony facilitates pro-social behavior in children's peer-play](https://www.pedalhub.net/?library=interpersonal-movement-synchrony-facilitates-pro-social-behavior-in-childrens-peer-play) - The emergence of pro-social behaviors and social interaction skills is a major focus of research on children's development. Here, we consider one important feature of human social interactions, interpersonal movement synchrony, and explore its effects on pro-sociality among young children. Coordinated movements are a crucial part of mother–infant interactions, with important social effects extending well
- [Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten](https://www.pedalhub.net/?library=relating-effortful-control-executive-function-and-false-belief-understanding-to-emerging-math-and-literacy-ability-in-kindergarten) - 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
- [From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children’s Executive Functioning](https://www.pedalhub.net/?library=from-external-regulation-to-self-regulation-early-parenting-precursors-of-young-childrens-executive-functioning) - In keeping with proposals emphasizing the role of early experience in infant brain development, this study investigated the prospective links between quality of parent–infant interactions and subsequent child executive functioning (EF), including working memory, impulse control, and set shifting. Maternal sensitivity, mind-mindedness and autonomy support were assessed when children were 12 to 15 months old
- [How do families help or hinder the emergence of early executive function?](https://www.pedalhub.net/?library=how-do-families-help-or-hinder-the-emergence-of-early-executive-function) - This chapter describes longitudinal findings from a socially diverse sample of 125 British children seen at ages two and four. Four models of social influence on executive function are tested, using multiple measures of family life as well as comprehensive assessments of children's executive functions. Our results confirm the importance of maternal scaffolding for young
- [Pretend play](https://www.pedalhub.net/?library=pretend-play) - Pretend play is a form of playful behavior that involves nonliteral action. Although on the surface this activity appears to be merely for fun, recent research has discovered that children's pretend play has connections to important cognitive and social skills, such as symbolic thinking, theory of mind, and counterfactual reasoning. The current article first defines
- [Counterfactuals Matter: A Reply to Weisberg & Gopnik](https://www.pedalhub.net/?library=counterfactuals-matter-a-reply-to-weisberg-gopnik)
- [Which Counterfactuals Matter? A Response to Beck](https://www.pedalhub.net/?library=which-counterfactuals-matter-a-response-to-beck)
- [Supporting the development of empathy: The role of theory of mind and fantasy orientation](https://www.pedalhub.net/?library=supporting-the-development-of-empathy-the-role-of-theory-of-mind-and-fantasy-orientation) - Theory of mind (ToM) and empathy are separate, but related components of social understanding. However, research has not clearly defined the distinctions between them. Similarly, related constructs, such as fantasy orientation (FO), are associated with better ToM understanding; however, little is known about how FO may provide a context in which both ToM and affective
- [Dramatic pretend play games uniquely improve emotional control in young children](https://www.pedalhub.net/?library=dramatic-pretend-play-games-uniquely-improve-emotional-control-in-young-children) - Pretense is a naturally occurring, apparently universal activity for typically developing children. Yet its function and effects remain unclear. One theorized possibility is that pretense activities, such as dramatic pretend play games, are a possible causal path to improve children's emotional development. Social and emotional skills, particularly emotional control, are critically important for social development,
- [Pretense, Counterfactuals, and Bayesian Causal Models: Why What Is Not Real Really Matters](https://www.pedalhub.net/?library=pretense-counterfactuals-and-bayesian-causal-models-why-what-is-not-real-really-matters) - Young children spend a large portion of their time pretending about non-real situations. Why? We answer this question by using the framework of Bayesian causal models to argue that pretending and counterfactual reasoning engage the same component cognitive abilities: disengaging with current reality, making inferences about an alternative representation of reality, and keeping this representation
- [Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games](https://www.pedalhub.net/?library=promoting-broad-and-stable-improvements-in-low-income-childrens-numerical-knowledge-through-playing-number-board-games) - Theoretical analyses of the development of numerical representations suggest that playing linear number board games should enhance young children’s numerical knowledge. Consistent with this prediction, playing such a game for roughly 1 hr increased low-income preschoolers’ (mean age = 5.4 years) proficiency on 4 diverse numerical tasks: numerical magnitude comparison, number line estimation, counting, and numeral identification.
- [Guided Play: Where Curricular Goals Meet a Playful Pedagogy](https://www.pedalhub.net/?library=guided-play-where-curricular-goals-meet-a-playful-pedagogy) - Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that guided play approaches can be equally effective at delivering content and are more developmentally appropriate in
- [Symbolic play connects to language through visual object recognition](https://www.pedalhub.net/?library=symbolic-play-connects-to-language-through-visual-object-recognition) - Object substitutions in play (e.g. using a box as a car) are strongly linked to language learning and their absence is a diagnostic marker of language delay. Classic accounts posit a symbolic function that underlies both words and object substitutions. Here we show that object substitutions depend on developmental changes in visual object recognition: 18-
- [Adult modelling facilitates young children's generation of novel pretend acts](https://www.pedalhub.net/?library=adult-modelling-facilitates-young-childrens-generation-of-novel-pretend-acts) - The present work investigated the effect of modelling on children's pretend play behaviour. Thirty-seven children aged between 27 and 41 months were given 4 min of free play with a dollhouse and associated toy props (pre-modelling phase). Using dolls, an experimenter then acted out a series of vignettes involving object substitutions, imaginary play and attribution
- [Literacy objects as cultural tools: Effects on children's literacy behaviors in play](https://www.pedalhub.net/?library=literacy-objects-as-cultural-tools-effects-on-childrens-literacy-behaviors-in-play) - This study examined the effects of literacy-enriched play settings on preschoolers' literacy behaviors in spontaneous free play. 91 children, ages 3-5, from two urban day-care centers participated in the study. Prior to and following the intervention, the frequency of each child's handling, reading, and writing behaviors in play was assessed through direct observation. Videotaped samples
- [Habituation and Maternal Encouragement of Attention in Infancy as Predictors of Toddler Language, Play, and Representational Competence.](https://www.pedalhub.net/?library=habituation-and-maternal-encouragement-of-attention-in-infancy-as-predictors-of-toddler-language-play-and-representational-competence) - Infants' habituation and mothers' encouragement of attention were assessed at 5 months. Toddlers' language comprehension, language production, and pretense play, and mothers' encouragement of attention, were assessed at 13 months. Examined the contributions of infant habituation and maternal stimulation to toddlers' cognitive abilities. (PCB)
- [Culture-specific links between maternal executive function, parenting, and preschool children's executive function in South Korea](https://www.pedalhub.net/?library=culture-specific-links-between-maternal-executive-function-parenting-and-preschool-childrens-executive-function-in-south-korea) - Background Research on the relationships between parental factors and children's executive function (EF) has been conducted mainly in Western cultures. Aim This study provides the first empirical test, in a non-Western context, of how maternal EF and parenting behaviours relate to child EF. Sample South Korean mothers and their preschool children (N = 95 dyads)
- [PEDAL Seminar: Toddlers Think for Themselves!](https://www.pedalhub.net/?library=pedal-seminar-toddlers-think-for-themselves) - 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
- [What is Play? Play experts revealing their secrets...](https://www.pedalhub.net/?library=what-is-play-play-experts-revealing-their-secrets) - Adults talk a lot about play, pretending they know what it is and what it's good for. We have asked a couple of real experts about what it is and what it feels… What is Play? Play experts revealing their secrets... from LEGO Foundation on Vimeo.
- [Beyond really and truly: Children’s counterfactual thinking about pretend and possible worlds](https://www.pedalhub.net/?library=beyond-really-and-truly-childrens-counterfactual-thinking-about-pretend-and-possible-worlds) - This fresh and dynamic book offers a thorough investigation into the development of the cognitive processes that underpin judgements about mental states (often termed 'theory of mind') and addresses specific issues that have not been adequately dealt with in the past, and which are now being raised by some of the most prominent researchers in
- [Best Practices in Play Assessment and Intervention](https://www.pedalhub.net/?library=best-practices-in-play-assessment-and-intervention)
- [Counterfactual thinking in pre-school children: mental state and causal inferences](https://www.pedalhub.net/?library=counterfactual-thinking-in-pre-school-children-mental-state-and-causal-inferences) - This fresh and dynamic book offers a thorough investigation into the development of the cognitive processes that underpin judgements about mental states (often termed 'theory of mind') and addresses specific issues that have not been adequately dealt with in the past, and which are now being raised by some of the most prominent researchers in
- [Assessing and Scaffolding: Make-Believe Play](https://www.pedalhub.net/?library=assessing-and-scaffolding-make-believe-play) - It is the third week that Ms. Sotto's preschool classroom has been turned into an airport. The literacy center is a ticket counter, with a travel agency complete with child-made passports, tickets, and travel brochures. What is happening in Ms. Sotto's classroom is an example of what most early childhood educators mean when they talk
- [Social pretend-play and self-regulation](https://www.pedalhub.net/?library=social-pretend-play-and-self-regulation) - Not available.
- [Play and Problem Solving; An Elusive Connection](https://www.pedalhub.net/?library=play-and-problem-solving-an-elusive-connection) - The hypothesis tested was that play provides the opportunity to observe features of the environment which are likely to be overlooked in more goal directed encounters with the environment. Children (n = 45), ages 5 to 8 years, were randomly assigned to a play group, a narrow-focus goal-directed group, or a broad-focus goal-directed group. Children
- [Preclinical Modeling of Primal Emotional Affects (SEEKING, PANIC and PLAY): Gateways to the Development of New Treatments for Depression](https://www.pedalhub.net/?library=preclinical-modeling-of-primal-emotional-affects-seeking-panic-and-play-gateways-to-the-development-of-new-treatments-for-depression) - Mammalian brains contain at least 7 primal emotional sys- tems – SEEKING, RAGE, FEAR, LUST, CARE, PANIC and PLAY (capitalization reflects a proposed primary-process terminol- ogy, to minimize semantic confusions and mereological falla- cies). These systems help organisms feel affectively balanced (e.g. euthymic) and unbalanced (e.g. depressive, irritable, manic), providing novel insights for understanding human
- [The Psychology of Counterfactual Thinking](https://www.pedalhub.net/?library=the-psychology-of-counterfactual-thinking) - Counterfactual thinking refers to mental constructions of alternatives to past events. In this overview of the psychological basis of counterfactual thinking, we examine how such thoughts influence emotions and carry benefits for everyday behavior. Two psychological mechanisms, contrast effects and causal inferences, can explain many of the effects of counterfactual thinking reported by psychologists. We
- [The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds](https://www.pedalhub.net/?library=the-importance-of-play-in-promoting-healthy-child-development-and-maintaining-strong-parent-child-bonds) - Please click on the link provided below to read the abstract.
- [Why Play? Examining the Roles of Play in ICTD](https://www.pedalhub.net/?library=why-play-examining-the-roles-of-play-in-ictd) - Please click on the link provided below to read the abstract.
- [Counterfactual Thought](https://www.pedalhub.net/?library=counterfactual-thought) - Please click on the link provided below to read the abstract.
- [The early years: Evaluating Montessori education](https://www.pedalhub.net/?library=the-early-years-evaluating-montessori-education) - Please click on the link provided below to read the abstract.
- [Attachments beyond infancy](https://www.pedalhub.net/?library=attachments-beyond-infancy) - Attachment theory is extended to pertain to developmental changes in the nature of children's attachments to parents and surrogate figures during the years beyond infancy, and to the nature of other affectional bonds throughout the life cycle. Various types of affectional bonds are examined in terms of the behavioral systems characteristic of each and the
- [Mother-child play and maltreatment: a longitudinal analysis of emerging social behavior from infancy to toddlerhood](https://www.pedalhub.net/?library=mother-child-play-and-maltreatment-a-longitudinal-analysis-of-emerging-social-behavior-from-infancy-to-toddlerhood) - Mother-child play of maltreating and nonmaltreating families was analyzed when infants were 12 months old (Time 1), and 2 years old (Time 2), as a context to examine children's developing cognitive and social skills. At Time 1, infants from abusing families demonstrated less independent and more imitative behavior during play than did infants from neglecting
- [Does discovery-based instruction enhance learning?](https://www.pedalhub.net/?library=does-discovery-based-instruction-enhance-learning) - Discovery learning approaches to education have recently come under scrutiny (Tobias & Duffy, 2009), with many studies indicating limitations to discovery learning practices. Therefore, 2 meta-analyses were conducted using a sample of 164 studies: The 1st examined the effects of unassisted discovery learning versus explicit instruction, and the 2nd examined the effects of enhanced and/or
- [The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.](https://www.pedalhub.net/?library=the-contribution-of-childrens-self-regulation-and-classroom-quality-to-childrens-adaptive-behaviors-in-the-kindergarten-classroom) - In this study, the authors examined the extent to which children’s self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children’s adaptive classroom behavior. Children’s self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kindergarten year. Children’s adaptive
- [Pretense and possibility—A theoretical proposal about the effects of pretend play on development: Comment on Lillard et al. (2013).](https://www.pedalhub.net/?library=pretense-and-possibility-a-theoretical-proposal-about-the-effects-of-pretend-play-on-development-comment-on-lillard-et-al-2013) - The review by Lillard et al. (2013) highlighted the need for additional research to better clarify the nature of the relationship between pretend play and development. However, the authors did not provide a proposal for how to structure the direction of this future work. Here, we provide a possible framework for generating additional research. This
- [Pretense and representation: The origins of "theory of mind."](https://www.pedalhub.net/?library=pretense-and-representation-the-origins-of-theory-of-mind) - Presents a theoretical analysis of the representational mechanism underlying a child's ability to pretend. This mechanism extends the power of the infant's existing capacity for (primary) representation, creating a capacity for 'metarepresentation.' It is this, developing toward the end of infancy, that underlies the child's new abilities to pretend and to understand pretense in others.
- [Pretend play, creativity, and emotion regulation in children.](https://www.pedalhub.net/?library=pretend-play-creativity-and-emotion-regulation-in-children) - The aim of this study was to examine relationships among pretend play, creativity, emotion regulation, and executive functioning in children. Pretend play processes were assessed using the Affect in Play Scale (APS), which measures children's cognitive and affective processes, such as organization of a plot or use of emotions. Sixty-one female participants, in kindergarten through
- [Embracing complexity: Rethinking the relation between play and learning: Comment on Lillard et al. (2013)](https://www.pedalhub.net/?library=embracing-complexity-rethinking-the-relation-between-play-and-learning-comment-on-lillard-et-al-2013) - Lillard et al. (2013) concluded that pretend play is not causally related to child outcomes and charged that the field is subject to a play ethos, whereby research is tainted by a bias to find positive effects of play on child development. In this commentary, we embrace their call for a more solidly scientific approach
- [The impact of pretend play on children's development: A review of the evidence](https://www.pedalhub.net/?library=the-impact-of-pretend-play-on-childrens-development-a-review-of-the-evidence) - Pretend play has been claimed to be crucial to children's healthy development. Here we examine evidence for this position versus 2 alternatives: Pretend play is 1 of many routes to positive developments (equifinality), and pretend play is an epiphenomenon of other factors that drive development. Evidence from several domains is considered. For language, narrative, and
- [The playful child: Measurement of a disposition to play](https://www.pedalhub.net/?library=the-playful-child-measurement-of-a-disposition-to-play) - Discusses the psychometric properties of the Children's Playfulness Scale (CPS; L. A. Barnett; see record 1991-11480-001). The identification of 5 underlying components of the playfulness construct (physical spontaneity, social spontaneity, cognitive spontaneity, manifest joy, and sense of humor) are specified and validated. Factor-analytic procedures confirmed the existence of the general playfulness factor and the 5
- [Serious fun: Preschoolers engage in more exploratory play when evidence is confounded](https://www.pedalhub.net/?library=serious-fun-preschoolers-engage-in-more-exploratory-play-when-evidence-is-confounded) - Researchers, educators, and parents have long believed that children learn cause and effect relationships through exploratory play. However, previous research suggests that children are poor at designing informative experiments; children fail to control relevant variables and tend to alter multiple variables simultaneously. Thus, little is known about how children's spontaneous exploration might support accurate causal
- [Differential impact of preschool models on development and early learning of inner-city children: A three-cohort study](https://www.pedalhub.net/?library=differential-impact-of-preschool-models-on-development-and-early-learning-of-inner-city-children-a-three-cohort-study) - Three different preschool models operating in an urban school district were identified through cluster analysis of teacher responses to the Pre-K Survey of Beliefs and Practices. The language, self-help, social, motor, and adaptive development, along with mastery of basic skills, of 721 4-year-olds randomly selected from these models were compared. Children in the child-initiated model
- [On the origins of background emotions: From affect synchrony to symbolic expression](https://www.pedalhub.net/?library=on-the-origins-of-background-emotions-from-affect-synchrony-to-symbolic-expression) - Guided by Damasio's (2003) formulations on background emotions, this study examined the contour of infant affect during interactions with mother and father in relation to the emergence of symbolic expression. One hundred parents and infants were observed in face-to-face interactions and in play sessions at the toddler stage. Parent's and infants' affective states were coded
- [Behavioural differences exhibited by children when practising a task under formal and playful conditions](https://www.pedalhub.net/?library=behavioural-differences-exhibited-by-children-when-practising-a-task-under-formal-and-playful-conditions) - Play is viewed as central to learning in the early years despite a lack of empirical evidence to support this. Most research has concentrated on adult definitions of play which fail to capture the intrinsic quality of playfulness. To achieve this it is necessary to elicit children's definitions of play. The research discussed in this
- [Play, cognition and self-regulation: What exactly are children learning when they learn through play?](https://www.pedalhub.net/?library=play-cognition-and-self-regulation-what-exactly-are-children-learning-when-they-learn-through-play) - This paper explores the particular aspects of learning which might be supported through playful activity and reviews research and theory which link children’s play, and particularly pretence or symbolic play, to the development of metacognitive and self-regulatory skills. Three studies are reported, one observational and two experimental, which have explored this relationship. The observational study
- [How can primary school students learn self-regulated learning strategies most effectively?](https://www.pedalhub.net/?library=how-can-primary-school-students-learn-self-regulated-learning-strategies-most-effectively) - Recently, research has increasingly focused on fostering self-regulated learning amongst young children. To consider this trend, this article presents the results of a differentiated meta-analysis of 48 treatment comparisons resulting from 30 articles on enhancing self-regulated learning amongst primary school students. Based on recent models of self-regulated learning, which consider motivational, as well as cognitive,
- [Quantifying peer interactions for research and clinical use: The Manchester Inventory for Playground Observation](https://www.pedalhub.net/?library=quantifying-peer-interactions-for-research-and-clinical-use-the-manchester-inventory-for-playground-observation) - Direct observation of peer relating is potentially a sensitive and ecologically valid measure of child social functioning, but there has been a lack of standardised methods. The Manchester Inventory for Playground Observation (MIPO) was developed as a practical yet rigorous assessment of this kind for 5–11 year olds. We report on the initial reliability and
- [Mimicry and play initiation in 18-month-old infants](https://www.pedalhub.net/?library=mimicry-and-play-initiation-in-18-month-old-infants) - Across two experiments, we examined the relationship between 18-month-old infants' mimicry and social behavior - particularly invitations to play with an adult play partner. In Experiment 1, we manipulated whether an adult mimicked the infant's play or not during an initial play phase. We found that infants who had been mimicked were subsequently more likely
- [The validity of interactive peer play competencies for Latino preschool children from low-income households](https://www.pedalhub.net/?library=the-validity-of-interactive-peer-play-competencies-for-latino-preschool-children-from-low-income-households) - 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 =
- [Exposure to prenatal life events stress is associated with masculinized play behavior in girls](https://www.pedalhub.net/?library=exposure-to-prenatal-life-events-stress-is-associated-with-masculinized-play-behavior-in-girls) - Previous research has shown that prenatal exposure to endocrine-disrupting chemicals can alter children's neurodevelopment, including sex-typed behavior, and that it can do so in different ways in males and females. Non-chemical exposures, including psychosocial stress, may disrupt the prenatal hormonal milieu as well. To date, only one published study has prospectively examined the relationship between
- [Dynamic systems in semiotic development: The transition to reference](https://www.pedalhub.net/?library=dynamic-systems-in-semiotic-development-the-transition-to-reference) - Semiotic development involves the development of at least two different kinds of meaning: intersubjective and representational. By attending to these two kinds of meaning we are able to predict one of the major transitions in early childhood: the transition to reference. From a dynamic systems perspective we track essential developments which, when all have reached
- [Laughing matters: Infant humor in the context of parental affect](https://www.pedalhub.net/?library=laughing-matters-infant-humor-in-the-context-of-parental-affect) - Smiling and laughing appear very early during the first year of life, but little is known about how infants come to appraise a stimulus as humorous. This short-term longitudinal study explored infant humor perception from 5 to 7months of age as a function of parental affect during an absurd event. Using a within-participants design, parents
- [Use your words: The role of language in the development of toddlers’ self-regulation](https://www.pedalhub.net/?library=use-your-words-the-role-of-language-in-the-development-of-toddlers-self-regulation) - Self-regulation emerges throughout early childhood, and predicts later success in socially and cognitively challenging situations. Vygotsky proposed that symbols, particularly words, serve as mental tools to be used in service of self-regulation. Cross-sectional research indicates a positive but inconsistent association between language and self-regulation skills throughout toddlerhood, but research has not accounted for general cognitive
- [The effects of fantastical pretend-play on the development of executive functions: An intervention study](https://www.pedalhub.net/?library=the-effects-of-fantastical-pretend-play-on-the-development-of-executive-functions-an-intervention-study) - Although recent correlational studies have found a relationship between fantasy orientation (FO; i.e., a child’s propensity to play in a fantastical realm) and higher order cognitive skills called executive functions (EFs), no work has addressed the causality and directionality of this relationship. The current study experimentally examined the directionality of the observed relationship between FO
- [Self-regulation in young children: Is there a role for sociodramatic play?](https://www.pedalhub.net/?library=self-regulation-in-young-children-is-there-a-role-for-sociodramatic-play) - This study tested Vygotsky’s assumption that sociodramatic play in early childhood contributes importantly to the development of self-regulation. It also explored whether the link between sociodramatic play and self-regulation differs for impulsive and nonimpulsive preschoolers. In a short-term longitudinal design, 51 middle-income 3- and 4-year-olds were observed in their preschool classrooms. Naturalistic observations of total
- [Free play and children's mental health](https://www.pedalhub.net/?library=free-play-and-childrens-mental-health)
- [Mind, meaning, and affect: Proposals for a theory of pretense](https://www.pedalhub.net/?library=mind-meaning-and-affect-proposals-for-a-theory-of-pretense) - The present paper develops a theoretical framework for the study of pretense as a symbolic system designed to serve affective functions. The first part of the paper presents a review of three theories which acknowledge the affective function of pretense and constitute the background for the theory proposed in this paper. The second part of
- [Pretense: The form and function of make-believe play](https://www.pedalhub.net/?library=pretense-the-form-and-function-of-make-believe-play) - This paper proposes that make-believe play expresses the young child's emerging capacity to engage in counterfactual or would-be thinking. Three important developments enable preschoolers to create joint make-believe worlds with others: the ability to (1) manage multiple roles as playwrights and actors, (2) invent novel plots, and (3) deliberately blur the boundary between reality and
- [Where do children usually play? A qualitative study of parents’ perceptions of influences on children's active free-play](https://www.pedalhub.net/?library=where-do-children-usually-play-a-qualitative-study-of-parents-perceptions-of-influences-on-childrens-active-free-play) - This study explored the perceptions of 78 parents from low, mid and high socio-economic areas in Melbourne, Australia to increase understanding of where children play and why. Using an ecological model interviews with parents revealed that safety and social factors emerged as key social themes, facilities at parks and playgrounds, and urban design factors emerged
- [Private speech in two preschools: Significance of open-ended activities and make-believe play for verbal self-regulation](https://www.pedalhub.net/?library=private-speech-in-two-preschools-significance-of-open-ended-activities-and-make-believe-play-for-verbal-self-regulation) - Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the
- [The psychobiology of play: Theoretical and methodological perspectives](https://www.pedalhub.net/?library=the-psychobiology-of-play-theoretical-and-methodological-perspectives) - The social play of pairs of juvenile rats can be brought under tight experimental control using social deprivation, and it can be objectively quantified by measurement of pinning behavior. Research and conceptual issues concerning this paired-encounter procedure are summarized, including issues related to (1) measurement, (2) gender differences (and the absence thereof), (3) relations between
- [Modeling ADHD-type arousal with unilateral frontal cortex damage in rats and beneficial effects of play therapy](https://www.pedalhub.net/?library=modeling-adhd-type-arousal-with-unilateral-frontal-cortex-damage-in-rats-and-beneficial-effects-of-play-therapy)
- [Affordances of Cul-de-sac in Urban Neighborhoods as Play Spaces for Middle Childhood Children](https://www.pedalhub.net/?library=affordances-of-cul-de-sac-in-urban-neighborhoods-as-play-spaces-for-middle-childhood-children) - This study investigates the affordances of cul-de-sac as play space in Malaysian urban neighbourhood for middle childhood children. Behavioral responses of 82 children experiencing two cul-de-sac in two different residential neighbourhoods were elicited using three methods: semi-structured interviews, observations and survey questionnaire. It is found that cul-de-sac with a monotonous, flat landscape with some vegetation
- [Construction play and cognitive skills associated with the development of mathematical abilities in 7-year-old children](https://www.pedalhub.net/?library=construction-play-and-cognitive-skills-associated-with-the-development-of-mathematical-abilities-in-7-year-old-children) - Construction play is thought to develop logico-mathematical skills, however the underlying mechanisms have not been defined. In order to fill this gap, this study looks at the relationship between Lego con- struction ability, cognitive abilities and mathematical performance in 7-year-old, Year 2 primary school children (N 1⁄4 66). While studies have focused on the relationship
- [Neighborhood and developmental differences in children's perceptions of opportunities for play and physical activity](https://www.pedalhub.net/?library=neighborhood-and-developmental-differences-in-childrens-perceptions-of-opportunities-for-play-and-physical-activity) - The purposes of this study were to examine perceptions of places to play and be physically active among children from two different urban neighborhoods, and evaluate these perceptions for age-related developmental differences. One hundred and sixty-eight children from grades K-6 (aged 6–12 years old) completed mental maps depicting places where they could play and be
- [Playing it safe: The influence of neighbourhood safety on children's physical activity—A review](https://www.pedalhub.net/?library=playing-it-safe-the-influence-of-neighbourhood-safety-on-childrens-physical-activity-a-review)
- [The contribution of active play to the physical activity of primary school children](https://www.pedalhub.net/?library=the-contribution-of-active-play-to-the-physical-activity-of-primary-school-children) - Objective To examine associations between active play and the physical activity of 10- to 11-year-old children. Method Cross-sectional study of 747, 10- tot11-year-olds, conducted between February 2008 and March 2009 in Bristol, UK. Mean minutes of moderate to vigorous physical activity (MVPA) and mean activity levels (counts per minute, CPM) were assessed by accelerometer. Frequency
- [The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery](https://www.pedalhub.net/?library=the-double-edged-sword-of-pedagogy-instruction-limits-spontaneous-exploration-and-discovery) - Motivated by computational analyses, we look at how teaching affects exploration and discovery. In Experiment 1, we investigated children’s exploratory play after an adult pedagogically demonstrated a function of a toy, after an interrupted pedagogical demonstration, after a naïve adult demonstrated the function, and at baseline. Preschoolers in the pedagogical condition focused almost exclusively on
- [Measures of outdoor play and independent mobility in children and youth: A methodological review](https://www.pedalhub.net/?library=measures-of-outdoor-play-and-independent-mobility-in-children-and-youth-a-methodological-review) - Objectives Declines in children's outdoor play have been documented globally, which are partly due to heightened restrictions around children's independent mobility. Literature on outdoor play and children's independent mobility is increasing, yet no paper has summarized the various methodological approaches used. A methodological review could highlight most commonly used measures and comprehensive research designs that
- [Educational effects of the Tools of the Mind curriculum: A randomized trial](https://www.pedalhub.net/?library=educational-effects-of-the-tools-of-the-mind-curriculum-a-randomized-trial) - The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way
- [Executive functions and self-regulation](https://www.pedalhub.net/?library=executive-functions-and-self-regulation) - Self-regulation is a core aspect of adaptive human behavior that has been studied, largely in parallel, through the lenses of social and personality psychology as well as cognitive psychology. Here, we argue for more communication between these disciplines and highlight recent research that speaks to their connection. We outline how basic facets of executive functioning
- [Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs](https://www.pedalhub.net/?library=preschool-childrens-development-in-classic-montessori-supplemented-montessori-and-conventional-programs) - 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
- [Children and Outdoor Play](https://www.pedalhub.net/?library=children-and-outdoor-play)
- [Differential ethnic associations between maternal flexibility and play sophistication in toddlers born very low birth weight](https://www.pedalhub.net/?library=differential-ethnic-associations-between-maternal-flexibility-and-play-sophistication-in-toddlers-born-very-low-birth-weight)
- [Promoting narrative competence through adult–child joint pretense: Lessons from the Scandinavian educational practice of playworld](https://www.pedalhub.net/?library=promoting-narrative-competence-through-adult-child-joint-pretense-lessons-from-the-scandinavian-educational-practice-of-playworld) - This paper examines the effects of the playworld educational practice on the development of narrative competence in 5- to 7-year-old children. The playworld educational practice is derived from play pedagogy and the theory of narrative learning, both developed and implemented in Scandinavia. The playworld practice consists of joint adult–child pretense based in a work of
- [Teasing and clowning in infancy](https://www.pedalhub.net/?library=teasing-and-clowning-in-infancy) - Summary “… do not take from me your laughter..... it opens for me all the doors of life” — Pablo NerudaBefore they speak or walk or crawl, infants joke. Infant laughter captured the attention of Aristotle, who thought it was the sign of the entry of the soul into the body, and of Darwin, who
- [“Laughing” rats and the evolutionary antecedents of human joy?](https://www.pedalhub.net/?library=laughing-rats-and-the-evolutionary-antecedents-of-human-joy) - Paul MacLean's concept of epistemics—the neuroscientific study of subjective experience—requires animal brain research that can be related to predictions concerning the internal experiences of humans. Especially robust relationships come from studies of the emotional/affective processes that arise from subcortical brain systems shared by all mammals. Recent affective neuroscience research has yielded the discovery of play-
- [Young children in urban areas: Links among neighborhood characteristics, weight status, outdoor play, and television watching](https://www.pedalhub.net/?library=young-children-in-urban-areas-links-among-neighborhood-characteristics-weight-status-outdoor-play-and-television-watching)
- [Are there cultural differences in how we play? Examining cultural effects on playing social network games](https://www.pedalhub.net/?library=are-there-cultural-differences-in-how-we-play-examining-cultural-effects-on-playing-social-network-games) - Digital games embedded in social network sites are one of the driving forces behind the expansion of digital gamer populations. Previous studies have observed different usage patterns between users in different ethnic groups and countries, suggesting that culture orientations may affect how people play and interact through social network games. This study examined how people's
- [Where science starts: Spontaneous experiments in preschoolers’ exploratory play](https://www.pedalhub.net/?library=where-science-starts-spontaneous-experiments-in-preschoolers-exploratory-play)
- [Effect of increasing the choice of active options on children's physically active play](https://www.pedalhub.net/?library=effect-of-increasing-the-choice-of-active-options-on-childrens-physically-active-play) - bjectives: To determine whether increasing the choice of physical activity options increases the duration and intensity of children's physically active play. Design: This cross-sectional laboratory study included gender (male and female) and choice group [single toy (no choice), three toys (low choice), five toys (high choice)] as between participant factors. Methods: Boys and girls (.
- [Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys](https://www.pedalhub.net/?library=do-tangible-user-interfaces-promote-social-behaviour-during-free-play-a-comparison-of-autistic-and-typically-developing-children-playing-with-passive-and-digital-construction-toys) - Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study
- [Boys and girls on the playground: sex differences in social development are not stable across early childhood](https://www.pedalhub.net/?library=boys-and-girls-on-the-playground-sex-differences-in-social-development-are-not-stable-across-early-childhood) - Sex differences in human social behaviors and abilities have long been a question of public and scientific interest. Females are usually assumed to be more socially oriented and skillful than males. However, despite an extensive literature, the very existence of sex differences remains a matter of discussion while some studies found no sex differences whereas
- [Cultures of Creativity](https://www.pedalhub.net/?library=cultures-of-creativity) - Cultures develop when people find ways to play, make, and share. This report describes how human cultures can be characterised by their similarities rather than their differences, and emphasises the importance of recognising playfulness and creativity to develop societies prepared to accommodate the rapid changes associated with technology and globalisation.
- [Behavioral and facial thermal variations in 3-to 4-month-old infants during the Still-Face Paradigm](https://www.pedalhub.net/?library=behavioral-and-facial-thermal-variations-in-3-to-4-month-old-infants-during-the-still-face-paradigm) - Behavioral and facial thermal responses were recorded in twelve 3- to 4-month-old infants during the Still-Face Paradigm (SFP). As in the usual procedure, infants were observed in a three-step, face-to-face interaction: a normal interaction episode (3 min); the "still-face" episode in which the mother became unresponsive and assumed a neutral expression (1 min); a reunion
- [Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms](https://www.pedalhub.net/?library=interventions-and-classroom-contexts-that-promote-self-regulated-learning-two-intervention-studies-in-united-kingdom-primary-classrooms) - This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through
- [Less-structured time in children's daily lives predicts self-directed executive functioning](https://www.pedalhub.net/?library=less-structured-time-in-childrens-daily-lives-predicts-self-directed-executive-functioning) - Executive functions in childhood predict important life outcomes. Thus, there is great interest in attempts to improve executive functions early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children’s externally-driven executive functioning, where they are
- [Pragmatic evaluation of the Go2Play Active Play intervention on physical activity and fundamental movement skills in children](https://www.pedalhub.net/?library=pragmatic-evaluation-of-the-go2play-active-play-intervention-on-physical-activity-and-fundamental-movement-skills-in-children) - Active play is a novel approach to addressing low physical activity levels and fundamental movement skills (FMS) in children. This study aimed to determine if a new school-based, ‘Go2Play Active Play’ intervention improved school day physical activity and FMS. This was a pragmatic evaluation conducted in Scotland during 2015–16. Participants (n = 172; mean age = 7 years) were recruited
- [Cultural Variations in Parental Support of Children's Play](https://www.pedalhub.net/?library=cultural-variations-in-parental-support-of-childrens-play) - The purpose of this reading is to highlight the importance of play for children's development and to examine the role of parents in supporting children's play in various cultures. Although play is believed to be universal, the amount of attention devoted to play in a particular society depends in part on the cultural beliefs about
- [The Development and Validity of the Children's Playfulness Rating Scale](https://www.pedalhub.net/?library=the-development-and-validity-of-the-childrens-playfulness-rating-scale) - This study was conducted in order to develop a Children`s Playfulness Rating Scale(CPRS) and to analyze it in terms of item discrimination, validity, and reliability. The participants in this study consisted of 861 parents whose children were aged from three to six years old. The item discrimination, determined by comparing the highest and lowest group
- [Play and Brain Development as Complementary Non Lonear Dynamic (Chaotic / Complex) Systems](https://www.pedalhub.net/?library=play-and-brain-development-as-complementary-non-lonear-dynamic-chaotic-complex-systems)
- [The impact of group play therapy on creativity and control of aggression in preschool children](https://www.pedalhub.net/?library=the-impact-of-group-play-therapy-on-creativity-and-control-of-aggression-in-preschool-children) - AbstractThe main purpose of conducting this study was to investigate the effectiveness of group play therapy in preschool children’s creativity and aggression control. The research method was experimental along with pretest-posttest design in control group.The sample of study included all preschool students of Dehloran town with a total number of 60 students from preschool students
- [Play Piece: Play and Pretence](https://www.pedalhub.net/?library=play-piece-play-and-pretence) - What is pretend play and how does it link to a child’s emotional development? Read our whole Play Piece here.
- [Play Piece: Play, Self-regulation, Executive Function and the Classroom Context](https://www.pedalhub.net/?library=play-piece-play-self-regulation-executive-function-and-the-classroom-context) - How and why do playful approaches to teaching support the development of self-regulation? Read our whole Play Piece here.
- [Play Piece: Play and Self-regulation](https://www.pedalhub.net/?library=play-piece-play-and-self-regulation) - Self-regulation helps a child guide their thoughts, emotions and behaviours to accomplish a goal – how does play support this important area of development? Read our whole Play Piece here.
- [Accessing the Inaccessible: Redefining Play as a Spectrum](https://www.pedalhub.net/?library=accessing-the-inaccessible-redefining-play-as-a-spectrum) - Defining play has plagued researchers and philosophers for years. From describing play as an inaccessible concept due to its complexity, to providing checklists of features, the field has struggled with how to conceptualize and operationalize “play.” This theoretical piece reviews the literature about both play and learning and suggests that by viewing play as a
- [SAGE Handbook of Play and Learning in Early Childhood](https://www.pedalhub.net/?library=sage-handbook-of-play-and-learning-in-early-childhood) - 'This Handbook offers diverse perspectives from scholars across the globe who help us see play in new ways. At the same time the basic nature of play gives a context for us to learn new theoretical frameworks and methods. A real gem!' - Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research,
- [The Relationship between Preschoolers' Attitudes and Play Behaviors toward Classmates with Disabilities](https://www.pedalhub.net/?library=the-relationship-between-preschoolers-attitudes-and-play-behaviors-toward-classmates-with-disabilities) - This study was conducted to examine the relationship between 32 typically developing preschoolers' attitudes and play behaviors toward their classmates with disabilities or developmental delays. Children's attitudes toward peers with disabilities were assessed using three methods: child interviews, sociometric peer ratings, and a social acceptance scale. Children's play behaviors (e.g., solitary, onlooker, parallel play, associative/cooperative
- [Parent-child interactions in autism: characteristics of play](https://www.pedalhub.net/?library=parent-child-interactions-in-autism-characteristics-of-play) - Although the literature on parent-child interactions in young children with autism has examined dyadic style, synchrony, and sustained engagement, the examination of parental skill in sustaining and developing play skills themselves has not been targeted. This study examined the extent to which parents of young children with autism match and scaffold their child's play. Sixteen
- [Play and video effects on mood and procedure behaviors in school-aged children visiting the pediatrician](https://www.pedalhub.net/?library=play-and-video-effects-on-mood-and-procedure-behaviors-in-school-aged-children-visiting-the-pediatrician) - This study examines how different types of activities, including medical play, typical play, and videos, affect the mood and behaviors of children visiting a pediatric office. Seventy-two school-aged children visiting a pediatrician's office were randomly assigned to 1 of 4 groups: medical play, medical information video, typical play, and nonmedical information video control. Children completed
- [Developmental psychology and early childhood education: a guide for students and practitioners](https://www.pedalhub.net/?library=developmental-psychology-and-early-childhood-education-a-guide-for-students-and-practitioners)
- [Young Children's Interactions with Sound-Producing Objects](https://www.pedalhub.net/?library=young-childrens-interactions-with-sound-producing-objects) - The purpose of this study was to observe, analyze, and document the range of young children's interactions with sound-producing objects in order to better understand the nature of such interactions. Of particular interest was whether theories of cognitive play, social play, object play, and existing research on musical play could guide concurrently the interpretation of
- [The affect in play scale: confirmatory factor analysis in elementary school children](https://www.pedalhub.net/?library=the-affect-in-play-scale-confirmatory-factor-analysis-in-elementary-school-children) - The aim of this paper was to study the construct validity of the Affect in Play Scale, an empirically based measure of pretend play, in a group of 519 Italian children ages 6 to 10 years. In confirmatory factor analysis, a correlated two-factor structure with a cognitive and an affective factor was identified. Possible differences
- [The Use of Self-Modeling to Promote Social Interactions among Young Children](https://www.pedalhub.net/?library=the-use-of-self-modeling-to-promote-social-interactions-among-young-children) - Video self-modeling (VSM) has been used to teach social skills to children with autism older than 4 years of age. Attempts to use VSM with younger children with disabilities have produced less than favorable results; however, it is unclear whether VSM could be used to promote social initiations by typically developing children. Thirty minutes of
- [Preschoolers’ cooperative problem solving: Integrating play and problem solving](https://www.pedalhub.net/?library=preschoolers-cooperative-problem-solving-integrating-play-and-problem-solving) - Cooperative problem solving with peers plays a central role in promoting children’s cognitive and social development. This article reviews research on cooperative problem solving among preschool-age children in experimental settings and social play contexts. Studies suggest that cooperative interactions with peers in experimental settings are not as consistently beneficial to young children’s cognitive growth as
- [Asian and Euro-American parents' ethnotheories of play and learning: Effects on preschool children's home routines and school behaviour](https://www.pedalhub.net/?library=asian-and-euro-american-parents-ethnotheories-of-play-and-learning-effects-on-preschool-childrens-home-routines-and-school-behaviour) - Asian and Euro-American parents of preschool-aged children were interviewed concerning their beliefs about the nature and purpose of play; they also completed two questionnaires and a diary of their children's daily activities. The children's teachers were interviewed and provided information about the behaviour of the children in preschool. The Euro-American parents were found to believe
- [Rough-and-Tumble Play and the Development of the Social Brain](https://www.pedalhub.net/?library=rough-and-tumble-play-and-the-development-of-the-social-brain)
- [Three decades in: Priming for meta-analysis in play-literacy research](https://www.pedalhub.net/?library=three-decades-in-priming-for-meta-analysis-in-play-literacy-research) - In this literature review, we examined 30 years of play-literacy inquiry through a quantitative lens in order to identify, assemble and summarize studies of sufficient methodological strength to form a corpus of research that encourages meta-analytic thinking. First, a multi-phase search of the literature was conducting yielding 192 studies that addressed pretend play and early
- [Children's Risky Play from an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences](https://www.pedalhub.net/?library=childrens-risky-play-from-an-evolutionary-perspective-the-anti-phobic-effects-of-thrilling-experiences) - This theoretical article views children's risky play from an evolutionary perspective, addressing specific evolutionary functions and especially the anti-phobic effects of risky play. According to the non-associative theory, a contemporary approach to the etiology of anxiety, children develop fears of certain stimuli (e.g., heights and strangers) that protect them from situations they are not mature
- [Containing children: some lessons on planning for play from New York City](https://www.pedalhub.net/?library=containing-children-some-lessons-on-planning-for-play-from-new-york-city) - This paper relates the history of playground provision in New York to changing conceptions of childhood, and specifically to a felt need to ’contain’ children in order to keep them off the streets, safe from traffic and unsavoury influences - a trend that children have tended to resist. Playgrounds most often substitute a narrow range
- [Children's Daily Activities in a Mayan Village: A Culturally Grounded Description](https://www.pedalhub.net/?library=childrens-daily-activities-in-a-mayan-village-a-culturally-grounded-description) - Building on recent efforts to reconceptualize development and socialization as contextually grounded processes, several aspects of Yucatec Mayan children's daily lives are observed, including maintenance activities, social orientation, work, and play. For each category of activity, the behavior of children ranging in age from 0 to 17 is described. Three principles of engagement generated to
- [Within Cultural Differences: Examining Individual Differences in Korean American and European American Preschoolers' Social Pretend Play](https://www.pedalhub.net/?library=within-cultural-differences-examining-individual-differences-in-korean-american-and-european-american-preschoolers-social-pretend-play) - Individual differences in 30Korean American and 30 European American preschoolers’ play behavior were examined to understand how intracultural variations in children’s skills and behavioral characteristics may be associated with social pretend play in early childhood. Observers recorded the children’s social behaviors and play complexity. Teachers rated children’s social behavior, parents completed a child rearing question-
- [Assessment of Pretend Play in Prader-Willi Syndrome: A Direct Comparison to Autism Spectrum Disorder](https://www.pedalhub.net/?library=assessment-of-pretend-play-in-prader-willi-syndrome-a-direct-comparison-to-autism-spectrum-disorder) - Children with Prader-Willi syndrome (PWS) are at risk for autism spectrum disorder (ASD), including pervasive social deficits. While play impairments in ASD are well documented, play abilities in PWS have not been evaluated. Fourteen children with PWS and ten children with ASD were administered the Autism Diagnostic Observation Schedule (ADOS) (Lord et al. in Autism
- [Interactions between children's metacognitive abilities, working memory capacity, strategies and performance during problem-solving](https://www.pedalhub.net/?library=interactions-between-childrens-metacognitive-abilities-working-memory-capacity-strategies-and-performance-during-problem-solving) - This paper reports two related studies intended to explore the interactions between children's metacognitive abilities, their working memory capacity, the development and selection of strategies and their performance on problem-solving tasks. In the first study, a sample of 20 children aged 5 and 6 were presented with a reclassification task. In the second study, a
- [Symbolizing as interpersonally grounded shifts in meaning: social play in children with and without autism](https://www.pedalhub.net/?library=symbolizing-as-interpersonally-grounded-shifts-in-meaning-social-play-in-children-with-and-without-autism) - The aim of this study was to examine the relation between symbolic play and communicative engagement among children with and without autism. Our predictions were firstly, that in moment-by-moment interactions during semi-structured interactive play with an adult, children with and without autism would tend to show shifts in meanings in symbolic play when engaged in
- [Evaluating Playfulness: Construct Validity of the Children's Playfulness Scale](https://www.pedalhub.net/?library=evaluating-playfulness-construct-validity-of-the-childrens-playfulness-scale) - This study was designed to examine the underlying structure of the Children's Playfulness Scale (CPS). The CPS was administered to 602 children who were randomly divided into two groups (calibration and validation group). The calibration group (n= 279) included 137 boys and 142 girls, and the validation group (n= 323) included 162 boys and 161
- [Cellular activation in limbic brain systems during social play behaviour in rats](https://www.pedalhub.net/?library=cellular-activation-in-limbic-brain-systems-during-social-play-behaviour-in-rats) - Positive social interactions during the juvenile and adolescent phases of life are essential for proper social and cognitive development in mammals, including humans. During this developmental period, there is a marked increase in peer–peer interactions, signified by the abundance of social play behaviour. Despite its importance for behavioural development, our knowledge of the neural underpinnings
- [Play beyond the Foundation Stage: play, self-regulation and narrative skills](https://www.pedalhub.net/?library=play-beyond-the-foundation-stage-play-self-regulation-and-narrative-skills) - This is a must-read book for all students studying early childhood at a range of levels and practitioners who are looking to deepen their understanding of play and playful practices.
- [A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development](https://www.pedalhub.net/?library=a-systematic-review-of-research-into-the-impact-of-loose-parts-play-on-childrens-cognitive-social-and-emotional-development) - Loose parts play (LPP) interventions introduce moveable materials and equipment to children’s play spaces to facilitate unstructured, child-led play. Meta-analysis of previous school-based research has shown significant benefits of LPP for physical activity. In the current paper, we review the scope and quality of the quantitative evidence relating to cognitive, social and emotional outcomes. We
- [Skills for a Changing World: National Perspectives and the Global Movement](https://www.pedalhub.net/?library=skills-for-a-changing-world-national-perspectives-and-the-global-movement) - The Skills for a Changing World project presents evidence of a movement of education systems globally toward a more explicit focus on a broad range of skills that our 21st century society needs and demands. This movement can be seen in the vision and mission statements of education systems as well as through their curricula.
- [The Handbook of the Study of Play](https://www.pedalhub.net/?library=the-handbook-of-the-study-of-play) - The Handbook of the Study of Play brings together in two volumes thinkers whose diverse interests at the leading edge of scholarship and practice define the current field. Because play is an activity that humans have shared across time, place, and culture and in their personal developmental timelines—and because this behavior stretches deep into the
- [European Parents` Association](https://www.pedalhub.net/?library=european-parents-association) - EPA gathers the parents associations in Europe which together represent more than 150 million parents. EPA works in partnership both to represent and give to parents a powerful voice in the development of education policies and decisions at European level. In the field of education, EPA aims to promote the active participation of parents and
- [Fair Play for Children](https://www.pedalhub.net/?library=fair-play-for-children) - Fair Play for Children, founded in 1972 by Trevor Huddleston, exists to promote the Child's Right to Play as contained in Article 31 of the United Nations Convention on the Rights of the Child: States Parties ... recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate
- [Fair Play for Children News](https://www.pedalhub.net/?library=fair-play-for-children-news) - The World's Children - their lives, their futures, the World at Play. A collection of news related to children's play curated by Fair Play for Children, a registered Charity.
- [International Play Association (IPA World)](https://www.pedalhub.net/?library=international-play-association-ipa-world) - IPA is an international non-governmental organization founded in 1961. It provides a forum for exchange and action across disciplines and across sectors. IPA’s purpose is to protect, preserve and promote the child’s right to play as a fundamental human right. ~Article 31 of the United Nations Convention on the Rights of the Child “That every
- [ITLA – International Toy Library Association](https://www.pedalhub.net/?library=itla-international-toy-library-association)
- [ITRA: International Toy Research Association](https://www.pedalhub.net/?library=itra-international-toy-research-association) - The International Toy Research Association (ITRA) is an association, which was created in 1993 for the purpose of promoting, stimulating and encouraging toy and plaything research all over the world in order to broaden and spread knowledge about toys and promote the development of good toys for children. ITRA further aims to support and cooperate
- [Play streets - London Play](https://www.pedalhub.net/?library=play-streets-london-play) - Do we build playgrounds? Yes we do – but that’s only one of the many ways we work to get more children out playing in London. As well as actually creating opportunities for children to play ourselves, by building play areas or running events, we support other local organisations, groups or individuals to do the
- [National Institute for Play](https://www.pedalhub.net/?library=national-institute-for-play) - The National Institute for Play is a 501c(3) non-profit public benefit corporation committed to bringing the unrealized knowledge, practices and benefits of play into public life. It is gathering research from diverse play scientists and practitioners, initiating projects to expand the clinical scientific knowledge of human play and translating this emerging body of knowledge into
- [Milton Keynes Play Association](https://www.pedalhub.net/?library=milton-keynes-play-association) - Milton Keynes Play Association is one of the longest running charitable organisations in Milton Keynes, with over 40 years’ experience of supporting child-centred play. We have two core aims: Making Play Happen – we want all children in Milton Keynes and the surrounding area to have the opportunity to direct their own play in an
- [Outdoor Play and Learning](https://www.pedalhub.net/?library=outdoor-play-and-learning) - OPAL was developed during my time as Play Adviser working for the Learning and School Effectiveness Service of South Gloucestershire Council. The Council has transferred the rights to the new OPAL Community Interest Company so that other schools in the UK and beyond will be able to benefit from the programme. I would like to
- [Playboard NI](https://www.pedalhub.net/?library=playboard-ni) - PlayBoard is an independent charity and the lead organisation for the development and promotion of children and young people’s play in Northern Ireland. Since its establishment in 1985, PlayBoard has been committed to supporting children and young people’s play through a combination of: -Service delivery and development; -Campaigning and lobbying; -Research, evaluation and awareness raising;
- [Play England](https://www.pedalhub.net/?library=play-england) - Play England’s vision is for England to be a country where everybody can fully enjoy their right to play throughout their childhood and teenage years, as set out in the UN Convention on the Rights of the Child Article 31 and the Charter for Children’s Play. To achieve this vision, we aim to ensure that:
- [Playing Out](https://www.pedalhub.net/?library=playing-out) - 'Playing Out’ is a movement as well as an organisation. Many hundreds of people across the UK are working to activate a culture of playing out in their own streets and a growing number have become ‘area activators’, helping to establish the idea across their city or neighbourhood. The organisation consists of a small team
- [PLAYLINK | Improving experience and enjoyment of the outdoors](https://www.pedalhub.net/?library=playlink-improving-experience-and-enjoyment-of-the-outdoors) - We are an independent firm of consultants, advisors, designers and advocates focused on the creation and maintenance of shared communal and public places. We work across a variety of settings: general public realm, parks, social and mixed tenure housing, and specialist provision such as schools and children centres. We champion the right of children and
- [Right To Play International](https://www.pedalhub.net/?library=right-to-play-international) - Right To Play is a global organization that uses the transformative power of play to educate and empower children facing adversity. It was founded in 20​00 by Johann Olav Koss, a four-time Olympic gold medalist and social entrepreneur. Through sports and games, we help children build essential life skills and better futures, while driving social
- [TASP | The Association for the Study of Play](https://www.pedalhub.net/?library=tasp-the-association-for-the-study-of-play) - The Association for the Study of Play (TASP) is the premier professional organization in academia dedicated to interdisciplinary research and theory construction concerning play throughout the world. Presently the Association publishes a quarterly newsletter titled Play Review and an annual volume titled Play & Culture Studies. The Association’s broad multidisciplinary focus includes the fields of
- [Play Therapy International](https://www.pedalhub.net/?library=play-therapy-international) - Our site is intended to provide an international information resource for therapeutic play, play therapy, filial play and creative arts therapies. It's designed for anyone interested in helping children with emotional literacy, behaviour (EBD) or mental health problems.
- [Social and non-social play of infants and toddlers in family day care](https://www.pedalhub.net/?library=social-and-non-social-play-of-infants-and-toddlers-in-family-day-care) - How do children play in different kinds of child care settings? How do child care environments influence their play? How do special-needs children play in integrated and in segregated child care settings? How do adults influence play in child care environments? And what are the long term effects of children's play in child care? These
- [Developing young children as self-regulated learners](https://www.pedalhub.net/?library=developing-young-children-as-self-regulated-learners) - The fourth edition widens the scope of previous topics, aiming to support beginning teachers working and playing with early years.
- [Play and its Role in the Mental Development of the Child](https://www.pedalhub.net/?library=play-and-its-role-in-the-mental-development-of-the-child)
- [The power of possibility: causal learning, counterfactual reasoning, and pretend play](https://www.pedalhub.net/?library=the-power-of-possibility-causal-learning-counterfactual-reasoning-and-pretend-play) - We argue for a theoretical link between the development of an extended period of immaturity in human evolution and the emergence of powerful and wide-ranging causal learning mechanisms, specifically the use of causal models and Bayesian learning. We suggest that exploratory childhood learning, childhood play in particular, and causal cognition are closely connected. We report
- [Test of Playfulness](https://www.pedalhub.net/?library=test-of-playfulness)
- [When Play Is Learning: A School Designed for Self-Directed Education](https://www.pedalhub.net/?library=when-play-is-learning-a-school-designed-for-self-directed-education)
- [The Development of Error Correction Strategies in Young Children's Manipulative Play](https://www.pedalhub.net/?library=the-development-of-error-correction-strategies-in-young-childrens-manipulative-play) - The focus of this study was the strategies used by young children between 18 and 42 months for correcting the errors they made as they attempted to nest a set of 5 seriated cups. In the process of combining the cups, the children committed numerous errors (such as putting a cup that was too large
- [Pretend and Physical Play: Links to Preschoolers' Affective Social Competence](https://www.pedalhub.net/?library=pretend-and-physical-play-links-to-preschoolers-affective-social-competence) - This study investigated different forms of pretend and physical play as predictors of preschool children's affective social competence (ASC). Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a 2-year period. Children participated in emotion knowledge interviews, mothers rated children's
- [Childhood and Society](https://www.pedalhub.net/?library=childhood-and-society) - The landmark work on the social significance of childhood. The original and vastly influential ideas of Erik H. Erikson underlie much of our understanding of human development. His insights into the interdependence of the individuals' growth and historical change, his now-famous concepts of identity, growth, and the life cycle, have changed the way we perceive
- [Play Services Ireland](https://www.pedalhub.net/?library=play-services-ireland) - Inspiring confidence in playground safety
- [A rapid assessment of curricula for general education focusing on cross-curricular themes and generic competences or skills. Background paper for EFA Global Monitoring Report.](https://www.pedalhub.net/?library=a-rapid-assessment-of-curricula-for-general-education-focusing-on-cross-curricular-themes-and-generic-competences-or-skills-background-paper-for-efa-global-monitoring-report) - This paper presents the results of a quick mapping of a range of curriculum frameworks, policies and provisions around the world. The mapping shows that environmental and sustainability issues are reflected in the general goals of education in many countries and that cross-curricular themes related to environment and sustainability are one of the most common
- [Center for Universal Education](https://www.pedalhub.net/?library=center-for-universal-education) - Center for Universal Education
- [Preschool Program Improves Cognitive Control](https://www.pedalhub.net/?library=preschool-program-improves-cognitive-control) - Cognitive control skills important for success in school and life are amenable to improvement in at-risk preschoolers without costly interventions.
- [Towards a Pedagogy of Play: A Project Zero Working Paper](https://www.pedalhub.net/?library=towards-a-pedagogy-of-play-a-project-zero-working-paper) - Making room for playful learning in school can be difficult. Formidable tensions exist between playful learning and the way pedagogy is currently structured in most schools. Educators often differ in how they value playful learning practices and their understandings of the nature of play. For, what is playful to one learner may not be experienced
- [Center on the Developing Child](https://www.pedalhub.net/?library=center-on-the-developing-child) - Our mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity. We believe that advances in science provide a powerful source of new ideas focused on the early years of life. Founded in 2006, the Center catalyzes local, national, and international innovation in policy and practice focused on children and families.
- [Pedagogy of Play | Project Zero](https://www.pedalhub.net/?library=pedagogy-of-play-project-zero)
- [Learning Through Play](https://www.pedalhub.net/?library=learning-through-play) - The Learning Through Play project utilizes games and play coaching to improve executive function skills in children. This intervention strategy utilizes games and play coaching to improve executive function skills in children. The Learning Through Play team has tested this intervention in a center-based, trauma-informed early education setting, where it also ran coaching sessions for
- [Education Endowment Foundation](https://www.pedalhub.net/?library=education-endowment-foundation) - The Education Endowment Foundation (EEF) is an independent charity dedicated to breaking the link between family income and educational achievement. We aim to: raise the attainment of 3-18 year-olds, particularly those facing disadvantage; develop their essential life skills; and prepare young people for the world of work and further study. We support teachers and senior
- [Can PLAY diminish ADHD and facilitate the construction of the social brain?](https://www.pedalhub.net/?library=can-play-diminish-adhd-and-facilitate-the-construction-of-the-social-brain) - Abstract The diagnosis of attention deficit hyperactivity disorders (ADHD) has been increasing at an alarming rate, paralleled by the prescription of highly effective psychostimulants whose developmental effects on growing brains remain inadequately characterized. One reason for the increasing incidence of ADHD may be the diminishing availability of opportunities for pre-school children to engage in natural
- [I made a unicorn. Open-ended play with blocks and simple materials](https://www.pedalhub.net/?library=i-made-a-unicorn-open-ended-play-with-blocks-and-simple-materials) - Open-ended play with blocks and simple materials Although children's play just happens spontaneously, it is complex and comes in myriad forms. One universal type is open-ended play, also known as free-flow play, in which the children themselves determine what to do, how to do it, and what to use. Open-ended means not having a fixed
- [Building children's writing skills through learning through play](https://www.pedalhub.net/?library=building-childrens-writing-skills-through-learning-through-play) - The University of Cambridge and the LEGO Foundation has explored how learning through play helps children develop better writing skills. You can read about the project in more detail here: https://goo.gl/Wk9aef
- [Cultures of Creativity, nurturing creative mindsets](https://www.pedalhub.net/?library=cultures-of-creativity-nurturing-creative-mindsets) - Cultures of Creativity, nurturing creative mindsets from LEGO Foundation on Vimeo. Creativity is one of the most important competencies of the 21st Century. Yet, the puzzling question is how to nurture it? Children are creative from the day they are born and the film describes how to support creativity across cultures. The content is based
- [Why is play import for young children (3-6 years) from NCCA on Vimeo](https://www.pedalhub.net/?library=why-is-play-import-for-young-children-3-6-years-from-ncca-on-vimeo)
- [How can practitioners support children’s learning through play (3-6 years)](https://www.pedalhub.net/?library=how-can-practitioners-support-childrens-learning-through-play-3-6-years)
- [Why is play important for babies and toddlers (Birth-3 years) from NCCA on Vimeo](https://www.pedalhub.net/?library=why-is-play-important-for-babies-and-toddlers-birth-3-years-from-ncca-on-vimeo)
- [Born Creative - Creative learning in the early years is not just child's play](https://www.pedalhub.net/?library=born-creative-creative-learning-in-the-early-years-is-not-just-childs-play) - Supporters of creative learning argue that it is both more in tune with how children naturally learn and is better preparation for the modern economy. The previous government emphasised the importance of creativity for good teaching and learning, particularly in the early years. The reining in of public finances, combined with skepticism towards the role
- [Functional flexibility of infant vocalization and the emergence of language](https://www.pedalhub.net/?library=functional-flexibility-of-infant-vocalization-and-the-emergence-of-language) - We report on the emergence of functional flexibility in vocalizations of human infants. This vastly underappreciated capability becomes apparent when prelinguistic vocalizations express a full range of emotional content—positive, neutral, and negative. The data show that at least three types of infant vocalizations (squeals, vowel-like sounds, and growls) occur with this full range of expression
- [Music and self-regulation in young children](https://www.pedalhub.net/?library=music-and-self-regulation-in-young-children) - Not available.
- [Policy in Scotland: Supporting Play](https://www.pedalhub.net/?library=policy-in-scotland-supporting-play) - National Policy Frameworks - The Scottish Government Play Strategy for Scotland Click on the link below to read Play Scotland's summary.
- [Play Wales | Chwarae Cymru - Home](https://www.pedalhub.net/?library=play-wales-chwarae-cymru-home) - Play Wales is an independent charity funded by the Welsh Government - our area of charitable remit is Wales. We work to raise awareness of children and young people's need and right to play and to promote good practice at every level of decision making and in every place where children might play. We provide
- [Top tips - make time for play](https://www.pedalhub.net/?library=top-tips-make-time-for-play) - When asked what is important to them, children tell us that playing outside and being with their friends is one of the most important aspects of their lives. Play Wales is advocating a low cost approach to making the most of children’s free time – give them time to play. We have pulled together our
- [Play Scotland - Right to Play in Scotland](https://www.pedalhub.net/?library=play-scotland-right-to-play-in-scotland) - Play Scotland is the National organisation for play in Scotland, working to promote the importance of play for all children and young people, and campaigns to create increased play opportunities in the community. #playeveryday
- [Early Intervention Foundation](https://www.pedalhub.net/?library=early-intervention-foundation) - Early intervention is about taking action as soon as possible to tackle problems for children and families before they become more difficult to reverse. We focus on conception to early adulthood because intervention is not just about the early years but also about preventing adolescents and young adults from developing problems. When a young person
- [Playing around in School: Implications for Learning and Educational Policy](https://www.pedalhub.net/?library=playing-around-in-school-implications-for-learning-and-educational-policy) - A fundamental question has spawned fervent debates in classrooms and on Capitol Hill: How do we best educate children to be successful in a global, ever-changing world? Here we present the evidence that playful learning pedagogies not only promote important academic learning but also build the skills required for success in the 21st century. A
- [Speaker gaze increases information coupling between infant and adult brains](https://www.pedalhub.net/?library=speaker-gaze-increases-information-coupling-between-infant-and-adult-brains) - When infants and adults communicate, they exchange social signals of availability and communicative intention such as eye gaze. Previous research indicates that when communication is successful, close temporal dependencies arise between adult speakers’ and listeners’ neural activity. However, it is not known whether similar neural contingencies exist within adult–infant dyads. Here, we used dual-electroencephalography to
- [Play, Playfulness, Creativity and Innovation](https://www.pedalhub.net/?library=play-playfulness-creativity-and-innovation) - What roles do playful behaviour and playful thought take in animal and human development? How does play relate to creativity and, in turn, to innovation? Unravelling the different meanings of play, this book focuses on non-aggressive playful play. The authors emphasise its significance for development and evolution, before examining the importance of playfulness in creativity.
- [The Neo-Vygotskian Approach to Child Development](https://www.pedalhub.net/?library=the-neo-vygotskian-approach-to-child-development) - THE NEO-VYGOTSKIAN APPROACH TO CHILD DEVELOPMENT For the first time, the neo-Vygotskian approach to child development is intro- duced to English-speaking readers. Russian followers of Vygotsky have elaborated his ideas into a theory that integrates cognitive, motivational, and social aspects of child development with an emphasis on the role of children’s activity as mediated by
- [Early intervention for low birth weight, preterm infants: The role of negative emotionality in the specification of effects](https://www.pedalhub.net/?library=early-intervention-for-low-birth-weight-preterm-infants-the-role-of-negative-emotionality-in-the-specification-of-effects) - This study examined the relation of negative emotionality in infancy to child social and cognitive developmental outcomes among low birth weight (LBW) preterm infants participating in the Infant Health and Development Program (IHDP), a comprehensive compensatory education intervention beginning in infancy and lasting through age 3 years. In this analysis, intervention effects at age 36
- [Applied Metacognition](https://www.pedalhub.net/?library=applied-metacognition) - There is a growing theoretical and practical interest in the topic of metacognition; how we monitor and control our mental processes. Applied Metacognition provides a coherent and up-to-date overview of the relation between theories in metacognition and their application in real-world situations. As well as a theoretical overview, there are substantive chapters covering metacognition in
- [Standards, Science, and the Role of Play in Early Literacy Education](https://www.pedalhub.net/?library=standards-science-and-the-role-of-play-in-early-literacy-education) - 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.
- [The Oxford Handbook of the Development of Play](https://www.pedalhub.net/?library=the-oxford-handbook-of-the-development-of-play) - The role of play in human development has long been the subject of controversy. Despite being championed by many of the foremost scholars of the twentieth century, play has been dogged by underrepresentation and marginalization in literature across the scientific disciplines. The Oxford Handbook of the Development of Play attempts to examine the development of
- [Play = Learning: how play motivates and enhances children's cognitive and social-emotional growth](https://www.pedalhub.net/?library=play-learning-how-play-motivates-and-enhances-childrens-cognitive-and-social-emotional-growth) - Why is it that the best and brightest of our children are arriving at college too burned out to profit from the smorgasbord of intellectual delights that they are offered? Why is it that some preschools and kindergartens have a majority of children struggling to master cognitive tasks that are inappropriate for their age? Why
- [Mind in Society: The Development of Higher Psychological Processes](https://www.pedalhub.net/?library=mind-in-society-the-development-of-higher-psychological-processes) - The great Russian psychologist L. S. Vygotsky has long been recognized as a pioneer in developmental psychology. But his theory of development has never been well understood in the West. Mind in Society corrects much of this misunderstanding. Carefully edited by a group of outstanding Vygotsky scholars, the book presents a unique selection of Vygotsky's
- [The Role of Play in Development](https://www.pedalhub.net/?library=the-role-of-play-in-development) - The great Russian psychologist L. S. Vygotsky has long been recognized as a pioneer in developmental psychology. But his theory of development has never been well understood in the West. Mind in Society corrects much of this misunderstanding. Carefully edited by a group of outstanding Vygotsky scholars, the book presents a unique selection of Vygotsky's
- [PlayFutures webinar with PEDAL: Playing with infants and toddlers](https://www.pedalhub.net/?library=playfutures-webinar-with-pedal-playing-with-infants-and-toddlers) - Listen to Dr Vicky Leong, Dr Ciara Lavery and Dr Melissa Scarpate talk about playing with infants and toddlers in this webinar hosted by PlayFutures.
- [Learning Causal Structure in Social, Statistical and Imagined Contexts](https://www.pedalhub.net/?library=learning-causal-structure-in-social-statistical-and-imagined-contexts) - A major challenge children face is uncovering the causal structure of the world around them. Previous research on children’s causal inference has demonstrated their ability to learn about causal relationships in the physical environment using probabilistic evidence. However, children must also learn about causal relationships in the social environment, including discovering the causes of other
- [Comparing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism.](https://www.pedalhub.net/?library=comparing-video-modeling-and-graduated-guidance-together-and-video-modeling-alone-for-teaching-role-playing-skills-to-children-with-autism) - Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted by using
- [Inclusion, Play and Empathy](https://www.pedalhub.net/?library=inclusion-play-and-empathy) - Contributions from early childhood educators, teachers, psychologists, music therapists, occupational therapists, and psychotherapists highlight the crucial role that early relationships and interactions in group settings play in the development of children's personal, emotional and social skills. The book features the latest research and methods for successfully encouraging the development of these skills in groups of
- [Tools of the Mind: The Vygotskian Approach to Early Childhood Education](https://www.pedalhub.net/?library=tools-of-the-mind-the-vygotskian-approach-to-early-childhood-education) - As the only text of its kind, this book provides in-depth information about Vygotsky's theories, neo-Vygotskians' findings, and concrete explanations and strategies that instruct teachers how to influence student learning and development. Key changes to this edition include a new chapter on dynamic assessment, separate and expanded chapters on developmental accomplishments of infants and toddlers,
- [Attachment and loss. 1. Attachment](https://www.pedalhub.net/?library=attachment-and-loss-1-attachment) - Provides a comprehensive report on the mother-child bond and the emotional effects of and behavioral response to maternal deprivation.
- [Test One to add Keyword Tags](https://www.pedalhub.net/?library=test-one-to-add-keyword-tags)
- [An ethological study of children's behavior](https://www.pedalhub.net/?library=an-ethological-study-of-childrens-behavior)

## Categories

- [News](https://www.pedalhub.net/news-events/news/category/news/)

## Topic

- [Autism & Neurodiversity](https://www.pedalhub.net/resource-library/category/topic/autism-neurodiversity/)
- [Children's Perspectives](https://www.pedalhub.net/resource-library/category/topic/childrens-perspectives/)
- [International Research](https://www.pedalhub.net/resource-library/category/topic/international-research/)
- [Families](https://www.pedalhub.net/resource-library/category/topic/families/)
- [Social and Emotional Development](https://www.pedalhub.net/resource-library/category/topic/social-and-emotional-development/)
- [Physical Health](https://www.pedalhub.net/resource-library/category/topic/physical-health/)
- [Schools & Learning](https://www.pedalhub.net/resource-library/category/topic/schools-learning/)
- [Mental Health](https://www.pedalhub.net/resource-library/category/topic/mental-health/)
- [Communication & Language Development](https://www.pedalhub.net/resource-library/category/topic/communication-language-development/)
- [Early Childhood Education](https://www.pedalhub.net/resource-library/category/topic/early-childhood-education/)
- [Professional Development](https://www.pedalhub.net/resource-library/category/topic/professional-development/)

## Age Group

- [Babies & Early Childhood (0-5)](https://www.pedalhub.net/resource-library/category/age/babies-early-childhood-0-5/)
- [Primary (5-11)](https://www.pedalhub.net/resource-library/category/age/primary-5-11/)
- [Secondary (11+)](https://www.pedalhub.net/resource-library/category/age/secondary-11/)
- [Families](https://www.pedalhub.net/resource-library/category/age/families/)

## Format

- [Blog Post](https://www.pedalhub.net/resource-library/category/format/blog-post/)
- [Infographic](https://www.pedalhub.net/resource-library/category/format/infographic/)
- [Journal Article](https://www.pedalhub.net/resource-library/category/format/journal-article/)
- [Video / Animation](https://www.pedalhub.net/resource-library/category/format/video-animation/)
- [Toolkit](https://www.pedalhub.net/resource-library/category/format/toolkit/)
- [Presentation](https://www.pedalhub.net/resource-library/category/format/presentation/)

## Categories

- [PEDAL Students](https://www.pedalhub.net/about-us/people/category/students/)
- [PEDAL Staff](https://www.pedalhub.net/about-us/people/category/pedal-team/)
- [PEDAL PhD Alumni](https://www.pedalhub.net/about-us/people/category/pedal-phd-alumni/)
- [PEDAL Associates & Affiliates](https://www.pedalhub.net/about-us/people/category/pedal-associates-affiliates/)

## Groups

- [Play in early relationships](https://www.pedalhub.net/projects/group/play-in-early-relationships/) - We’re developing playful ways to help lay the best foundation possible for babies and children across the globe.
- [Play & Learning in Schools & Early Education](https://www.pedalhub.net/projects/group/play-in-schools/) - We’re supporting educators to use evidence-informed playful approaches to learning in their teaching.
- [Play, communication, and neurodiversity](https://www.pedalhub.net/projects/group/play-and-communication/) - We’re investigating the role of play in language and communication with a focus on neurodiversity.
- [Play and health](https://www.pedalhub.net/projects/group/play-and-health/) - We explore the role and value of children’s play in healthcare contexts, inclusive of both physical and mental health. When children are in a healthcare environment, play can be a powerful tool for meaningful communication or care – encouraging children’s learning and understanding, aiding in procedural preparation or distraction, or supporting coping or recovery.
- [Play and policy](https://www.pedalhub.net/projects/group/play-and-policy/) - We work to ensure that knowledge from research is mobilised to help policy makers to improve children’s lives and life chances. Read more about some of our policy projects below.

## Event Categories

- [Education](https://www.pedalhub.net/news-events/events/category/education/)
- [Families](https://www.pedalhub.net/news-events/events/category/families/)
- [Health](https://www.pedalhub.net/news-events/events/category/health/)
- [Global research](https://www.pedalhub.net/news-events/events/category/global-research/)

## Authors

- [McGrew, William Clement](https://www.pedalhub.net/resource-libraryauthor/mcgrew-william-clement/)
- [Bowlby, John](https://www.pedalhub.net/resource-libraryauthor/bowlby-john/)
- [Bodrova, Elena](https://www.pedalhub.net/resource-libraryauthor/bodrova-elena/)
- [Leong, Deborah](https://www.pedalhub.net/resource-libraryauthor/leong-deborah/)
- [Akmanoglu, Nurgul](https://www.pedalhub.net/resource-libraryauthor/akmanoglu-nurgul/)
- [Yanardag, Mehmet](https://www.pedalhub.net/resource-libraryauthor/yanardag-mehmet/)
- [Batu, E. Sema](https://www.pedalhub.net/resource-libraryauthor/batu-e-sema/)
- [Buchsbaum, Daphna](https://www.pedalhub.net/resource-libraryauthor/buchsbaum-daphna/)
- [PlayFutures](https://www.pedalhub.net/resource-libraryauthor/playfutures/)
- [PEDAL](https://www.pedalhub.net/resource-libraryauthor/pedal/)
- [Vygotsky, L. S.](https://www.pedalhub.net/resource-libraryauthor/vygotsky-l-s/)
- [Christie, J. F.](https://www.pedalhub.net/resource-libraryauthor/christie-j-f/)
- [Roskos, K. A.](https://www.pedalhub.net/resource-libraryauthor/roskos-k-a/)
- [Karpov, Yuriy V.](https://www.pedalhub.net/resource-libraryauthor/karpov-yuriy-v/)
- [Blair, Clancy](https://www.pedalhub.net/resource-libraryauthor/blair-clancy/)
- [Bateson, Patrick](https://www.pedalhub.net/resource-libraryauthor/bateson-patrick/)
- [Martin, Paul](https://www.pedalhub.net/resource-libraryauthor/martin-paul/)
- [Leong, Victoria](https://www.pedalhub.net/resource-libraryauthor/leong-victoria/)
- [Byrne, Elizabeth](https://www.pedalhub.net/resource-libraryauthor/byrne-elizabeth/)
- [Clackson, Kaili](https://www.pedalhub.net/resource-libraryauthor/clackson-kaili/)
- [Georgieva, Stanimira](https://www.pedalhub.net/resource-libraryauthor/georgieva-stanimira/)
- [Lam, Sarah](https://www.pedalhub.net/resource-libraryauthor/lam-sarah/)
- [Wass, Sam](https://www.pedalhub.net/resource-libraryauthor/wass-sam/)
- [Fisher, Kelly](https://www.pedalhub.net/resource-libraryauthor/fisher-kelly/)
- [Hirsh-Pasek, Kathy](https://www.pedalhub.net/resource-libraryauthor/hirsh-pasek-kathy/)
- [Golinkoff, Roberta M.](https://www.pedalhub.net/resource-libraryauthor/golinkoff-roberta-m/)
- [Singer, Dorothy G.](https://www.pedalhub.net/resource-libraryauthor/singer-dorothy-g/)
- [Berk, Laura](https://www.pedalhub.net/resource-libraryauthor/berk-laura/)
- [EIF](https://www.pedalhub.net/resource-libraryauthor/eif/)
- [Play Scotland](https://www.pedalhub.net/resource-libraryauthor/play-scotland/)
- [Play Wales, Play Wales](https://www.pedalhub.net/resource-libraryauthor/play-wales-play-wales/)
- [Play Wales](https://www.pedalhub.net/resource-libraryauthor/play-wales/)
- [Zachariou, A.](https://www.pedalhub.net/resource-libraryauthor/zachariou-a/)
- [Oller, D. Kimbrough](https://www.pedalhub.net/resource-libraryauthor/oller-d-kimbrough/)
- [Buder, Eugene H.](https://www.pedalhub.net/resource-libraryauthor/buder-eugene-h/)
- [Ramsdell, Heather L.](https://www.pedalhub.net/resource-libraryauthor/ramsdell-heather-l/)
- [Warlaumont, Anne S.](https://www.pedalhub.net/resource-libraryauthor/warlaumont-anne-s/)
- [Chorna, Lesya](https://www.pedalhub.net/resource-libraryauthor/chorna-lesya/)
- [Bakeman, Roger](https://www.pedalhub.net/resource-libraryauthor/bakeman-roger/)
- [Tims, C.](https://www.pedalhub.net/resource-libraryauthor/tims-c/)
- [NCCA](https://www.pedalhub.net/resource-libraryauthor/ncca/)
- [LEGO Foundation](https://www.pedalhub.net/resource-libraryauthor/lego-foundation/)
- [Bruce, T.](https://www.pedalhub.net/resource-libraryauthor/bruce-t/)
- [Mcnair, Lynn](https://www.pedalhub.net/resource-libraryauthor/mcnair-lynn/)
- [Siencyn, Sian Wyn](https://www.pedalhub.net/resource-libraryauthor/siencyn-sian-wyn/)
- [Panksepp, Jaak](https://www.pedalhub.net/resource-libraryauthor/panksepp-jaak/)
- [EEF](https://www.pedalhub.net/resource-libraryauthor/eef/)
- [Harvard University](https://www.pedalhub.net/resource-libraryauthor/harvard-university/)
- [Harvard University, Project Zero](https://www.pedalhub.net/resource-libraryauthor/harvard-university-project-zero/)
- [Project Zero](https://www.pedalhub.net/resource-libraryauthor/project-zero/)
- [Diamond, Adele](https://www.pedalhub.net/resource-libraryauthor/diamond-adele/)
- [Barnett, W. Steven](https://www.pedalhub.net/resource-libraryauthor/barnett-w-steven/)
- [Thomas, Jessica](https://www.pedalhub.net/resource-libraryauthor/thomas-jessica/)
- [Munro, Sarah](https://www.pedalhub.net/resource-libraryauthor/munro-sarah/)
- [Brookings Institution](https://www.pedalhub.net/resource-libraryauthor/brookings-institution/)
- [Amadio, Massimo](https://www.pedalhub.net/resource-libraryauthor/amadio-massimo/)
- [Play Services Ireland](https://www.pedalhub.net/resource-libraryauthor/play-services-ireland/)
- [Erikson, Erik H.](https://www.pedalhub.net/resource-libraryauthor/erikson-erik-h/)
- [Lindsey, Eric W.](https://www.pedalhub.net/resource-libraryauthor/lindsey-eric-w/)
- [Colwell, Malinda J.](https://www.pedalhub.net/resource-libraryauthor/colwell-malinda-j/)
- [DeLoache, Judy S.](https://www.pedalhub.net/resource-libraryauthor/deloache-judy-s/)
- [Sugarman, Susan](https://www.pedalhub.net/resource-libraryauthor/sugarman-susan/)
- [Brown, Ann L.](https://www.pedalhub.net/resource-libraryauthor/brown-ann-l/)
- [Gray, Peter](https://www.pedalhub.net/resource-libraryauthor/gray-peter/)
- [Chanoff, David](https://www.pedalhub.net/resource-libraryauthor/chanoff-david/)
- [Skard, Geva](https://www.pedalhub.net/resource-libraryauthor/skard-geva/)
- [Bundy, Anita C.](https://www.pedalhub.net/resource-libraryauthor/bundy-anita-c/)
- [Bridgers, Sophie](https://www.pedalhub.net/resource-libraryauthor/bridgers-sophie/)
- [Weisberg, Deena Skolnick](https://www.pedalhub.net/resource-libraryauthor/weisberg-deena-skolnick/)
- [Gopnik, Alison](https://www.pedalhub.net/resource-libraryauthor/gopnik-alison/)
- [Whitebread, David](https://www.pedalhub.net/resource-libraryauthor/whitebread-david/)
- [Coltman, Penny](https://www.pedalhub.net/resource-libraryauthor/coltman-penny/)
- [Rosenthal, M. K.](https://www.pedalhub.net/resource-libraryauthor/rosenthal-m-k/)
- [PTI](https://www.pedalhub.net/resource-libraryauthor/pti/)
- [TASP](https://www.pedalhub.net/resource-libraryauthor/tasp/)
- [Right to Play](https://www.pedalhub.net/resource-libraryauthor/right-to-play/)
- [PLAYLINK](https://www.pedalhub.net/resource-libraryauthor/playlink/)
- [Playing Out](https://www.pedalhub.net/resource-libraryauthor/playing-out/)
- [Play England](https://www.pedalhub.net/resource-libraryauthor/play-england/)
- [PlayBoard](https://www.pedalhub.net/resource-libraryauthor/playboard/)
- [OPAL](https://www.pedalhub.net/resource-libraryauthor/opal/)
- [National Institute for Play](https://www.pedalhub.net/resource-libraryauthor/national-institute-for-play/)
- [MKPA](https://www.pedalhub.net/resource-libraryauthor/mkpa/)
- [London Play](https://www.pedalhub.net/resource-libraryauthor/london-play/)
- [ITRA](https://www.pedalhub.net/resource-libraryauthor/itra/)
- [ITLA](https://www.pedalhub.net/resource-libraryauthor/itla/)
- [IPA](https://www.pedalhub.net/resource-libraryauthor/ipa/)
- [Fair Play](https://www.pedalhub.net/resource-libraryauthor/fair-play/)
- [EPA](https://www.pedalhub.net/resource-libraryauthor/epa/)
- [Care, E.](https://www.pedalhub.net/resource-libraryauthor/care-e/)
- [Kim, H.](https://www.pedalhub.net/resource-libraryauthor/kim-h/)
- [Anderson, K.](https://www.pedalhub.net/resource-libraryauthor/anderson-k/)
- [Gustaffson-Wright, E.](https://www.pedalhub.net/resource-libraryauthor/gustaffson-wright-e/)
- [Jameson, D.](https://www.pedalhub.net/resource-libraryauthor/jameson-d/)
- [Basilio, Marisol](https://www.pedalhub.net/resource-libraryauthor/basilio-marisol/)
- [Gibson, Jenny Louise](https://www.pedalhub.net/resource-libraryauthor/gibson-jenny-louise/)
- [Cornell, Megan](https://www.pedalhub.net/resource-libraryauthor/cornell-megan/)
- [Gill, Tim](https://www.pedalhub.net/resource-libraryauthor/gill-tim/)
- [Kerkhof, Linda W. M. van](https://www.pedalhub.net/resource-libraryauthor/kerkhof-linda-w-m-van/)
- [Trezza, Viviana](https://www.pedalhub.net/resource-libraryauthor/trezza-viviana/)
- [Mulder, Tessa](https://www.pedalhub.net/resource-libraryauthor/mulder-tessa/)
- [Gao, Ping](https://www.pedalhub.net/resource-libraryauthor/gao-ping/)
- [Voorn, Pieter](https://www.pedalhub.net/resource-libraryauthor/voorn-pieter/)
- [Vanderschuren, Louk J. M. J.](https://www.pedalhub.net/resource-libraryauthor/vanderschuren-louk-j-m-j/)
- [Trevlas, Efthimios](https://www.pedalhub.net/resource-libraryauthor/trevlas-efthimios/)
- [Grammatikopoulos, Vasilios](https://www.pedalhub.net/resource-libraryauthor/grammatikopoulos-vasilios/)
- [Tsigilis, Nikolaos](https://www.pedalhub.net/resource-libraryauthor/tsigilis-nikolaos/)
- [Zachopoulou, Evridiki](https://www.pedalhub.net/resource-libraryauthor/zachopoulou-evridiki/)
- [Hobson, Jessica A.](https://www.pedalhub.net/resource-libraryauthor/hobson-jessica-a/)
- [Hobson, R. Peter](https://www.pedalhub.net/resource-libraryauthor/hobson-r-peter/)
- [Cheung, Yuen](https://www.pedalhub.net/resource-libraryauthor/cheung-yuen/)
- [Caló, Susana](https://www.pedalhub.net/resource-libraryauthor/calo-susana/)
- [Zyga, Olena](https://www.pedalhub.net/resource-libraryauthor/zyga-olena/)
- [Russ, Sandra](https://www.pedalhub.net/resource-libraryauthor/russ-sandra/)
- [Ievers-Landis, Carolyn E.](https://www.pedalhub.net/resource-libraryauthor/ievers-landis-carolyn-e/)
- [Dimitropoulos, Anastasia](https://www.pedalhub.net/resource-libraryauthor/dimitropoulos-anastasia/)
- [Farver, J. A. M.](https://www.pedalhub.net/resource-libraryauthor/farver-j-a-m/)
- [Kim, Y. K.](https://www.pedalhub.net/resource-libraryauthor/kim-y-k/)
- [Lee-Shin, Y.](https://www.pedalhub.net/resource-libraryauthor/lee-shin-y/)
- [Gaskins, Suzanne](https://www.pedalhub.net/resource-libraryauthor/gaskins-suzanne/)
- [Hart, Roger](https://www.pedalhub.net/resource-libraryauthor/hart-roger/)
- [Sandseter, Ellen Beate Hansen](https://www.pedalhub.net/resource-libraryauthor/sandseter-ellen-beate-hansen/)
- [Kennair, Leif Edward Ottesen](https://www.pedalhub.net/resource-libraryauthor/kennair-leif-edward-ottesen/)
- [Roskos, Kathleen](https://www.pedalhub.net/resource-libraryauthor/roskos-kathleen/)
- [F. Christie, James](https://www.pedalhub.net/resource-libraryauthor/f-christie-james/)
- [Widman, Sarah](https://www.pedalhub.net/resource-libraryauthor/widman-sarah/)
- [Holding, Allison](https://www.pedalhub.net/resource-libraryauthor/holding-allison/)
- [Pellis, Sergio M.](https://www.pedalhub.net/resource-libraryauthor/pellis-sergio-m/)
- [Pellis, Vivien C.](https://www.pedalhub.net/resource-libraryauthor/pellis-vivien-c/)
- [Harkness, Sara](https://www.pedalhub.net/resource-libraryauthor/harkness-sara/)
- [Super, Charles](https://www.pedalhub.net/resource-libraryauthor/super-charles/)
- [Parmar, Parminder](https://www.pedalhub.net/resource-libraryauthor/parmar-parminder/)
- [Ramani, Geetha B](https://www.pedalhub.net/resource-libraryauthor/ramani-geetha-b/)
- [Brownell, Celia A](https://www.pedalhub.net/resource-libraryauthor/brownell-celia-a/)
- [Buggey, Tom](https://www.pedalhub.net/resource-libraryauthor/buggey-tom/)
- [Ogle, Lindsey](https://www.pedalhub.net/resource-libraryauthor/ogle-lindsey/)
- [Chessa, Daphne](https://www.pedalhub.net/resource-libraryauthor/chessa-daphne/)
- [Di Riso, Daniela](https://www.pedalhub.net/resource-libraryauthor/di-riso-daniela/)
- [Delvecchio, Elisa](https://www.pedalhub.net/resource-libraryauthor/delvecchio-elisa/)
- [Salcuni, Silvia](https://www.pedalhub.net/resource-libraryauthor/salcuni-silvia/)
- [Lis, Adriana](https://www.pedalhub.net/resource-libraryauthor/lis-adriana/)
- [Dansereau, Diana R.](https://www.pedalhub.net/resource-libraryauthor/dansereau-diana-r/)
- [Burns-Nader, Sherwood](https://www.pedalhub.net/resource-libraryauthor/burns-nader-sherwood/)
- [Hernandez-Reif, Maria](https://www.pedalhub.net/resource-libraryauthor/hernandez-reif-maria/)
- [Thoma, Stephen J.](https://www.pedalhub.net/resource-libraryauthor/thoma-stephen-j/)
- [Freeman, Stephanny](https://www.pedalhub.net/resource-libraryauthor/freeman-stephanny/)
- [Kasari, Connie](https://www.pedalhub.net/resource-libraryauthor/kasari-connie/)
- [Yu, SeonYeong](https://www.pedalhub.net/resource-libraryauthor/yu-seonyeong/)
- [Ostrosky, Michaelene M.](https://www.pedalhub.net/resource-libraryauthor/ostrosky-michaelene-m/)
- [Fowler, Susan A.](https://www.pedalhub.net/resource-libraryauthor/fowler-susan-a/)
- [Zosh, Jennifer M.](https://www.pedalhub.net/resource-libraryauthor/zosh-jennifer-m/)
- [Hopkins, Emily J.](https://www.pedalhub.net/resource-libraryauthor/hopkins-emily-j/)
- [Jensen, Hanne](https://www.pedalhub.net/resource-libraryauthor/jensen-hanne/)
- [Liu, Claire](https://www.pedalhub.net/resource-libraryauthor/liu-claire/)
- [Neale, Dave](https://www.pedalhub.net/resource-libraryauthor/neale-dave/)
- [Solis, S. Lynneth](https://www.pedalhub.net/resource-libraryauthor/solis-s-lynneth/)
- [Eberhart, Janina](https://www.pedalhub.net/resource-libraryauthor/eberhart-janina/)
- [Rao, Zhen](https://www.pedalhub.net/resource-libraryauthor/rao-zhen/)
- [Bergen, D.](https://www.pedalhub.net/resource-libraryauthor/bergen-d/)
- [Jarareh, Jamshid](https://www.pedalhub.net/resource-libraryauthor/jarareh-jamshid/)
- [Mohammadi, Aref](https://www.pedalhub.net/resource-libraryauthor/mohammadi-aref/)
- [Nader, Maghsoud](https://www.pedalhub.net/resource-libraryauthor/nader-maghsoud/)
- [Moosavian, Seyyed Akbar](https://www.pedalhub.net/resource-libraryauthor/moosavian-seyyed-akbar/)
- [Kim, Myoung-Soon](https://www.pedalhub.net/resource-libraryauthor/kim-myoung-soon/)
- [Kim, Gil-Sook](https://www.pedalhub.net/resource-libraryauthor/kim-gil-sook/)
- [Park, Chan-Hwa](https://www.pedalhub.net/resource-libraryauthor/park-chan-hwa/)
- [Vandermaas-Peeler, Maureen](https://www.pedalhub.net/resource-libraryauthor/vandermaas-peeler-maureen/)
- [Johnstone, Avril](https://www.pedalhub.net/resource-libraryauthor/johnstone-avril/)
- [Hughes, Adrienne R.](https://www.pedalhub.net/resource-libraryauthor/hughes-adrienne-r/)
- [Janssen, Xanne](https://www.pedalhub.net/resource-libraryauthor/janssen-xanne/)
- [Reilly, John J.](https://www.pedalhub.net/resource-libraryauthor/reilly-john-j/)
- [Barker, Jane E.](https://www.pedalhub.net/resource-libraryauthor/barker-jane-e/)
- [Semenov, Andrei D.](https://www.pedalhub.net/resource-libraryauthor/semenov-andrei-d/)
- [Michaelson, Laura](https://www.pedalhub.net/resource-libraryauthor/michaelson-laura/)
- [Provan, Lindsay S.](https://www.pedalhub.net/resource-libraryauthor/provan-lindsay-s/)
- [Snyder, Hannah R.](https://www.pedalhub.net/resource-libraryauthor/snyder-hannah-r/)
- [Munakata, Yuko](https://www.pedalhub.net/resource-libraryauthor/munakata-yuko/)
- [Pino-Pasternak, Deborah](https://www.pedalhub.net/resource-libraryauthor/pino-pasternak-deborah/)
- [Aureli, Tiziana](https://www.pedalhub.net/resource-libraryauthor/aureli-tiziana/)
- [Grazia, Annalisa](https://www.pedalhub.net/resource-libraryauthor/grazia-annalisa/)
- [Cardone, Daniela](https://www.pedalhub.net/resource-libraryauthor/cardone-daniela/)
- [Merla, Arcangelo](https://www.pedalhub.net/resource-libraryauthor/merla-arcangelo/)
- [Gauntlett, David](https://www.pedalhub.net/resource-libraryauthor/gauntlett-david/)
- [Stjerne Thomsen, Bo](https://www.pedalhub.net/resource-libraryauthor/stjerne-thomsen-bo/)
- [Barbu, Stéphanie](https://www.pedalhub.net/resource-libraryauthor/barbu-stephanie/)
- [Cabanes, Guénaël](https://www.pedalhub.net/resource-libraryauthor/cabanes-guenael/)
- [Le Maner-Idrissi, Gaïd](https://www.pedalhub.net/resource-libraryauthor/le-maner-idrissi-gaid/)
- [Francis, Gill Althia](https://www.pedalhub.net/resource-libraryauthor/francis-gill-althia/)
- [Farr, William](https://www.pedalhub.net/resource-libraryauthor/farr-william/)
- [Mareva, Silvana](https://www.pedalhub.net/resource-libraryauthor/mareva-silvana/)
- [Cook, Claire](https://www.pedalhub.net/resource-libraryauthor/cook-claire/)
- [Goodman, Noah D.](https://www.pedalhub.net/resource-libraryauthor/goodman-noah-d/)
- [Schulz, Laura E.](https://www.pedalhub.net/resource-libraryauthor/schulz-laura-e/)
- [Feda, Denise M.](https://www.pedalhub.net/resource-libraryauthor/feda-denise-m/)
- [Lambiase, Maya J.](https://www.pedalhub.net/resource-libraryauthor/lambiase-maya-j/)
- [McCarthy, Thomas F.](https://www.pedalhub.net/resource-libraryauthor/mccarthy-thomas-f/)
- [Barkley, Jacob E.](https://www.pedalhub.net/resource-libraryauthor/barkley-jacob-e/)
- [Roemmich, James. N.](https://www.pedalhub.net/resource-libraryauthor/roemmich-james-n/)
- [Kimbro, Rachel Tolbert](https://www.pedalhub.net/resource-libraryauthor/kimbro-rachel-tolbert/)
- [Brooks-Gunn, Jeanne](https://www.pedalhub.net/resource-libraryauthor/brooks-gunn-jeanne/)
- [McLanahan, Sara](https://www.pedalhub.net/resource-libraryauthor/mclanahan-sara/)
- [Lee, Yu-Hao](https://www.pedalhub.net/resource-libraryauthor/lee-yu-hao/)
- [Wohn, Donghee Yvette](https://www.pedalhub.net/resource-libraryauthor/wohn-donghee-yvette/)
- [Burgdorf, Jeff](https://www.pedalhub.net/resource-libraryauthor/burgdorf-jeff/)
- [Reddy, Vasudevi](https://www.pedalhub.net/resource-libraryauthor/reddy-vasudevi/)
- [Mireault, Gina](https://www.pedalhub.net/resource-libraryauthor/mireault-gina/)
- [Baumer, Sonja](https://www.pedalhub.net/resource-libraryauthor/baumer-sonja/)
- [Ferholt, Beth](https://www.pedalhub.net/resource-libraryauthor/ferholt-beth/)
- [Lecusay, Robert](https://www.pedalhub.net/resource-libraryauthor/lecusay-robert/)
- [Erickson, Sarah J.](https://www.pedalhub.net/resource-libraryauthor/erickson-sarah-j/)
- [Montague, Erica Q.](https://www.pedalhub.net/resource-libraryauthor/montague-erica-q/)
- [Maclean, Peggy C.](https://www.pedalhub.net/resource-libraryauthor/maclean-peggy-c/)
- [Bancroft, Mary E.](https://www.pedalhub.net/resource-libraryauthor/bancroft-mary-e/)
- [Lowe, Jean R.](https://www.pedalhub.net/resource-libraryauthor/lowe-jean-r/)
- [McBride, Deborah L.](https://www.pedalhub.net/resource-libraryauthor/mcbride-deborah-l/)
- [Lillard, Angeline S.](https://www.pedalhub.net/resource-libraryauthor/lillard-angeline-s/)
- [Hofmann, Wilhelm](https://www.pedalhub.net/resource-libraryauthor/hofmann-wilhelm/)
- [Schmeichel, Brandon J.](https://www.pedalhub.net/resource-libraryauthor/schmeichel-brandon-j/)
- [Baddeley, Alan D.](https://www.pedalhub.net/resource-libraryauthor/baddeley-alan-d/)
- [Jung, Kwanghee](https://www.pedalhub.net/resource-libraryauthor/jung-kwanghee/)
- [Yarosz, Donald J.](https://www.pedalhub.net/resource-libraryauthor/yarosz-donald-j/)
- [Hornbeck, Amy](https://www.pedalhub.net/resource-libraryauthor/hornbeck-amy/)
- [Stechuk, Robert](https://www.pedalhub.net/resource-libraryauthor/stechuk-robert/)
- [Burns, Susan](https://www.pedalhub.net/resource-libraryauthor/burns-susan/)
- [Bates, Bree](https://www.pedalhub.net/resource-libraryauthor/bates-bree/)
- [Stone, Michelle R.](https://www.pedalhub.net/resource-libraryauthor/stone-michelle-r/)
- [Bonawitz, Elizabeth](https://www.pedalhub.net/resource-libraryauthor/bonawitz-elizabeth/)
- [Shafto, Patrick](https://www.pedalhub.net/resource-libraryauthor/shafto-patrick/)
- [Gweon, Hyowon](https://www.pedalhub.net/resource-libraryauthor/gweon-hyowon/)
- [Spelke, Elizabeth](https://www.pedalhub.net/resource-libraryauthor/spelke-elizabeth/)
- [Schulz, Laura](https://www.pedalhub.net/resource-libraryauthor/schulz-laura/)
- [Brockman, Rowan](https://www.pedalhub.net/resource-libraryauthor/brockman-rowan/)
- [Jago, Russell](https://www.pedalhub.net/resource-libraryauthor/jago-russell/)
- [Fox, Kenneth R.](https://www.pedalhub.net/resource-libraryauthor/fox-kenneth-r/)
- [Carver, Alison](https://www.pedalhub.net/resource-libraryauthor/carver-alison/)
- [Timperio, Anna](https://www.pedalhub.net/resource-libraryauthor/timperio-anna/)
- [Crawford, David](https://www.pedalhub.net/resource-libraryauthor/crawford-david/)
- [Holt, N.L.](https://www.pedalhub.net/resource-libraryauthor/holt-n-l/)
- [Spence, J.C.](https://www.pedalhub.net/resource-libraryauthor/spence-j-c/)
- [Sehn, Z.L.](https://www.pedalhub.net/resource-libraryauthor/sehn-z-l/)
- [Cutumisu, N.](https://www.pedalhub.net/resource-libraryauthor/cutumisu-n/)
- [Nath, Swiya](https://www.pedalhub.net/resource-libraryauthor/nath-swiya/)
- [Szücs, Dénes](https://www.pedalhub.net/resource-libraryauthor/szucs-denes/)
- [Othman, Sumaiyah](https://www.pedalhub.net/resource-libraryauthor/othman-sumaiyah/)
- [Said, Ismail](https://www.pedalhub.net/resource-libraryauthor/said-ismail/)
- [Turner, Cortney](https://www.pedalhub.net/resource-libraryauthor/turner-cortney/)
- [Gordon, Nakia](https://www.pedalhub.net/resource-libraryauthor/gordon-nakia/)
- [Siviy, Steve](https://www.pedalhub.net/resource-libraryauthor/siviy-steve/)
- [Normansell, Larry](https://www.pedalhub.net/resource-libraryauthor/normansell-larry/)
- [Krafft, Kerry C.](https://www.pedalhub.net/resource-libraryauthor/krafft-kerry-c/)
- [Berk, Laura E.](https://www.pedalhub.net/resource-libraryauthor/berk-laura-e/)
- [Veitch, Jenny](https://www.pedalhub.net/resource-libraryauthor/veitch-jenny/)
- [Bagley, Sarah](https://www.pedalhub.net/resource-libraryauthor/bagley-sarah/)
- [Ball, Kylie](https://www.pedalhub.net/resource-libraryauthor/ball-kylie/)
- [Salmon, Jo](https://www.pedalhub.net/resource-libraryauthor/salmon-jo/)
- [Bretherton, Inge](https://www.pedalhub.net/resource-libraryauthor/bretherton-inge/)
- [Fein, Greta G](https://www.pedalhub.net/resource-libraryauthor/fein-greta-g/)
- [Elias, Cynthia L](https://www.pedalhub.net/resource-libraryauthor/elias-cynthia-l/)
- [Thibodeau, Rachel B.](https://www.pedalhub.net/resource-libraryauthor/thibodeau-rachel-b/)
- [Gilpin, Ansley T.](https://www.pedalhub.net/resource-libraryauthor/gilpin-ansley-t/)
- [Brown, Melissa M.](https://www.pedalhub.net/resource-libraryauthor/brown-melissa-m/)
- [Meyer, Brooke A.](https://www.pedalhub.net/resource-libraryauthor/meyer-brooke-a/)
- [Vallotton, Claire](https://www.pedalhub.net/resource-libraryauthor/vallotton-claire/)
- [Ayoub, Catherine](https://www.pedalhub.net/resource-libraryauthor/ayoub-catherine/)
- [Mireault, Gina C.](https://www.pedalhub.net/resource-libraryauthor/mireault-gina-c/)
- [Crockenberg, Susan C.](https://www.pedalhub.net/resource-libraryauthor/crockenberg-susan-c/)
- [Sparrow, John E.](https://www.pedalhub.net/resource-libraryauthor/sparrow-john-e/)
- [Cousineau, Kassandra](https://www.pedalhub.net/resource-libraryauthor/cousineau-kassandra/)
- [Pettinato, Christine](https://www.pedalhub.net/resource-libraryauthor/pettinato-christine/)
- [Woodard, Kelly](https://www.pedalhub.net/resource-libraryauthor/woodard-kelly/)
- [McCune, Lorraine](https://www.pedalhub.net/resource-libraryauthor/mccune-lorraine/)
- [Zlatev, Jordan](https://www.pedalhub.net/resource-libraryauthor/zlatev-jordan/)
- [Barrett, Emily S.](https://www.pedalhub.net/resource-libraryauthor/barrett-emily-s/)
- [Redmon, J. Bruce](https://www.pedalhub.net/resource-libraryauthor/redmon-j-bruce/)
- [Wang, Christina](https://www.pedalhub.net/resource-libraryauthor/wang-christina/)
- [Sparks, Amy](https://www.pedalhub.net/resource-libraryauthor/sparks-amy/)
- [Swan, Shanna H.](https://www.pedalhub.net/resource-libraryauthor/swan-shanna-h/)
- [Bulotsky-Shearer, Rebecca J.](https://www.pedalhub.net/resource-libraryauthor/bulotsky-shearer-rebecca-j/)
- [Lopez, Lisa M.](https://www.pedalhub.net/resource-libraryauthor/lopez-lisa-m/)
- [Mendez, Julia L.](https://www.pedalhub.net/resource-libraryauthor/mendez-julia-l/)
- [Fawcett, Christine](https://www.pedalhub.net/resource-libraryauthor/fawcett-christine/)
- [Liszkowski, Ulf](https://www.pedalhub.net/resource-libraryauthor/liszkowski-ulf/)
- [Gibson, Jenny](https://www.pedalhub.net/resource-libraryauthor/gibson-jenny/)
- [Hussain, Jamilla](https://www.pedalhub.net/resource-libraryauthor/hussain-jamilla/)
- [Holsgrove, Samina](https://www.pedalhub.net/resource-libraryauthor/holsgrove-samina/)
- [Adams, Catherine](https://www.pedalhub.net/resource-libraryauthor/adams-catherine/)
- [Green, Jonathan](https://www.pedalhub.net/resource-libraryauthor/green-jonathan/)
- [Dignath, Charlotte](https://www.pedalhub.net/resource-libraryauthor/dignath-charlotte/)
- [Buettner, Gerhard](https://www.pedalhub.net/resource-libraryauthor/buettner-gerhard/)
- [Langfeldt, Hans-Peter](https://www.pedalhub.net/resource-libraryauthor/langfeldt-hans-peter/)
- [Jameson, H.](https://www.pedalhub.net/resource-libraryauthor/jameson-h/)
- [Lander, R.](https://www.pedalhub.net/resource-libraryauthor/lander-r/)
- [McInnes, Karen](https://www.pedalhub.net/resource-libraryauthor/mcinnes-karen/)
- [Howard, Justine](https://www.pedalhub.net/resource-libraryauthor/howard-justine/)
- [Miles, Gareth E.](https://www.pedalhub.net/resource-libraryauthor/miles-gareth-e/)
- [Crowley, Kevin](https://www.pedalhub.net/resource-libraryauthor/crowley-kevin/)
- [Feldman, Ruth](https://www.pedalhub.net/resource-libraryauthor/feldman-ruth/)
- [Marcon, Rebecca A.](https://www.pedalhub.net/resource-libraryauthor/marcon-rebecca-a/)
- [Bonawitz, Elizabeth Baraff](https://www.pedalhub.net/resource-libraryauthor/bonawitz-elizabeth-baraff/)
- [Barnett, Lynn A.](https://www.pedalhub.net/resource-libraryauthor/barnett-lynn-a/)
- [Lerner, Matthew D.](https://www.pedalhub.net/resource-libraryauthor/lerner-matthew-d/)
- [Dore, Rebecca A.](https://www.pedalhub.net/resource-libraryauthor/dore-rebecca-a/)
- [Smith, Eric D.](https://www.pedalhub.net/resource-libraryauthor/smith-eric-d/)
- [Palmquist, Carolyn M.](https://www.pedalhub.net/resource-libraryauthor/palmquist-carolyn-m/)
- [Golinkoff, Roberta Michnick](https://www.pedalhub.net/resource-libraryauthor/golinkoff-roberta-michnick/)
- [Hoffmann, Jessica](https://www.pedalhub.net/resource-libraryauthor/hoffmann-jessica/)
- [Leslie, Alan M.](https://www.pedalhub.net/resource-libraryauthor/leslie-alan-m/)
- [Walker, Caren M.](https://www.pedalhub.net/resource-libraryauthor/walker-caren-m/)
- [Rimm-Kaufman, Sara E.](https://www.pedalhub.net/resource-libraryauthor/rimm-kaufman-sara-e/)
- [Curby, Tim W.](https://www.pedalhub.net/resource-libraryauthor/curby-tim-w/)
- [Grimm, Kevin J.](https://www.pedalhub.net/resource-libraryauthor/grimm-kevin-j/)
- [Nathanson, Lori](https://www.pedalhub.net/resource-libraryauthor/nathanson-lori/)
- [Brock, Laura L.](https://www.pedalhub.net/resource-libraryauthor/brock-laura-l/)
- [Alfieri, Louis](https://www.pedalhub.net/resource-libraryauthor/alfieri-louis/)
- [Brooks, Patricia J.](https://www.pedalhub.net/resource-libraryauthor/brooks-patricia-j/)
- [Aldrich, Naomi J.](https://www.pedalhub.net/resource-libraryauthor/aldrich-naomi-j/)
- [Tenenbaum, Harriet R.](https://www.pedalhub.net/resource-libraryauthor/tenenbaum-harriet-r/)
- [Valentino, Kristin](https://www.pedalhub.net/resource-libraryauthor/valentino-kristin/)
- [Cicchetti, Dante](https://www.pedalhub.net/resource-libraryauthor/cicchetti-dante/)
- [Toth, Sheree L.](https://www.pedalhub.net/resource-libraryauthor/toth-sheree-l/)
- [Rogosch, Fred A.](https://www.pedalhub.net/resource-libraryauthor/rogosch-fred-a/)
- [Ainsworth, Mary](https://www.pedalhub.net/resource-libraryauthor/ainsworth-mary/)
- [Lillard, Angeline](https://www.pedalhub.net/resource-libraryauthor/lillard-angeline/)
- [Else-Quest, Nicole](https://www.pedalhub.net/resource-libraryauthor/else-quest-nicole/)
- [Byrne, Ruth M.J.](https://www.pedalhub.net/resource-libraryauthor/byrne-ruth-m-j/)
- [Ferreira, Pedro](https://www.pedalhub.net/resource-libraryauthor/ferreira-pedro/)
- [Ginsburg, K. R.](https://www.pedalhub.net/resource-libraryauthor/ginsburg-k-r/)
- [Roese, Neal J.](https://www.pedalhub.net/resource-libraryauthor/roese-neal-j/)
- [Morrison, Mike](https://www.pedalhub.net/resource-libraryauthor/morrison-mike/)
- [Yovell, Yoram](https://www.pedalhub.net/resource-libraryauthor/yovell-yoram/)
- [Vandenburg, B.](https://www.pedalhub.net/resource-libraryauthor/vandenburg-b/)
- [O'Sullivan, L.](https://www.pedalhub.net/resource-libraryauthor/osullivan-l/)
- [Leong, Deborah J.](https://www.pedalhub.net/resource-libraryauthor/leong-deborah-j/)
- [Riggs, K. J.](https://www.pedalhub.net/resource-libraryauthor/riggs-k-j/)
- [Peterson, D. M.](https://www.pedalhub.net/resource-libraryauthor/peterson-d-m/)
- [Kelly-Vance, Lisa](https://www.pedalhub.net/resource-libraryauthor/kelly-vance-lisa/)
- [Ryalls, Brigette Oliver](https://www.pedalhub.net/resource-libraryauthor/ryalls-brigette-oliver/)
- [Amsel, E.](https://www.pedalhub.net/resource-libraryauthor/amsel-e/)
- [Smalley, D.](https://www.pedalhub.net/resource-libraryauthor/smalley-d/)
- [Hoicka, Elena](https://www.pedalhub.net/resource-libraryauthor/hoicka-elena/)
- [Lee, Min Kyung](https://www.pedalhub.net/resource-libraryauthor/lee-min-kyung/)
- [Baker, Sara](https://www.pedalhub.net/resource-libraryauthor/baker-sara/)
- [Neuman, Susan B](https://www.pedalhub.net/resource-libraryauthor/neuman-susan-b/)
- [Roskos, Kathy](https://www.pedalhub.net/resource-libraryauthor/roskos-kathy/)
- [Tamis-LeMonda, Catherine S.](https://www.pedalhub.net/resource-libraryauthor/tamis-lemonda-catherine-s/)
- [Bornstein, Marc H.](https://www.pedalhub.net/resource-libraryauthor/bornstein-marc-h/)
- [Nielsen, Mark](https://www.pedalhub.net/resource-libraryauthor/nielsen-mark/)
- [Christie, Tamara](https://www.pedalhub.net/resource-libraryauthor/christie-tamara/)
- [Smith, Linda B.](https://www.pedalhub.net/resource-libraryauthor/smith-linda-b/)
- [Jones,, Susan S.](https://www.pedalhub.net/resource-libraryauthor/jones-susan-s/)
- [Siegler, Robert S.](https://www.pedalhub.net/resource-libraryauthor/siegler-robert-s/)
- [Weisberg, Deena S.](https://www.pedalhub.net/resource-libraryauthor/weisberg-deena-s/)
- [Goldstein, Thalia R.](https://www.pedalhub.net/resource-libraryauthor/goldstein-thalia-r/)
- [Brown, Melissa McInnis](https://www.pedalhub.net/resource-libraryauthor/brown-melissa-mcinnis/)
- [Pierucci, Jillian M.](https://www.pedalhub.net/resource-libraryauthor/pierucci-jillian-m/)
- [Gilpin, Ansley Tullos](https://www.pedalhub.net/resource-libraryauthor/gilpin-ansley-tullos/)
- [Beck, Sarah R.](https://www.pedalhub.net/resource-libraryauthor/beck-sarah-r/)
- [Hughes, Claire H.](https://www.pedalhub.net/resource-libraryauthor/hughes-claire-h/)
- [Ensor, Rosie A.](https://www.pedalhub.net/resource-libraryauthor/ensor-rosie-a/)
- [Bernier, Annie](https://www.pedalhub.net/resource-libraryauthor/bernier-annie/)
- [Carlson, Stephanie M.](https://www.pedalhub.net/resource-libraryauthor/carlson-stephanie-m/)
- [Whipple, Natasha](https://www.pedalhub.net/resource-libraryauthor/whipple-natasha/)
- [Razza, Rachel Peters](https://www.pedalhub.net/resource-libraryauthor/razza-rachel-peters/)
- [Tunçgenç, Bahar](https://www.pedalhub.net/resource-libraryauthor/tuncgenc-bahar/)
- [Cohen, Emma](https://www.pedalhub.net/resource-libraryauthor/cohen-emma/)
- [Pyle, Angela](https://www.pedalhub.net/resource-libraryauthor/pyle-angela/)
- [DeLuca, Christopher](https://www.pedalhub.net/resource-libraryauthor/deluca-christopher/)
- [Danniels, Erica](https://www.pedalhub.net/resource-libraryauthor/danniels-erica/)
- [White, Rachel E.](https://www.pedalhub.net/resource-libraryauthor/white-rachel-e/)
- [Hyson, M.](https://www.pedalhub.net/resource-libraryauthor/hyson-m/)
- [Copple, C.](https://www.pedalhub.net/resource-libraryauthor/copple-c/)
- [Jones, J.](https://www.pedalhub.net/resource-libraryauthor/jones-j/)
- [Baruni, Rasha R.](https://www.pedalhub.net/resource-libraryauthor/baruni-rasha-r/)
- [Rapp, John T.](https://www.pedalhub.net/resource-libraryauthor/rapp-john-t/)
- [Lipe, Star L.](https://www.pedalhub.net/resource-libraryauthor/lipe-star-l/)
- [Novotny, Marissa A.](https://www.pedalhub.net/resource-libraryauthor/novotny-marissa-a/)
- [Manz, Patricia H.](https://www.pedalhub.net/resource-libraryauthor/manz-patricia-h/)
- [McWayne, Christine M.](https://www.pedalhub.net/resource-libraryauthor/mcwayne-christine-m/)
- [Sekino, Yumiko](https://www.pedalhub.net/resource-libraryauthor/sekino-yumiko/)
- [Fantuzzo, John W.](https://www.pedalhub.net/resource-libraryauthor/fantuzzo-john-w/)
- [Dender, Alma](https://www.pedalhub.net/resource-libraryauthor/dender-alma/)
- [Stagnitti, Karen](https://www.pedalhub.net/resource-libraryauthor/stagnitti-karen/)
- [DiBianca Fasoli, Allison](https://www.pedalhub.net/resource-libraryauthor/dibianca-fasoli-allison/)
- [Malik, Supriya](https://www.pedalhub.net/resource-libraryauthor/malik-supriya/)
- [Bargiota, Kyratso](https://www.pedalhub.net/resource-libraryauthor/bargiota-kyratso/)
- [Fallon, Joanne](https://www.pedalhub.net/resource-libraryauthor/fallon-joanne/)
- [MacCobb, Siobhan](https://www.pedalhub.net/resource-libraryauthor/maccobb-siobhan/)
- [Butcher, Jessica](https://www.pedalhub.net/resource-libraryauthor/butcher-jessica/)
- [Mastergeorge, Ann](https://www.pedalhub.net/resource-libraryauthor/mastergeorge-ann/)
- [Foster, Tricia](https://www.pedalhub.net/resource-libraryauthor/foster-tricia/)
- [Decker, Kalli B.](https://www.pedalhub.net/resource-libraryauthor/decker-kalli-b/)
- [Robinson, Elizabeth J.](https://www.pedalhub.net/resource-libraryauthor/robinson-elizabeth-j/)
- [Carroll, Daniel J.](https://www.pedalhub.net/resource-libraryauthor/carroll-daniel-j/)
- [Apperly, Ian A.](https://www.pedalhub.net/resource-libraryauthor/apperly-ian-a/)
- [Fearn, Maggie](https://www.pedalhub.net/resource-libraryauthor/fearn-maggie/)
- [Fisher, Kelly R.](https://www.pedalhub.net/resource-libraryauthor/fisher-kelly-r/)
- [Newcombe, Nora](https://www.pedalhub.net/resource-libraryauthor/newcombe-nora/)
- [Akhtar, Nameera](https://www.pedalhub.net/resource-libraryauthor/akhtar-nameera/)
- [Howard, J.](https://www.pedalhub.net/resource-libraryauthor/howard-j/)
- [McInnes, K.](https://www.pedalhub.net/resource-libraryauthor/mcinnes-k/)
- [Mullineaux, Paula Y.](https://www.pedalhub.net/resource-libraryauthor/mullineaux-paula-y/)
- [Dilalla, Lisabeth F.](https://www.pedalhub.net/resource-libraryauthor/dilalla-lisabeth-f/)
- [Taneja, V.](https://www.pedalhub.net/resource-libraryauthor/taneja-v/)
- [McGuinness, Carol](https://www.pedalhub.net/resource-libraryauthor/mcguinness-carol/)
- [Sproule, Liz](https://www.pedalhub.net/resource-libraryauthor/sproule-liz/)
- [Bojke, Chris](https://www.pedalhub.net/resource-libraryauthor/bojke-chris/)
- [Trew, Karen](https://www.pedalhub.net/resource-libraryauthor/trew-karen/)
- [Walsh, Glenda](https://www.pedalhub.net/resource-libraryauthor/walsh-glenda/)
- [Raver, C. Cybele](https://www.pedalhub.net/resource-libraryauthor/raver-c-cybele/)
- [Li-Grining, Christine](https://www.pedalhub.net/resource-libraryauthor/li-grining-christine/)
- [Bub, Kristen](https://www.pedalhub.net/resource-libraryauthor/bub-kristen/)
- [Jones, Stephanie M.](https://www.pedalhub.net/resource-libraryauthor/jones-stephanie-m/)
- [Zhai, Fuhua](https://www.pedalhub.net/resource-libraryauthor/zhai-fuhua/)
- [Pressler, Emily](https://www.pedalhub.net/resource-libraryauthor/pressler-emily/)
- [Coplan, Robert J.](https://www.pedalhub.net/resource-libraryauthor/coplan-robert-j/)
- [Ooi, Laura L.](https://www.pedalhub.net/resource-libraryauthor/ooi-laura-l/)
- [Rose‐Krasnor, Linda](https://www.pedalhub.net/resource-libraryauthor/rose‐krasnor-linda/)
- [Nocita, Gabriella](https://www.pedalhub.net/resource-libraryauthor/nocita-gabriella/)
- [Lester, Kathryn](https://www.pedalhub.net/resource-libraryauthor/lester-kathryn/)
- [Butler, Nicola](https://www.pedalhub.net/resource-libraryauthor/butler-nicola/)
- [Mitchell, Stephen](https://www.pedalhub.net/resource-libraryauthor/mitchell-stephen/)
- [Greenfield, Daryl](https://www.pedalhub.net/resource-libraryauthor/greenfield-daryl/)
- [Cambridge Neuroscience](https://www.pedalhub.net/resource-libraryauthor/cambridge-neuroscience/)
- [BBC](https://www.pedalhub.net/resource-libraryauthor/bbc/)
- [Sylva, Kathy](https://www.pedalhub.net/resource-libraryauthor/sylva-kathy/)
- [Kumpulainen, Kristiina](https://www.pedalhub.net/resource-libraryauthor/kumpulainen-kristiina/)
- [Mardell, Ben](https://www.pedalhub.net/resource-libraryauthor/mardell-ben/)
- [Uhre Fogg, Camilla](https://www.pedalhub.net/resource-libraryauthor/uhre-fogg-camilla/)
- [Perry, Nancy](https://www.pedalhub.net/resource-libraryauthor/perry-nancy/)
- [Kirkham, Julie](https://www.pedalhub.net/resource-libraryauthor/kirkham-julie/)
- [Holland, Paul](https://www.pedalhub.net/resource-libraryauthor/holland-paul/)
- [McClelland, Megan](https://www.pedalhub.net/resource-libraryauthor/mcclelland-megan/)
- [Nicolopoulou, Ageliki](https://www.pedalhub.net/resource-libraryauthor/nicolopoulou-ageliki/)
- [Ilgaz, Hande](https://www.pedalhub.net/resource-libraryauthor/ilgaz-hande/)
- [Germeroth, Carrie](https://www.pedalhub.net/resource-libraryauthor/germeroth-carrie/)
- [Avornyo, Esinam Ami](https://www.pedalhub.net/resource-libraryauthor/avornyo-esinam-ami/)
- [Esseily, Rana](https://www.pedalhub.net/resource-libraryauthor/esseily-rana/)
- [Rat-Fischer, Lauriane](https://www.pedalhub.net/resource-libraryauthor/rat-fischer-lauriane/)
- [Somogyi, Eszter](https://www.pedalhub.net/resource-libraryauthor/somogyi-eszter/)
- [O'Regan, Kevin John](https://www.pedalhub.net/resource-libraryauthor/oregan-kevin-john/)
- [Fagard, Jacqueline](https://www.pedalhub.net/resource-libraryauthor/fagard-jacqueline/)
- [Hyndman, Brendon](https://www.pedalhub.net/resource-libraryauthor/hyndman-brendon/)
- [Lillemyr, Ole Fredrik](https://www.pedalhub.net/resource-libraryauthor/lillemyr-ole-fredrik/)
- [Søbstad, Frode](https://www.pedalhub.net/resource-libraryauthor/sobstad-frode/)
- [Marder, Kurt](https://www.pedalhub.net/resource-libraryauthor/marder-kurt/)
- [Flowerday, Terri](https://www.pedalhub.net/resource-libraryauthor/flowerday-terri/)
- [Savina, Elena](https://www.pedalhub.net/resource-libraryauthor/savina-elena/)
- [Vong, Keang-Ieng [Peggy]](https://www.pedalhub.net/resource-libraryauthor/vong-keang-ieng-peggy/)
- [Lieberman, J. Nina](https://www.pedalhub.net/resource-libraryauthor/lieberman-j-nina/)
- [Canning, Natalie](https://www.pedalhub.net/resource-libraryauthor/canning-natalie/)
- [Jarvis, Pam](https://www.pedalhub.net/resource-libraryauthor/jarvis-pam/)
- [Newman, Stephen](https://www.pedalhub.net/resource-libraryauthor/newman-stephen/)
- [Swiniarski, Louise](https://www.pedalhub.net/resource-libraryauthor/swiniarski-louise/)
- [Papadopoulou, M.](https://www.pedalhub.net/resource-libraryauthor/papadopoulou-m/)
- [Vu, Jennifer A.](https://www.pedalhub.net/resource-libraryauthor/vu-jennifer-a/)
- [Han, Myae](https://www.pedalhub.net/resource-libraryauthor/han-myae/)
- [Buell, Martha J.](https://www.pedalhub.net/resource-libraryauthor/buell-martha-j/)
- [Wu, Shu-Chen](https://www.pedalhub.net/resource-libraryauthor/wu-shu-chen/)
- [Rao, Nirmala](https://www.pedalhub.net/resource-libraryauthor/rao-nirmala/)
- [Welsh, Marilyn C.](https://www.pedalhub.net/resource-libraryauthor/welsh-marilyn-c/)
- [Pennington, Bruce F.](https://www.pedalhub.net/resource-libraryauthor/pennington-bruce-f/)
- [Groisser, Dena B.](https://www.pedalhub.net/resource-libraryauthor/groisser-dena-b/)
- [Mitchell, Stephen A.](https://www.pedalhub.net/resource-libraryauthor/mitchell-stephen-a/)
- [Taylor, Marjorie](https://www.pedalhub.net/resource-libraryauthor/taylor-marjorie/)
- [Zachariou, Antonia](https://www.pedalhub.net/resource-libraryauthor/zachariou-antonia/)
- [O'Sullivan, Lisha](https://www.pedalhub.net/resource-libraryauthor/osullivan-lisha/)
- [Baker, Claire E.](https://www.pedalhub.net/resource-libraryauthor/baker-claire-e/)
- [Baker, Fiona S.](https://www.pedalhub.net/resource-libraryauthor/baker-fiona-s/)
- [Nettle, Daniel](https://www.pedalhub.net/resource-libraryauthor/nettle-daniel/)
- [Fehr, Karla K.](https://www.pedalhub.net/resource-libraryauthor/fehr-karla-k/)
- [Russ, Sandra W.](https://www.pedalhub.net/resource-libraryauthor/russ-sandra-w/)
- [Fung, Chanel Kit Ho](https://www.pedalhub.net/resource-libraryauthor/fung-chanel-kit-ho/)
- [Cheng, Doris Pui Wah](https://www.pedalhub.net/resource-libraryauthor/cheng-doris-pui-wah/)
- [Goodliff, Gill](https://www.pedalhub.net/resource-libraryauthor/goodliff-gill/)
- [Archer, Carol](https://www.pedalhub.net/resource-libraryauthor/archer-carol/)
- [Siraj, Iram](https://www.pedalhub.net/resource-libraryauthor/siraj-iram/)
- [Becker, Birgit](https://www.pedalhub.net/resource-libraryauthor/becker-birgit/)
- [Berkhout, Louise](https://www.pedalhub.net/resource-libraryauthor/berkhout-louise/)
- [Hoekman, Joop](https://www.pedalhub.net/resource-libraryauthor/hoekman-joop/)
- [Goorhuis-Brouwer, Sieneke M.](https://www.pedalhub.net/resource-libraryauthor/goorhuis-brouwer-sieneke-m/)
- [Conner, Julie](https://www.pedalhub.net/resource-libraryauthor/conner-julie/)
- [Ryalls, Brigette](https://www.pedalhub.net/resource-libraryauthor/ryalls-brigette/)
- [Friehe, Mary](https://www.pedalhub.net/resource-libraryauthor/friehe-mary/)
- [Cugmas, Zlatka](https://www.pedalhub.net/resource-libraryauthor/cugmas-zlatka/)
- [Hirose, Toshiya](https://www.pedalhub.net/resource-libraryauthor/hirose-toshiya/)
- [Koda, Naoko](https://www.pedalhub.net/resource-libraryauthor/koda-naoko/)
- [Minami, Tetsuhiro](https://www.pedalhub.net/resource-libraryauthor/minami-tetsuhiro/)
- [Anderson, Holly](https://www.pedalhub.net/resource-libraryauthor/anderson-holly/)
- [Page, Charlotte](https://www.pedalhub.net/resource-libraryauthor/page-charlotte/)
- [Pasternak, Deborah Pino](https://www.pedalhub.net/resource-libraryauthor/pasternak-deborah-pino/)
- [Mehta, Sanjana](https://www.pedalhub.net/resource-libraryauthor/mehta-sanjana/)
- [Riggs, Nathaniel R.](https://www.pedalhub.net/resource-libraryauthor/riggs-nathaniel-r/)
- [Greenberg, Mark T.](https://www.pedalhub.net/resource-libraryauthor/greenberg-mark-t/)
- [Kusché, Carol A.](https://www.pedalhub.net/resource-libraryauthor/kusche-carol-a/)
- [Pentz, Mary Ann](https://www.pedalhub.net/resource-libraryauthor/pentz-mary-ann/)
- [Mabilia, Diana](https://www.pedalhub.net/resource-libraryauthor/mabilia-diana/)
- [Li, Jan-Bin](https://www.pedalhub.net/resource-libraryauthor/li-jan-bin/)
- [Bingham, Sue](https://www.pedalhub.net/resource-libraryauthor/bingham-sue/)
- [Grau, Valeska](https://www.pedalhub.net/resource-libraryauthor/grau-valeska/)
- [Sangster, Claire](https://www.pedalhub.net/resource-libraryauthor/sangster-claire/)
- [Madej, Krystina](https://www.pedalhub.net/resource-libraryauthor/madej-krystina/)
- [Cabrera, Natasha J.](https://www.pedalhub.net/resource-libraryauthor/cabrera-natasha-j/)
- [Karberg, Elizabeth](https://www.pedalhub.net/resource-libraryauthor/karberg-elizabeth/)
- [Malin, Jenessa L.](https://www.pedalhub.net/resource-libraryauthor/malin-jenessa-l/)
- [Aldoney, Daniela](https://www.pedalhub.net/resource-libraryauthor/aldoney-daniela/)
- [St George, Jennifer](https://www.pedalhub.net/resource-libraryauthor/st-george-jennifer/)
- [Freeman, Emily](https://www.pedalhub.net/resource-libraryauthor/freeman-emily/)
- [Sethna, Vaheshta](https://www.pedalhub.net/resource-libraryauthor/sethna-vaheshta/)
- [Perry, Emily](https://www.pedalhub.net/resource-libraryauthor/perry-emily/)
- [Domoney, Jill](https://www.pedalhub.net/resource-libraryauthor/domoney-jill/)
- [Iles, Jane](https://www.pedalhub.net/resource-libraryauthor/iles-jane/)
- [Psychogiou, Lamprini](https://www.pedalhub.net/resource-libraryauthor/psychogiou-lamprini/)
- [Rowbotham, Natasha E.L.](https://www.pedalhub.net/resource-libraryauthor/rowbotham-natasha-e-l/)
- [Stein, Alan](https://www.pedalhub.net/resource-libraryauthor/stein-alan/)
- [Murray, Lynne](https://www.pedalhub.net/resource-libraryauthor/murray-lynne/)
- [Ramchandani, Paul G.](https://www.pedalhub.net/resource-libraryauthor/ramchandani-paul-g/)
- [Ramchandani, Paul](https://www.pedalhub.net/resource-libraryauthor/ramchandani-paul/)
- [Meyers, Adena B](https://www.pedalhub.net/resource-libraryauthor/meyers-adena-b/)
- [Himmler, Brett T](https://www.pedalhub.net/resource-libraryauthor/himmler-brett-t/)
- [Davis-Unger, Angela](https://www.pedalhub.net/resource-libraryauthor/davis-unger-angela/)
- [Pui-Wah, Doris Cheng](https://www.pedalhub.net/resource-libraryauthor/pui-wah-doris-cheng/)
- [Reunamo, Jyrki](https://www.pedalhub.net/resource-libraryauthor/reunamo-jyrki/)
- [Cooper, Paul](https://www.pedalhub.net/resource-libraryauthor/cooper-paul/)
- [Liu, Karen](https://www.pedalhub.net/resource-libraryauthor/liu-karen/)
- [Schweinhart, Lawrence J](https://www.pedalhub.net/resource-libraryauthor/schweinhart-lawrence-j/)
- [Montie, Jeanne](https://www.pedalhub.net/resource-libraryauthor/montie-jeanne/)
- [Xiang, Zongping](https://www.pedalhub.net/resource-libraryauthor/xiang-zongping/)
- [Belfield, Clive R](https://www.pedalhub.net/resource-libraryauthor/belfield-clive-r/)
- [Nores, Milagros](https://www.pedalhub.net/resource-libraryauthor/nores-milagros/)
- [Jung, Jeesun](https://www.pedalhub.net/resource-libraryauthor/jung-jeesun/)
- [Cavanaugh, Dena M.](https://www.pedalhub.net/resource-libraryauthor/cavanaugh-dena-m/)
- [Clemence, Kimberly J.](https://www.pedalhub.net/resource-libraryauthor/clemence-kimberly-j/)
- [Teale, Mikaila M.](https://www.pedalhub.net/resource-libraryauthor/teale-mikaila-m/)
- [Rule, Audrey C.](https://www.pedalhub.net/resource-libraryauthor/rule-audrey-c/)
- [Montgomery, Sarah E.](https://www.pedalhub.net/resource-libraryauthor/montgomery-sarah-e/)
- [Coelho, Vera](https://www.pedalhub.net/resource-libraryauthor/coelho-vera/)
- [Cadima, Joana](https://www.pedalhub.net/resource-libraryauthor/cadima-joana/)
- [Pinto, Ana Isabel](https://www.pedalhub.net/resource-libraryauthor/pinto-ana-isabel/)
- [Tortella, Patrizia](https://www.pedalhub.net/resource-libraryauthor/tortella-patrizia/)
- [Haga, Monika](https://www.pedalhub.net/resource-libraryauthor/haga-monika/)
- [Ingebrigtsen, Jan Erik](https://www.pedalhub.net/resource-libraryauthor/ingebrigtsen-jan-erik/)
- [Fumagalli, Guido Francesco](https://www.pedalhub.net/resource-libraryauthor/fumagalli-guido-francesco/)
- [Sigmundsson, Hermundur](https://www.pedalhub.net/resource-libraryauthor/sigmundsson-hermundur/)
- [Trawick-Smith, Jeffrey](https://www.pedalhub.net/resource-libraryauthor/trawick-smith-jeffrey/)
- [Dziurgot, Traci](https://www.pedalhub.net/resource-libraryauthor/dziurgot-traci/)
- [Jirout, Jamie](https://www.pedalhub.net/resource-libraryauthor/jirout-jamie/)
- [Klahr, David](https://www.pedalhub.net/resource-libraryauthor/klahr-david/)
- [Sim, Zi L.](https://www.pedalhub.net/resource-libraryauthor/sim-zi-l/)
- [Xu, Fei](https://www.pedalhub.net/resource-libraryauthor/xu-fei/)
- [Parker, Rachel](https://www.pedalhub.net/resource-libraryauthor/parker-rachel/)
- [Thomsen, Bo Stjerne](https://www.pedalhub.net/resource-libraryauthor/thomsen-bo-stjerne/)
- [Martlew, Joan](https://www.pedalhub.net/resource-libraryauthor/martlew-joan/)
- [Stephen, Christine](https://www.pedalhub.net/resource-libraryauthor/stephen-christine/)
- [Ellis, Jennifer](https://www.pedalhub.net/resource-libraryauthor/ellis-jennifer/)
- [Moreno, Amanda J.](https://www.pedalhub.net/resource-libraryauthor/moreno-amanda-j/)
- [Shwayder, Irena](https://www.pedalhub.net/resource-libraryauthor/shwayder-irena/)
- [Friedman, Ilana Dvorin](https://www.pedalhub.net/resource-libraryauthor/friedman-ilana-dvorin/)
- [Pellegrini, Anthony D.](https://www.pedalhub.net/resource-libraryauthor/pellegrini-anthony-d/)
- [Bohn, Catherine M.](https://www.pedalhub.net/resource-libraryauthor/bohn-catherine-m/)
- [LaForett, Doré R.](https://www.pedalhub.net/resource-libraryauthor/laforett-dore-r/)
- [Bleeker, Martha](https://www.pedalhub.net/resource-libraryauthor/bleeker-martha/)
- [James-Burdumy, Susanne](https://www.pedalhub.net/resource-libraryauthor/james-burdumy-susanne/)
- [Beyler, Nicholas](https://www.pedalhub.net/resource-libraryauthor/beyler-nicholas/)
- [Dodd, Allison Hedley](https://www.pedalhub.net/resource-libraryauthor/dodd-allison-hedley/)
- [London, Rebecca A.](https://www.pedalhub.net/resource-libraryauthor/london-rebecca-a/)
- [Westrich, Lisa](https://www.pedalhub.net/resource-libraryauthor/westrich-lisa/)
- [Stokes-Guinan, Katie](https://www.pedalhub.net/resource-libraryauthor/stokes-guinan-katie/)
- [Castrechini, Sebastian](https://www.pedalhub.net/resource-libraryauthor/castrechini-sebastian/)
- [Meacham, Sohyun](https://www.pedalhub.net/resource-libraryauthor/meacham-sohyun/)
- [Vukelich, Carol](https://www.pedalhub.net/resource-libraryauthor/vukelich-carol/)
- [Buell, Martha](https://www.pedalhub.net/resource-libraryauthor/buell-martha/)
- [Reikerås, Elin](https://www.pedalhub.net/resource-libraryauthor/reikeras-elin/)
- [Moser, Thomas](https://www.pedalhub.net/resource-libraryauthor/moser-thomas/)
- [Tønnessen, Finn Egil](https://www.pedalhub.net/resource-libraryauthor/tonnessen-finn-egil/)
- [Hall, Kathy](https://www.pedalhub.net/resource-libraryauthor/hall-kathy/)
- [Murphy, Patricia](https://www.pedalhub.net/resource-libraryauthor/murphy-patricia/)
- [Soler, Janet](https://www.pedalhub.net/resource-libraryauthor/soler-janet/)
- [Rogoff, Barbara](https://www.pedalhub.net/resource-libraryauthor/rogoff-barbara/)
- [Mazzeschi, Claudia](https://www.pedalhub.net/resource-libraryauthor/mazzeschi-claudia/)
- [Capella, Claudia](https://www.pedalhub.net/resource-libraryauthor/capella-claudia/)
- [Roopnarine, Jaipaul L.](https://www.pedalhub.net/resource-libraryauthor/roopnarine-jaipaul-l/)
- [Yildirim, Elif Dede](https://www.pedalhub.net/resource-libraryauthor/yildirim-elif-dede/)
- [Shneidman, Laura](https://www.pedalhub.net/resource-libraryauthor/shneidman-laura/)
- [Woodward, Amanda L.](https://www.pedalhub.net/resource-libraryauthor/woodward-amanda-l/)
- [Curtis, Kaley N.](https://www.pedalhub.net/resource-libraryauthor/curtis-kaley-n/)
- [Hayes-Messinger, Amani](https://www.pedalhub.net/resource-libraryauthor/hayes-messinger-amani/)
- [Synodi, Evanthia](https://www.pedalhub.net/resource-libraryauthor/synodi-evanthia/)
- [Syrjämäki, Marja](https://www.pedalhub.net/resource-libraryauthor/syrjamaki-marja/)
- [Pihlaja, Päivi](https://www.pedalhub.net/resource-libraryauthor/pihlaja-paivi/)
- [Sajaniemi, Nina K.](https://www.pedalhub.net/resource-libraryauthor/sajaniemi-nina-k/)
- [Tamis‐LeMonda, Catherine S.](https://www.pedalhub.net/resource-libraryauthor/tamis‐lemonda-catherine-s/)
- [Shannon, Jacqueline D.](https://www.pedalhub.net/resource-libraryauthor/shannon-jacqueline-d/)
- [Lamb, Michael E.](https://www.pedalhub.net/resource-libraryauthor/lamb-michael-e/)
- [Colliver, Yeshe](https://www.pedalhub.net/resource-libraryauthor/colliver-yeshe/)
- [Veraksa, Nikolay](https://www.pedalhub.net/resource-libraryauthor/veraksa-nikolay/)
- [Swaminathan, Sudha](https://www.pedalhub.net/resource-libraryauthor/swaminathan-sudha/)
- [Liu, Xing](https://www.pedalhub.net/resource-libraryauthor/liu-xing/)
- [Vogt, Franziska](https://www.pedalhub.net/resource-libraryauthor/vogt-franziska/)
- [Hauser, Bernhard](https://www.pedalhub.net/resource-libraryauthor/hauser-bernhard/)
- [Stebler, Rita](https://www.pedalhub.net/resource-libraryauthor/stebler-rita/)
- [Rechsteiner, Karin](https://www.pedalhub.net/resource-libraryauthor/rechsteiner-karin/)
- [Urech, Christa](https://www.pedalhub.net/resource-libraryauthor/urech-christa/)
- [Gauntlett, D.](https://www.pedalhub.net/resource-libraryauthor/gauntlett-d/)
- [Ackermann, E.](https://www.pedalhub.net/resource-libraryauthor/ackermann-e/)
- [Whitebread, D.](https://www.pedalhub.net/resource-libraryauthor/whitebread-d/)
- [Wolbers, T.](https://www.pedalhub.net/resource-libraryauthor/wolbers-t/)
- [Weckstrom, C.](https://www.pedalhub.net/resource-libraryauthor/weckstrom-c/)
- [Ebrahim, Hasina B](https://www.pedalhub.net/resource-libraryauthor/ebrahim-hasina-b/)
- [Scherman, Alejandra Zaragoza](https://www.pedalhub.net/resource-libraryauthor/scherman-alejandra-zaragoza/)
- [Hamre, Bridget K](https://www.pedalhub.net/resource-libraryauthor/hamre-bridget-k/)
- [Sahlberg, Pasi](https://www.pedalhub.net/resource-libraryauthor/sahlberg-pasi/)
- [Doyle, William](https://www.pedalhub.net/resource-libraryauthor/doyle-william/)
- [Bruner, Jerome](https://www.pedalhub.net/resource-libraryauthor/bruner-jerome/)
- [Jolly, Allison](https://www.pedalhub.net/resource-libraryauthor/jolly-allison/)
- [O’Farrelly, Christine](https://www.pedalhub.net/resource-libraryauthor/ofarrelly-christine/)
- [Booth, Ailbhe](https://www.pedalhub.net/resource-libraryauthor/booth-ailbhe/)
- [Tatlow-Golden, Mimi](https://www.pedalhub.net/resource-libraryauthor/tatlow-golden-mimi/)
- [Barker, Beth](https://www.pedalhub.net/resource-libraryauthor/barker-beth/)
- [Clark, K. E.](https://www.pedalhub.net/resource-libraryauthor/clark-k-e/)
- [Ladd, G. W.](https://www.pedalhub.net/resource-libraryauthor/ladd-g-w/)
- [Leach, Jamie](https://www.pedalhub.net/resource-libraryauthor/leach-jamie/)
- [Howe, Nina](https://www.pedalhub.net/resource-libraryauthor/howe-nina/)
- [DeHart, Ganie](https://www.pedalhub.net/resource-libraryauthor/dehart-ganie/)
- [Slaughter, Virginia](https://www.pedalhub.net/resource-libraryauthor/slaughter-virginia/)
- [Slomkowski, Cheryl](https://www.pedalhub.net/resource-libraryauthor/slomkowski-cheryl/)
- [Dunn, Judy](https://www.pedalhub.net/resource-libraryauthor/dunn-judy/)
- [Kangas, Marjaana](https://www.pedalhub.net/resource-libraryauthor/kangas-marjaana/)
- [Koskinen, Antti](https://www.pedalhub.net/resource-libraryauthor/koskinen-antti/)
- [Krokfors, Leena](https://www.pedalhub.net/resource-libraryauthor/krokfors-leena/)
- [Cicchino, Marc I](https://www.pedalhub.net/resource-libraryauthor/cicchino-marc-i/)
- [Marsh, Tim](https://www.pedalhub.net/resource-libraryauthor/marsh-tim/)
- [Connolly, Thomas M.](https://www.pedalhub.net/resource-libraryauthor/connolly-thomas-m/)
- [Boyle, Elizabeth A.](https://www.pedalhub.net/resource-libraryauthor/boyle-elizabeth-a/)
- [MacArthur, Ewan](https://www.pedalhub.net/resource-libraryauthor/macarthur-ewan/)
- [Hainey, Thomas](https://www.pedalhub.net/resource-libraryauthor/hainey-thomas/)
- [Boyle, James M.](https://www.pedalhub.net/resource-libraryauthor/boyle-james-m/)
- [Pirpir, Devlet Alakoç](https://www.pedalhub.net/resource-libraryauthor/pirpir-devlet-alakoc/)
- [Er, Rukiye Konuk](https://www.pedalhub.net/resource-libraryauthor/er-rukiye-konuk/)
- [Koçak, Nurcan](https://www.pedalhub.net/resource-libraryauthor/kocak-nurcan/)
- [Bracaliello, Catherine B.](https://www.pedalhub.net/resource-libraryauthor/bracaliello-catherine-b/)
- [Harris, Paul L.](https://www.pedalhub.net/resource-libraryauthor/harris-paul-l/)
- [Marcelo, Ana K.](https://www.pedalhub.net/resource-libraryauthor/marcelo-ana-k/)
- [Yates, Tuppett M.](https://www.pedalhub.net/resource-libraryauthor/yates-tuppett-m/)
- [Thomsen, Alyson](https://www.pedalhub.net/resource-libraryauthor/thomsen-alyson/)
- [Wolfberg, Pamela](https://www.pedalhub.net/resource-libraryauthor/wolfberg-pamela/)
- [DeWitt, Mila](https://www.pedalhub.net/resource-libraryauthor/dewitt-mila/)
- [Young, Gregory S.](https://www.pedalhub.net/resource-libraryauthor/young-gregory-s/)
- [Nguyen, Thanh](https://www.pedalhub.net/resource-libraryauthor/nguyen-thanh/)
- [Kittredge, Audrey K.](https://www.pedalhub.net/resource-libraryauthor/kittredge-audrey-k/)
- [Toub, Tamara Spiewak](https://www.pedalhub.net/resource-libraryauthor/toub-tamara-spiewak/)
- [Hassinger-Das, Brenna](https://www.pedalhub.net/resource-libraryauthor/hassinger-das-brenna/)
- [Nesbitt, Kimberly Turner](https://www.pedalhub.net/resource-libraryauthor/nesbitt-kimberly-turner/)
- [Dickinson, David K.](https://www.pedalhub.net/resource-libraryauthor/dickinson-david-k/)
- [Petrakos, Hariclia](https://www.pedalhub.net/resource-libraryauthor/petrakos-hariclia/)
- [Rinaldi, Christina M.](https://www.pedalhub.net/resource-libraryauthor/rinaldi-christina-m/)
- [LeFebvre, Rachel](https://www.pedalhub.net/resource-libraryauthor/lefebvre-rachel/)
- [Davis, Paige E.](https://www.pedalhub.net/resource-libraryauthor/davis-paige-e/)
- [Meins, Elizabeth](https://www.pedalhub.net/resource-libraryauthor/meins-elizabeth/)
- [Fernyhough, Charles](https://www.pedalhub.net/resource-libraryauthor/fernyhough-charles/)
- [Lyons-Ruth, Karlen](https://www.pedalhub.net/resource-libraryauthor/lyons-ruth-karlen/)
- [Sills, J.](https://www.pedalhub.net/resource-libraryauthor/sills-j/)
- [Rowse, G.](https://www.pedalhub.net/resource-libraryauthor/rowse-g/)
- [Emerson, L.-M.](https://www.pedalhub.net/resource-libraryauthor/emerson-l-m/)
- [Fox, Claire](https://www.pedalhub.net/resource-libraryauthor/fox-claire/)
- [Hunter, Simon](https://www.pedalhub.net/resource-libraryauthor/hunter-simon/)
- [Jones, Sian](https://www.pedalhub.net/resource-libraryauthor/jones-sian/)
- [James, Lucy Amelia](https://www.pedalhub.net/resource-libraryauthor/james-lucy-amelia/)
- [Fox, Claire Louise](https://www.pedalhub.net/resource-libraryauthor/fox-claire-louise/)
- [Paine, Amy L.](https://www.pedalhub.net/resource-libraryauthor/paine-amy-l/)
- [Karajian, Gassiaa](https://www.pedalhub.net/resource-libraryauthor/karajian-gassiaa/)
- [Hay, Dale F.](https://www.pedalhub.net/resource-libraryauthor/hay-dale-f/)
- [Etel, Evren](https://www.pedalhub.net/resource-libraryauthor/etel-evren/)
- [Fink, Elian](https://www.pedalhub.net/resource-libraryauthor/fink-elian/)
- [Torres, Pablo E.](https://www.pedalhub.net/resource-libraryauthor/torres-pablo-e/)
- [Browne, Wendy V.](https://www.pedalhub.net/resource-libraryauthor/browne-wendy-v/)
- [Fogle, Livy M.](https://www.pedalhub.net/resource-libraryauthor/fogle-livy-m/)
- [Orr, Edna](https://www.pedalhub.net/resource-libraryauthor/orr-edna/)
- [Geva, Ronny](https://www.pedalhub.net/resource-libraryauthor/geva-ronny/)
- [Farver, Jo Ann M.](https://www.pedalhub.net/resource-libraryauthor/farver-jo-ann-m/)
- [Göncü, Artin](https://www.pedalhub.net/resource-libraryauthor/goncu-artin/)
- [Menashe‐Grinberg, Atara](https://www.pedalhub.net/resource-libraryauthor/menashe‐grinberg-atara/)
- [Atzaba‐Poria, Naama](https://www.pedalhub.net/resource-libraryauthor/atzaba‐poria-naama/)
- [Anderson, Sheila](https://www.pedalhub.net/resource-libraryauthor/anderson-sheila/)
- [Qiu, Wei](https://www.pedalhub.net/resource-libraryauthor/qiu-wei/)
- [Wheeler, Shanalyn J.](https://www.pedalhub.net/resource-libraryauthor/wheeler-shanalyn-j/)
- [Roggman, Lori](https://www.pedalhub.net/resource-libraryauthor/roggman-lori/)
- [Stgeorge, Jennifer](https://www.pedalhub.net/resource-libraryauthor/stgeorge-jennifer/)
- [Robert Lecusay, Monica Nilsson](https://www.pedalhub.net/resource-libraryauthor/robert-lecusay-monica-nilsson/)
- [Roskos, Kathleen A.](https://www.pedalhub.net/resource-libraryauthor/roskos-kathleen-a/)
- [Christie, James F.](https://www.pedalhub.net/resource-libraryauthor/christie-james-f/)
- [Ring, Emer](https://www.pedalhub.net/resource-libraryauthor/ring-emer/)
- [Drew, Christopher](https://www.pedalhub.net/resource-libraryauthor/drew-christopher/)
- [tahmores, Aghajani hashtchin](https://www.pedalhub.net/resource-libraryauthor/tahmores-aghajani-hashtchin/)
- [Berg, Carla Lynn Van den](https://www.pedalhub.net/resource-libraryauthor/berg-carla-lynn-van-den/)
- [Hol, Thorwald](https://www.pedalhub.net/resource-libraryauthor/hol-thorwald/)
- [Ree, Jan M. van](https://www.pedalhub.net/resource-libraryauthor/ree-jan-m-van/)
- [Spruijt, Berrie M.](https://www.pedalhub.net/resource-libraryauthor/spruijt-berrie-m/)
- [Everts, Hans](https://www.pedalhub.net/resource-libraryauthor/everts-hans/)
- [Koolhaas, Jaap M.](https://www.pedalhub.net/resource-libraryauthor/koolhaas-jaap-m/)
- [Cheah, Charissa](https://www.pedalhub.net/resource-libraryauthor/cheah-charissa/)
- [Nelson, Larry](https://www.pedalhub.net/resource-libraryauthor/nelson-larry/)
- [Rubin, Kenneth](https://www.pedalhub.net/resource-libraryauthor/rubin-kenneth/)
- [Parten, M. B.](https://www.pedalhub.net/resource-libraryauthor/parten-m-b/)
- [Keren, M.](https://www.pedalhub.net/resource-libraryauthor/keren-m/)
- [Feldman, R.](https://www.pedalhub.net/resource-libraryauthor/feldman-r/)
- [Namdari‐Weinbaum, I.](https://www.pedalhub.net/resource-libraryauthor/namdari‐weinbaum-i/)
- [Spitzer, S.](https://www.pedalhub.net/resource-libraryauthor/spitzer-s/)
- [Tyano, S.](https://www.pedalhub.net/resource-libraryauthor/tyano-s/)
- [Super, Charles M.](https://www.pedalhub.net/resource-libraryauthor/super-charles-m/)
- [Mistry, Jayanthi](https://www.pedalhub.net/resource-libraryauthor/mistry-jayanthi/)
- [Mosier, Christine](https://www.pedalhub.net/resource-libraryauthor/mosier-christine/)
- [London, Kevin](https://www.pedalhub.net/resource-libraryauthor/london-kevin/)
- [Cabrera, Natasha](https://www.pedalhub.net/resource-libraryauthor/cabrera-natasha/)
- [Toth, Karen](https://www.pedalhub.net/resource-libraryauthor/toth-karen/)
- [Munson, Jeffrey](https://www.pedalhub.net/resource-libraryauthor/munson-jeffrey/)
- [Meltzoff, Andrew N.](https://www.pedalhub.net/resource-libraryauthor/meltzoff-andrew-n/)
- [Dawson, Geraldine](https://www.pedalhub.net/resource-libraryauthor/dawson-geraldine/)
- [Paparella, Tanya](https://www.pedalhub.net/resource-libraryauthor/paparella-tanya/)
- [Jahromi, Laudan B.](https://www.pedalhub.net/resource-libraryauthor/jahromi-laudan-b/)
- [Gagnon, Sandra Glover](https://www.pedalhub.net/resource-libraryauthor/gagnon-sandra-glover/)
- [Nagle, Richard J.](https://www.pedalhub.net/resource-libraryauthor/nagle-richard-j/)
- [Nickerson, Amanda B.](https://www.pedalhub.net/resource-libraryauthor/nickerson-amanda-b/)
- [Kang, Erin](https://www.pedalhub.net/resource-libraryauthor/kang-erin/)
- [Klein, Eliana F.](https://www.pedalhub.net/resource-libraryauthor/klein-eliana-f/)
- [O'Toole, Ciara](https://www.pedalhub.net/resource-libraryauthor/otoole-ciara/)
- [Chiat, Shula](https://www.pedalhub.net/resource-libraryauthor/chiat-shula/)
- [Quinn, Sara](https://www.pedalhub.net/resource-libraryauthor/quinn-sara/)
- [Donnelly, Seamus](https://www.pedalhub.net/resource-libraryauthor/donnelly-seamus/)
- [Kidd, Evan](https://www.pedalhub.net/resource-libraryauthor/kidd-evan/)
- [Parsons, Lauren](https://www.pedalhub.net/resource-libraryauthor/parsons-lauren/)
- [Cordier, Reinie](https://www.pedalhub.net/resource-libraryauthor/cordier-reinie/)
- [Munro, Natalie](https://www.pedalhub.net/resource-libraryauthor/munro-natalie/)
- [Joosten, Annette](https://www.pedalhub.net/resource-libraryauthor/joosten-annette/)
- [Bohg, Rosemary](https://www.pedalhub.net/resource-libraryauthor/bohg-rosemary/)
- [Ferme, David E.](https://www.pedalhub.net/resource-libraryauthor/ferme-david-e/)
- [Klenn, Elisa L.](https://www.pedalhub.net/resource-libraryauthor/klenn-elisa-l/)
- [Jun-Tai, Norma](https://www.pedalhub.net/resource-libraryauthor/jun-tai-norma/)
- [Nijhof, Sanne L.](https://www.pedalhub.net/resource-libraryauthor/nijhof-sanne-l/)
- [Vinkers, Christiaan H.](https://www.pedalhub.net/resource-libraryauthor/vinkers-christiaan-h/)
- [van Geelen, Stefan M.](https://www.pedalhub.net/resource-libraryauthor/van-geelen-stefan-m/)
- [Duijff, Sasja N.](https://www.pedalhub.net/resource-libraryauthor/duijff-sasja-n/)
- [Achterberg, E. J. Marijke](https://www.pedalhub.net/resource-libraryauthor/achterberg-e-j-marijke/)
- [van der Net, Janjaap](https://www.pedalhub.net/resource-libraryauthor/van-der-net-janjaap/)
- [Veltkamp, Remco C.](https://www.pedalhub.net/resource-libraryauthor/veltkamp-remco-c/)
- [Grootenhuis, Martha A.](https://www.pedalhub.net/resource-libraryauthor/grootenhuis-martha-a/)
- [van de Putte, Elise M.](https://www.pedalhub.net/resource-libraryauthor/van-de-putte-elise-m/)
- [Hillegers, Manon H. J.](https://www.pedalhub.net/resource-libraryauthor/hillegers-manon-h-j/)
- [van der Brug, Anneke W.](https://www.pedalhub.net/resource-libraryauthor/van-der-brug-anneke-w/)
- [Wierenga, Corette J.](https://www.pedalhub.net/resource-libraryauthor/wierenga-corette-j/)
- [Benders, Manon J. N. L.](https://www.pedalhub.net/resource-libraryauthor/benders-manon-j-n-l/)
- [Engels, Rutger C. M. E.](https://www.pedalhub.net/resource-libraryauthor/engels-rutger-c-m-e/)
- [van der Ent, C. Kors](https://www.pedalhub.net/resource-libraryauthor/van-der-ent-c-kors/)
- [Lesscher, Heidi M. B.](https://www.pedalhub.net/resource-libraryauthor/lesscher-heidi-m-b/)
- [Moore, Melisa](https://www.pedalhub.net/resource-libraryauthor/moore-melisa/)
- [Koukourikos, Konstantinos](https://www.pedalhub.net/resource-libraryauthor/koukourikos-konstantinos/)
- [Tzeha, Laila](https://www.pedalhub.net/resource-libraryauthor/tzeha-laila/)
- [Pantelidou, Parthenopi](https://www.pedalhub.net/resource-libraryauthor/pantelidou-parthenopi/)
- [Tsaloglidou, Areti](https://www.pedalhub.net/resource-libraryauthor/tsaloglidou-areti/)
- [Ferrara, Katrina](https://www.pedalhub.net/resource-libraryauthor/ferrara-katrina/)
- [Hirsh‐Pasek, Kathy](https://www.pedalhub.net/resource-libraryauthor/hirsh‐pasek-kathy/)
- [Newcombe, Nora S.](https://www.pedalhub.net/resource-libraryauthor/newcombe-nora-s/)
- [Lam, Wendy Shallcross](https://www.pedalhub.net/resource-libraryauthor/lam-wendy-shallcross/)
- [McLeod, Ragan H.](https://www.pedalhub.net/resource-libraryauthor/mcleod-ragan-h/)
- [Hardy, Jessica K.](https://www.pedalhub.net/resource-libraryauthor/hardy-jessica-k/)
- [Kaiser, Ann P.](https://www.pedalhub.net/resource-libraryauthor/kaiser-ann-p/)
- [Brown, Jane](https://www.pedalhub.net/resource-libraryauthor/brown-jane/)
- [Tesla, Caroline](https://www.pedalhub.net/resource-libraryauthor/tesla-caroline/)
- [Youngblade, Lise](https://www.pedalhub.net/resource-libraryauthor/youngblade-lise/)
- [Proyer, René T.](https://www.pedalhub.net/resource-libraryauthor/proyer-rene-t/)
- [Gander, Fabian](https://www.pedalhub.net/resource-libraryauthor/gander-fabian/)
- [Bertenshaw, Emma J.](https://www.pedalhub.net/resource-libraryauthor/bertenshaw-emma-j/)
- [Brauer, Kay](https://www.pedalhub.net/resource-libraryauthor/brauer-kay/)
- [Ruch, Willibald](https://www.pedalhub.net/resource-libraryauthor/ruch-willibald/)
- [Vleet, Meredith Van](https://www.pedalhub.net/resource-libraryauthor/vleet-meredith-van/)
- [Feeney, Brooke C.](https://www.pedalhub.net/resource-libraryauthor/feeney-brooke-c/)
- [Wolf, Annegret](https://www.pedalhub.net/resource-libraryauthor/wolf-annegret/)
- [Iizuka, Ai](https://www.pedalhub.net/resource-libraryauthor/iizuka-ai/)
- [Suzuki, Hiroyuki](https://www.pedalhub.net/resource-libraryauthor/suzuki-hiroyuki/)
- [Ogawa, Susumu](https://www.pedalhub.net/resource-libraryauthor/ogawa-susumu/)
- [Kobayashi‐Cuya, Kimi Estela](https://www.pedalhub.net/resource-libraryauthor/kobayashi‐cuya-kimi-estela/)
- [Kobayashi, Momoko](https://www.pedalhub.net/resource-libraryauthor/kobayashi-momoko/)
- [Takebayashi, Toru](https://www.pedalhub.net/resource-libraryauthor/takebayashi-toru/)
- [Fujiwara, Yoshinori](https://www.pedalhub.net/resource-libraryauthor/fujiwara-yoshinori/)
- [Biesta, Gert J. J.](https://www.pedalhub.net/resource-libraryauthor/biesta-gert-j-j/)
- [Eder, R. A.](https://www.pedalhub.net/resource-libraryauthor/eder-r-a/)
- [Ginsburg, Kenneth R.](https://www.pedalhub.net/resource-libraryauthor/ginsburg-kenneth-r/)
- [Hubbs-Tait, L.](https://www.pedalhub.net/resource-libraryauthor/hubbs-tait-l/)
- [Hughes, K. P.](https://www.pedalhub.net/resource-libraryauthor/hughes-k-p/)
- [Culp, A. M.](https://www.pedalhub.net/resource-libraryauthor/culp-a-m/)
- [Osofsky, J. D.](https://www.pedalhub.net/resource-libraryauthor/osofsky-j-d/)
- [Hann, D. M.](https://www.pedalhub.net/resource-libraryauthor/hann-d-m/)
- [Eberhart-Wright, A.](https://www.pedalhub.net/resource-libraryauthor/eberhart-wright-a/)
- [Ware, L. M.](https://www.pedalhub.net/resource-libraryauthor/ware-l-m/)
- [Kuhnert, Rebecca-Lee](https://www.pedalhub.net/resource-libraryauthor/kuhnert-rebecca-lee/)
- [Begeer, Sander](https://www.pedalhub.net/resource-libraryauthor/begeer-sander/)
- [de Rosnay, Marc](https://www.pedalhub.net/resource-libraryauthor/de-rosnay-marc/)
- [Wan, Ming Wai](https://www.pedalhub.net/resource-libraryauthor/wan-ming-wai/)
- [Danquah, Adam Nyarkoh](https://www.pedalhub.net/resource-libraryauthor/danquah-adam-nyarkoh/)
- [Mahama, Sheriffa](https://www.pedalhub.net/resource-libraryauthor/mahama-sheriffa/)
- [Lee, Kathleen](https://www.pedalhub.net/resource-libraryauthor/lee-kathleen/)
- [Qu, Li](https://www.pedalhub.net/resource-libraryauthor/qu-li/)
- [Shen, Pinxiu](https://www.pedalhub.net/resource-libraryauthor/shen-pinxiu/)
- [Chee, Yu Yan](https://www.pedalhub.net/resource-libraryauthor/chee-yu-yan/)
- [Chen, Luxi](https://www.pedalhub.net/resource-libraryauthor/chen-luxi/)
- [Poon, Kenneth K.](https://www.pedalhub.net/resource-libraryauthor/poon-kenneth-k/)
- [Watson, Linda R.](https://www.pedalhub.net/resource-libraryauthor/watson-linda-r/)
- [Baranek, Grace T.](https://www.pedalhub.net/resource-libraryauthor/baranek-grace-t/)
- [Poe, Michele D.](https://www.pedalhub.net/resource-libraryauthor/poe-michele-d/)
- [Williams, Emma](https://www.pedalhub.net/resource-libraryauthor/williams-emma/)
- [Costall, Alan](https://www.pedalhub.net/resource-libraryauthor/costall-alan/)
- [Legoff, Daniel B.](https://www.pedalhub.net/resource-libraryauthor/legoff-daniel-b/)
- [Sherman, Michael](https://www.pedalhub.net/resource-libraryauthor/sherman-michael/)
- [Zercher, Craig](https://www.pedalhub.net/resource-libraryauthor/zercher-craig/)
- [Hunt, Pam](https://www.pedalhub.net/resource-libraryauthor/hunt-pam/)
- [Schuler, Adriana](https://www.pedalhub.net/resource-libraryauthor/schuler-adriana/)
- [Webster, Janice](https://www.pedalhub.net/resource-libraryauthor/webster-janice/)
- [Godin, Julie](https://www.pedalhub.net/resource-libraryauthor/godin-julie/)
- [Freeman, Andrew](https://www.pedalhub.net/resource-libraryauthor/freeman-andrew/)
- [Rigby, Patty](https://www.pedalhub.net/resource-libraryauthor/rigby-patty/)
- [Kent, Cally](https://www.pedalhub.net/resource-libraryauthor/kent-cally/)
- [Wilkes-Gillan, Sarah](https://www.pedalhub.net/resource-libraryauthor/wilkes-gillan-sarah/)
- [Bundy, Anita](https://www.pedalhub.net/resource-libraryauthor/bundy-anita/)
- [Speyer, Renée](https://www.pedalhub.net/resource-libraryauthor/speyer-renee/)
- [Gilmore, Sean](https://www.pedalhub.net/resource-libraryauthor/gilmore-sean/)
- [Frederick, Lindsay K](https://www.pedalhub.net/resource-libraryauthor/frederick-lindsay-k/)
- [Santillan, Lupita](https://www.pedalhub.net/resource-libraryauthor/santillan-lupita/)
- [Locke, Jill](https://www.pedalhub.net/resource-libraryauthor/locke-jill/)
- [Bauminger‐Zviely, Nirit](https://www.pedalhub.net/resource-libraryauthor/bauminger‐zviely-nirit/)
- [Karin, Eynat](https://www.pedalhub.net/resource-libraryauthor/karin-eynat/)
- [Kimhi, Yael](https://www.pedalhub.net/resource-libraryauthor/kimhi-yael/)
- [Agam‐Ben‐Artzi, Galit](https://www.pedalhub.net/resource-libraryauthor/agam‐ben‐artzi-galit/)
- [Fiorelli, Julie A](https://www.pedalhub.net/resource-libraryauthor/fiorelli-julie-a/)
- [Frahsek, Stefanie](https://www.pedalhub.net/resource-libraryauthor/frahsek-stefanie/)
- [Mack, Wolfgang](https://www.pedalhub.net/resource-libraryauthor/mack-wolfgang/)
- [Mack, Christina](https://www.pedalhub.net/resource-libraryauthor/mack-christina/)
- [Pfalz‐Blezinger, Charlotte](https://www.pedalhub.net/resource-libraryauthor/pfalz‐blezinger-charlotte/)
- [Knopf, Monika](https://www.pedalhub.net/resource-libraryauthor/knopf-monika/)
- [Monkeviciené, Ona](https://www.pedalhub.net/resource-libraryauthor/monkeviciene-ona/)
- [Mishara, Brian L.](https://www.pedalhub.net/resource-libraryauthor/mishara-brian-l/)
- [Dufour, Sarah](https://www.pedalhub.net/resource-libraryauthor/dufour-sarah/)
- [Schmitt, Sara A.](https://www.pedalhub.net/resource-libraryauthor/schmitt-sara-a/)
- [McClelland, Megan M.](https://www.pedalhub.net/resource-libraryauthor/mcclelland-megan-m/)
- [Tominey, Shauna L.](https://www.pedalhub.net/resource-libraryauthor/tominey-shauna-l/)
- [Acock, Alan C.](https://www.pedalhub.net/resource-libraryauthor/acock-alan-c/)
- [Pearson, Beth L](https://www.pedalhub.net/resource-libraryauthor/pearson-beth-l/)
- [Yu, Yue](https://www.pedalhub.net/resource-libraryauthor/yu-yue/)
- [Yang, Scott C.-H.](https://www.pedalhub.net/resource-libraryauthor/yang-scott-c-h/)
- [Corriveau, Kathleen H.](https://www.pedalhub.net/resource-libraryauthor/corriveau-kathleen-h/)
- [Baron, Alex](https://www.pedalhub.net/resource-libraryauthor/baron-alex/)
- [Evangelou, Maria](https://www.pedalhub.net/resource-libraryauthor/evangelou-maria/)
- [Malmberg, Lars-Erik](https://www.pedalhub.net/resource-libraryauthor/malmberg-lars-erik/)
- [Melendez‐Torres, G. J.](https://www.pedalhub.net/resource-libraryauthor/melendez‐torres-g-j/)
- [Massey, Susan L.](https://www.pedalhub.net/resource-libraryauthor/massey-susan-l/)
- [Cortina, Kai Schnabel](https://www.pedalhub.net/resource-libraryauthor/cortina-kai-schnabel/)
- [Cates, Carolyn Brockmeyer](https://www.pedalhub.net/resource-libraryauthor/cates-carolyn-brockmeyer/)
- [de Sá, Aline B.](https://www.pedalhub.net/resource-libraryauthor/de-sa-aline-b/)
- [Sim, Zi Lin](https://www.pedalhub.net/resource-libraryauthor/sim-zi-lin/)
- [Werner, Claudia D.](https://www.pedalhub.net/resource-libraryauthor/werner-claudia-d/)
- [Linting, Mariëlle](https://www.pedalhub.net/resource-libraryauthor/linting-marielle/)
- [Vermeer, Harriet J.](https://www.pedalhub.net/resource-libraryauthor/vermeer-harriet-j/)
- [Van IJzendoorn, Marinus H.](https://www.pedalhub.net/resource-libraryauthor/van-ijzendoorn-marinus-h/)
- [Groeneveld, Marleen G.](https://www.pedalhub.net/resource-libraryauthor/groeneveld-marleen-g/)
- [Lee, Chris](https://www.pedalhub.net/resource-libraryauthor/lee-chris/)
- [Senften, Peter](https://www.pedalhub.net/resource-libraryauthor/senften-peter/)
- [Lam, Andrea](https://www.pedalhub.net/resource-libraryauthor/lam-andrea/)
- [Abbott, David](https://www.pedalhub.net/resource-libraryauthor/abbott-david/)
- [Lewis, Charlie](https://www.pedalhub.net/resource-libraryauthor/lewis-charlie/)
- [Mitchell, Peter](https://www.pedalhub.net/resource-libraryauthor/mitchell-peter/)
- [Bubikova-Moan, Jarmila](https://www.pedalhub.net/resource-libraryauthor/bubikova-moan-jarmila/)
- [Hjetland, Hanne Næss](https://www.pedalhub.net/resource-libraryauthor/hjetland-hanne-naess/)
- [Wollscheid, Sabine](https://www.pedalhub.net/resource-libraryauthor/wollscheid-sabine/)
- [Bratton, Sue C.](https://www.pedalhub.net/resource-libraryauthor/bratton-sue-c/)
- [Ray, Dee](https://www.pedalhub.net/resource-libraryauthor/ray-dee/)
- [Rhine, Tammy](https://www.pedalhub.net/resource-libraryauthor/rhine-tammy/)
- [Jones, Leslie](https://www.pedalhub.net/resource-libraryauthor/jones-leslie/)
- [Brown, Stuart L.](https://www.pedalhub.net/resource-libraryauthor/brown-stuart-l/)
- [Jensen, Scott A.](https://www.pedalhub.net/resource-libraryauthor/jensen-scott-a/)
- [Biesen, Judith N.](https://www.pedalhub.net/resource-libraryauthor/biesen-judith-n/)
- [Graham, Elizabeth R.](https://www.pedalhub.net/resource-libraryauthor/graham-elizabeth-r/)
- [Kudler, Harold S.](https://www.pedalhub.net/resource-libraryauthor/kudler-harold-s/)
- [Blank Jr., Arthur S.](https://www.pedalhub.net/resource-libraryauthor/blank-jr-arthur-s/)
- [Krupnick, Janice L.](https://www.pedalhub.net/resource-libraryauthor/krupnick-janice-l/)
- [Leblanc, Michael](https://www.pedalhub.net/resource-libraryauthor/leblanc-michael/)
- [Ritchie, Martin](https://www.pedalhub.net/resource-libraryauthor/ritchie-martin/)
- [Olson-Morrison, Debra](https://www.pedalhub.net/resource-libraryauthor/olson-morrison-debra/)
- [Russoniello, Carmen V.](https://www.pedalhub.net/resource-libraryauthor/russoniello-carmen-v/)
- [Fish, Matthew T.](https://www.pedalhub.net/resource-libraryauthor/fish-matthew-t/)
- [O'Brien, Kevin](https://www.pedalhub.net/resource-libraryauthor/obrien-kevin/)
- [Ward-Wimmer, Dottie](https://www.pedalhub.net/resource-libraryauthor/ward-wimmer-dottie/)
- [Zosh, J. M.](https://www.pedalhub.net/resource-libraryauthor/zosh-j-m/)
- [Hopkins, E. J.](https://www.pedalhub.net/resource-libraryauthor/hopkins-e-j/)
- [Jensen, H.](https://www.pedalhub.net/resource-libraryauthor/jensen-h/)
- [Liu, C.](https://www.pedalhub.net/resource-libraryauthor/liu-c/)
- [Neale, D.](https://www.pedalhub.net/resource-libraryauthor/neale-d/)
- [Hirsh-Pasek, K.](https://www.pedalhub.net/resource-libraryauthor/hirsh-pasek-k/)
- [Solis, S. L.](https://www.pedalhub.net/resource-libraryauthor/solis-s-l/)
- [Borriello, Giulia A.](https://www.pedalhub.net/resource-libraryauthor/borriello-giulia-a/)
- [Liben, Lynn S.](https://www.pedalhub.net/resource-libraryauthor/liben-lynn-s/)
- [Bulunuz, Mizrap](https://www.pedalhub.net/resource-libraryauthor/bulunuz-mizrap/)
- [Eason, Sarah H.](https://www.pedalhub.net/resource-libraryauthor/eason-sarah-h/)
- [Palma, Míriam Stock](https://www.pedalhub.net/resource-libraryauthor/palma-miriam-stock/)
- [Pereira, Beatriz Oliveira](https://www.pedalhub.net/resource-libraryauthor/pereira-beatriz-oliveira/)
- [Valentini, Nadia Cristina](https://www.pedalhub.net/resource-libraryauthor/valentini-nadia-cristina/)
- [Sawyer, Jeremy E.](https://www.pedalhub.net/resource-libraryauthor/sawyer-jeremy-e/)
- [Goldstein, Thalia](https://www.pedalhub.net/resource-libraryauthor/goldstein-thalia/)
- [Vally, Zahir](https://www.pedalhub.net/resource-libraryauthor/vally-zahir/)
- [Tomlinson, Mark](https://www.pedalhub.net/resource-libraryauthor/tomlinson-mark/)
- [Cooper, Peter J.](https://www.pedalhub.net/resource-libraryauthor/cooper-peter-j/)
- [Dowdall, Nicholas](https://www.pedalhub.net/resource-libraryauthor/dowdall-nicholas/)
- [Skeen, Sarah](https://www.pedalhub.net/resource-libraryauthor/skeen-sarah/)
- [Gardner, Frances](https://www.pedalhub.net/resource-libraryauthor/gardner-frances/)
- [Pascalis, Leonardo De](https://www.pedalhub.net/resource-libraryauthor/pascalis-leonardo-de/)
- [Dadomo, Harold](https://www.pedalhub.net/resource-libraryauthor/dadomo-harold/)
- [MacLachlan, Brenda](https://www.pedalhub.net/resource-libraryauthor/maclachlan-brenda/)
- [Woodward, Charlotte](https://www.pedalhub.net/resource-libraryauthor/woodward-charlotte/)
- [Hartford, Leila](https://www.pedalhub.net/resource-libraryauthor/hartford-leila/)
- [Chaparro-Moreno, Leydi Johana](https://www.pedalhub.net/resource-libraryauthor/chaparro-moreno-leydi-johana/)
- [Reali, Florencia](https://www.pedalhub.net/resource-libraryauthor/reali-florencia/)
- [Maldonado-Carreño, Carolina](https://www.pedalhub.net/resource-libraryauthor/maldonado-carreno-carolina/)
- [Hoff-Ginsberg, Erika](https://www.pedalhub.net/resource-libraryauthor/hoff-ginsberg-erika/)
- [Gulsrud, Amanda C.](https://www.pedalhub.net/resource-libraryauthor/gulsrud-amanda-c/)
- [Wong, Connie](https://www.pedalhub.net/resource-libraryauthor/wong-connie/)
- [Kwon, Susan](https://www.pedalhub.net/resource-libraryauthor/kwon-susan/)
- [Hu, Xiaoyi](https://www.pedalhub.net/resource-libraryauthor/hu-xiaoyi/)
- [Zheng, Qunshan](https://www.pedalhub.net/resource-libraryauthor/zheng-qunshan/)
- [Lee, Gabrielle T.](https://www.pedalhub.net/resource-libraryauthor/lee-gabrielle-t/)
- [Honomichl, Ryan D.](https://www.pedalhub.net/resource-libraryauthor/honomichl-ryan-d/)
- [Chen, Zhe](https://www.pedalhub.net/resource-libraryauthor/chen-zhe/)
- [LeGoff, Daniel B](https://www.pedalhub.net/resource-libraryauthor/legoff-daniel-b/)
- [Rittle-Johnson, Bethany](https://www.pedalhub.net/resource-libraryauthor/rittle-johnson-bethany/)
- [Saylor, Megan](https://www.pedalhub.net/resource-libraryauthor/saylor-megan/)
- [Swygert, Kathryn E.](https://www.pedalhub.net/resource-libraryauthor/swygert-kathryn-e/)
- [Guralnick, Michael J.](https://www.pedalhub.net/resource-libraryauthor/guralnick-michael-j/)
- [Hammond, Mary A.](https://www.pedalhub.net/resource-libraryauthor/hammond-mary-a/)
- [Connor, Robert T.](https://www.pedalhub.net/resource-libraryauthor/connor-robert-t/)
- [Jester, Melanie](https://www.pedalhub.net/resource-libraryauthor/jester-melanie/)
- [Johnson, Carla J.](https://www.pedalhub.net/resource-libraryauthor/johnson-carla-j/)
- [Liiva Colleen A.](https://www.pedalhub.net/resource-libraryauthor/liiva-colleen-a/)
- [Cleave Patricia L.](https://www.pedalhub.net/resource-libraryauthor/cleave-patricia-l/)
- [Nelson, Larry J.](https://www.pedalhub.net/resource-libraryauthor/nelson-larry-j/)
- [Hart, Craig H.](https://www.pedalhub.net/resource-libraryauthor/hart-craig-h/)
- [Yang, Chongming](https://www.pedalhub.net/resource-libraryauthor/yang-chongming/)
- [Wu, Peixia](https://www.pedalhub.net/resource-libraryauthor/wu-peixia/)
- [Jin, Shenghua](https://www.pedalhub.net/resource-libraryauthor/jin-shenghua/)
- [Fleming, Andrew P.](https://www.pedalhub.net/resource-libraryauthor/fleming-andrew-p/)
- [McMahon, Robert J.](https://www.pedalhub.net/resource-libraryauthor/mcmahon-robert-j/)
- [King, Kevin M.](https://www.pedalhub.net/resource-libraryauthor/king-kevin-m/)
- [Asik-Ozturk, Manolya](https://www.pedalhub.net/resource-libraryauthor/asik-ozturk-manolya/)
- [Ahmetoglu, Emine](https://www.pedalhub.net/resource-libraryauthor/ahmetoglu-emine/)
- [Acar, Ibrahim H.](https://www.pedalhub.net/resource-libraryauthor/acar-ibrahim-h/)
- [Jaggy, Ann-Kathrin](https://www.pedalhub.net/resource-libraryauthor/jaggy-ann-kathrin/)
- [Mainhard, Tim](https://www.pedalhub.net/resource-libraryauthor/mainhard-tim/)
- [Sticca, Fabio](https://www.pedalhub.net/resource-libraryauthor/sticca-fabio/)
- [Perren, Sonja](https://www.pedalhub.net/resource-libraryauthor/perren-sonja/)
- [Bellaj, Tarek](https://www.pedalhub.net/resource-libraryauthor/bellaj-tarek/)
- [Salhi, Imen](https://www.pedalhub.net/resource-libraryauthor/salhi-imen/)
- [Gall, Didier Le](https://www.pedalhub.net/resource-libraryauthor/gall-didier-le/)
- [Roy, Arnaud](https://www.pedalhub.net/resource-libraryauthor/roy-arnaud/)
- [Brodsky, W.](https://www.pedalhub.net/resource-libraryauthor/brodsky-w/)
- [West, Jerry](https://www.pedalhub.net/resource-libraryauthor/west-jerry/)
- [Brooks‐Gunn, Jeanne](https://www.pedalhub.net/resource-libraryauthor/brooks‐gunn-jeanne/)
- [Casey, Beth M.](https://www.pedalhub.net/resource-libraryauthor/casey-beth-m/)
- [Andrews, Nicole](https://www.pedalhub.net/resource-libraryauthor/andrews-nicole/)
- [Schindler, Holly](https://www.pedalhub.net/resource-libraryauthor/schindler-holly/)
- [Kersh, Joanne E.](https://www.pedalhub.net/resource-libraryauthor/kersh-joanne-e/)
- [Samper, Alexandra](https://www.pedalhub.net/resource-libraryauthor/samper-alexandra/)
- [Copley, Juanita](https://www.pedalhub.net/resource-libraryauthor/copley-juanita/)
- [Clerkin, Aidan](https://www.pedalhub.net/resource-libraryauthor/clerkin-aidan/)
- [Gilligan, Katie](https://www.pedalhub.net/resource-libraryauthor/gilligan-katie/)
- [Cohen, Esther](https://www.pedalhub.net/resource-libraryauthor/cohen-esther/)
- [Gadassi, Reuma](https://www.pedalhub.net/resource-libraryauthor/gadassi-reuma/)
- [Cook, Caylee J.](https://www.pedalhub.net/resource-libraryauthor/cook-caylee-j/)
- [Howard, Steven J.](https://www.pedalhub.net/resource-libraryauthor/howard-steven-j/)
- [Scerif, Gaia](https://www.pedalhub.net/resource-libraryauthor/scerif-gaia/)
- [Twine, Rhian](https://www.pedalhub.net/resource-libraryauthor/twine-rhian/)
- [Kahn, Kathleen](https://www.pedalhub.net/resource-libraryauthor/kahn-kathleen/)
- [Norris, Shane A.](https://www.pedalhub.net/resource-libraryauthor/norris-shane-a/)
- [Draper, Catherine E.](https://www.pedalhub.net/resource-libraryauthor/draper-catherine-e/)
- [Cooper, Sharon P.](https://www.pedalhub.net/resource-libraryauthor/cooper-sharon-p/)
- [Blitz, Joyce T.](https://www.pedalhub.net/resource-libraryauthor/blitz-joyce-t/)
- [Corbett, Blythe A.](https://www.pedalhub.net/resource-libraryauthor/corbett-blythe-a/)
- [Key, Alexandra P.](https://www.pedalhub.net/resource-libraryauthor/key-alexandra-p/)
- [Qualls, Lydia](https://www.pedalhub.net/resource-libraryauthor/qualls-lydia/)
- [Fecteau, Stephanie](https://www.pedalhub.net/resource-libraryauthor/fecteau-stephanie/)
- [Newsom, Cassandra](https://www.pedalhub.net/resource-libraryauthor/newsom-cassandra/)
- [Coke, Catherine](https://www.pedalhub.net/resource-libraryauthor/coke-catherine/)
- [Yoder, Paul](https://www.pedalhub.net/resource-libraryauthor/yoder-paul/)
- [Collins, Molly F.](https://www.pedalhub.net/resource-libraryauthor/collins-molly-f/)
- [Nesbitt, Kimberly](https://www.pedalhub.net/resource-libraryauthor/nesbitt-kimberly/)
- [Hadley, Elizabeth Burke](https://www.pedalhub.net/resource-libraryauthor/hadley-elizabeth-burke/)
- [Doctoroff, Greta L.](https://www.pedalhub.net/resource-libraryauthor/doctoroff-greta-l/)
- [Greer, Joseph A.](https://www.pedalhub.net/resource-libraryauthor/greer-joseph-a/)
- [Arnold, David H.](https://www.pedalhub.net/resource-libraryauthor/arnold-david-h/)
- [Gibson, Jenny L.](https://www.pedalhub.net/resource-libraryauthor/gibson-jenny-l/)
- [Gryfe, Shelly Glick](https://www.pedalhub.net/resource-libraryauthor/gryfe-shelly-glick/)
- [Fujiki, Martin](https://www.pedalhub.net/resource-libraryauthor/fujiki-martin/)
- [Brinton, Bonnie](https://www.pedalhub.net/resource-libraryauthor/brinton-bonnie/)
- [Isaacson, Ted](https://www.pedalhub.net/resource-libraryauthor/isaacson-ted/)
- [Summers, Connie](https://www.pedalhub.net/resource-libraryauthor/summers-connie/)
- [Hestyanti, Yohana Ratrin](https://www.pedalhub.net/resource-libraryauthor/hestyanti-yohana-ratrin/)

## Publishers/Journals

- [Academic Press](https://www.pedalhub.net/resource-libraryjournal/academic-press/)
- [Basic Books](https://www.pedalhub.net/resource-libraryjournal/basic-books/)
- [Pearson/Merrill Prentice Hall](https://www.pedalhub.net/resource-libraryjournal/pearson-merrill-prentice-hall/)
- [Jessica Kingsley Publishers](https://www.pedalhub.net/resource-libraryjournal/jessica-kingsley-publishers/)
- [UC Berkeley](https://www.pedalhub.net/resource-libraryjournal/uc-berkeley/)
- [Harvard University Press](https://www.pedalhub.net/resource-libraryjournal/harvard-university-press/)
- [Oxford University Press](https://www.pedalhub.net/resource-libraryjournal/oxford-university-press/)
- [Cambridge University Press](https://www.pedalhub.net/resource-libraryjournal/cambridge-university-press/)
- [Demos](https://www.pedalhub.net/resource-libraryjournal/demos/)
- [Community Products (UK) Ltd](https://www.pedalhub.net/resource-libraryjournal/community-products-uk-ltd/)
- [UNESCO](https://www.pedalhub.net/resource-libraryjournal/unesco/)
- [W. W. Nortn & Company](https://www.pedalhub.net/resource-libraryjournal/w-w-nortn-company/)
- [Mosby](https://www.pedalhub.net/resource-libraryjournal/mosby/)
- [Penguin](https://www.pedalhub.net/resource-libraryjournal/penguin/)
- [McGraw-Hill Education (UK)](https://www.pedalhub.net/resource-libraryjournal/mcgraw-hill-education-uk/)
- [State University of New York Press](https://www.pedalhub.net/resource-libraryjournal/state-university-of-new-york-press/)
- [Brookings Institution](https://www.pedalhub.net/resource-libraryjournal/brookings-institution/)
- [Rowman & Littlefield](https://www.pedalhub.net/resource-libraryjournal/rowman-littlefield/)
- [Open University Press](https://www.pedalhub.net/resource-libraryjournal/open-university-press/)
- [Sage](https://www.pedalhub.net/resource-libraryjournal/sage/)
- [Sage Publications Ltd](https://www.pedalhub.net/resource-libraryjournal/sage-publications-ltd/)
- [Psychology Press](https://www.pedalhub.net/resource-libraryjournal/psychology-press/)
- [NASP](https://www.pedalhub.net/resource-libraryjournal/nasp/)
- [Wiley](https://www.pedalhub.net/resource-libraryjournal/wiley/)
- [Routledge](https://www.pedalhub.net/resource-libraryjournal/routledge/)
- [Routledge Ltd - M.U.A.](https://www.pedalhub.net/resource-libraryjournal/routledge-ltd-m-u-a/)
- [Springer Verlag](https://www.pedalhub.net/resource-libraryjournal/springer-verlag/)
- [Mathematica Policy Research, Inc](https://www.pedalhub.net/resource-libraryjournal/mathematica-policy-research-inc/)
- [American Cancer Society](https://www.pedalhub.net/resource-libraryjournal/american-cancer-society/)
- [OUP USA](https://www.pedalhub.net/resource-libraryjournal/oup-usa/)
- [Avery](https://www.pedalhub.net/resource-libraryjournal/avery/)
- [Guilford Press](https://www.pedalhub.net/resource-libraryjournal/guilford-press/)
- [LEGO Fonden](https://www.pedalhub.net/resource-libraryjournal/lego-fonden/)

## Types of Submission

- [Journal Article](https://www.pedalhub.net/resource-librarytype-of-submission/journalarticle/)
- [Book](https://www.pedalhub.net/resource-librarytype-of-submission/book/)
- [Thesis](https://www.pedalhub.net/resource-librarytype-of-submission/thesis/)
- [Video Recording](https://www.pedalhub.net/resource-librarytype-of-submission/videorecording/)
- [Book Section](https://www.pedalhub.net/resource-librarytype-of-submission/booksection/)
- [Web Page](https://www.pedalhub.net/resource-librarytype-of-submission/webpage/)
- [Blog Post](https://www.pedalhub.net/resource-librarytype-of-submission/blogpost/)
- [Report](https://www.pedalhub.net/resource-librarytype-of-submission/report/)
- [Manuscript](https://www.pedalhub.net/resource-librarytype-of-submission/manuscript/)
- [Conference Paper](https://www.pedalhub.net/resource-librarytype-of-submission/conferencepaper/)
- [Film](https://www.pedalhub.net/resource-librarytype-of-submission/films/)
- [Document](https://www.pedalhub.net/resource-librarytype-of-submission/document/)
- [Newspaper Article](https://www.pedalhub.net/resource-librarytype-of-submission/newspaperarticle/)

## Tags

- [Humour](https://www.pedalhub.net/resource-librarytag/humour/)
- [Language development](https://www.pedalhub.net/resource-librarytag/language-development/)
- [Semiotic play](https://www.pedalhub.net/resource-librarytag/semiotic-play/)
- [0-23 months olds](https://www.pedalhub.net/resource-librarytag/0-23-months-olds/)
- [11-12 year olds](https://www.pedalhub.net/resource-librarytag/11-12-year-olds/)
- [13-15 year olds](https://www.pedalhub.net/resource-librarytag/13-15-year-olds/)
- [16-18 year olds](https://www.pedalhub.net/resource-librarytag/16-18-year-olds/)
- [24-35 months olds](https://www.pedalhub.net/resource-librarytag/24-35-months-olds/)
- [3-5 year olds](https://www.pedalhub.net/resource-librarytag/3-5-year-olds/)
- [6-7 year olds](https://www.pedalhub.net/resource-librarytag/6-7-year-olds/)
- [8-10 year olds](https://www.pedalhub.net/resource-librarytag/8-10-year-olds/)
- [Academic](https://www.pedalhub.net/resource-librarytag/academic/)
- [Adults](https://www.pedalhub.net/resource-librarytag/adults/)
- [Caregiver](https://www.pedalhub.net/resource-librarytag/caregiver/)
- [Children](https://www.pedalhub.net/resource-librarytag/children/)
- [Cooperative play](https://www.pedalhub.net/resource-librarytag/cooperative-play/)
- [Creativity](https://www.pedalhub.net/resource-librarytag/creativity/)
- [Executive function](https://www.pedalhub.net/resource-librarytag/executive-function/)
- [Exploratory play](https://www.pedalhub.net/resource-librarytag/exploratory-play/)
- [Functional play](https://www.pedalhub.net/resource-librarytag/functional-play/)
- [Games with rules](https://www.pedalhub.net/resource-librarytag/games-with-rules/)
- [Guardians or Carer](https://www.pedalhub.net/resource-librarytag/guardians-or-carer/)
- [Learning](https://www.pedalhub.net/resource-librarytag/learning/)
- [Literacy](https://www.pedalhub.net/resource-librarytag/literacy/)
- [Mental health](https://www.pedalhub.net/resource-librarytag/mental-health/)
- [Mother](https://www.pedalhub.net/resource-librarytag/mother/)
- [Numeracy](https://www.pedalhub.net/resource-librarytag/numeracy/)
- [Object play](https://www.pedalhub.net/resource-librarytag/object-play/)
- [Other family member](https://www.pedalhub.net/resource-librarytag/other-family-member/)
- [Parallel play](https://www.pedalhub.net/resource-librarytag/parallel-play/)
- [Parent](https://www.pedalhub.net/resource-librarytag/parent/)
- [Peers](https://www.pedalhub.net/resource-librarytag/peers/)
- [Physical health](https://www.pedalhub.net/resource-librarytag/physical-health/)
- [Physical play](https://www.pedalhub.net/resource-librarytag/physical-play/)
- [Play partners](https://www.pedalhub.net/resource-librarytag/play-partners/)
- [Pretend play](https://www.pedalhub.net/resource-librarytag/pretend-play/)
- [Rough and tumble](https://www.pedalhub.net/resource-librarytag/rough-and-tumble/)
- [Sibling play](https://www.pedalhub.net/resource-librarytag/sibling-play/)
- [Social play](https://www.pedalhub.net/resource-librarytag/social-play/)
- [Solitary play](https://www.pedalhub.net/resource-librarytag/solitary-play/)
- [Symbolic play](https://www.pedalhub.net/resource-librarytag/symbolic-play/)
- [Teacher](https://www.pedalhub.net/resource-librarytag/teacher/)
- [Wellbeing](https://www.pedalhub.net/resource-librarytag/wellbeing/)
- [Academics](https://www.pedalhub.net/resource-librarytag/academics/)
- [How Does Play Develop?](https://www.pedalhub.net/resource-librarytag/how-does-play-develop/)
- [0_PlayPieceAll](https://www.pedalhub.net/resource-librarytag/0_playpieceall/)
- [0_Query](https://www.pedalhub.net/resource-librarytag/0_query/)
- [Behaviourism](https://www.pedalhub.net/resource-librarytag/behaviourism/)
- [Child Behavior](https://www.pedalhub.net/resource-librarytag/child-behavior/)
- [Nursery School](https://www.pedalhub.net/resource-librarytag/nursery-school/)
- [Play and infant interactions with caregivers](https://www.pedalhub.net/resource-librarytag/play-and-infant-interactions-with-caregivers/)
- [Carolina](https://www.pedalhub.net/resource-librarytag/carolina/)
- [Cleaned](https://www.pedalhub.net/resource-librarytag/cleaned/)
- [Developmental outcomes](https://www.pedalhub.net/resource-librarytag/developmental-outcomes/)
- [Developmental psychology](https://www.pedalhub.net/resource-librarytag/developmental-psychology/)
- [Early childhood education](https://www.pedalhub.net/resource-librarytag/early-childhood-education/)
- [Educational research](https://www.pedalhub.net/resource-librarytag/educational-research/)
- [Link to full text](https://www.pedalhub.net/resource-librarytag/link-to-full-text/)
- [Play, Self-regulation, Executive Function and the Classroom Context](https://www.pedalhub.net/resource-librarytag/play-self-regulation-executive-function-and-the-classroom-context/)
- [Reasoning](https://www.pedalhub.net/resource-librarytag/reasoning/)
- [Self-regulation](https://www.pedalhub.net/resource-librarytag/self-regulation/)
- [Teacher/education](https://www.pedalhub.net/resource-librarytag/teacher-education/)
- [0_abstractgood](https://www.pedalhub.net/resource-librarytag/0_abstractgood/)
- [Affective behaviour](https://www.pedalhub.net/resource-librarytag/affective-behaviour/)
- [Cognitive](https://www.pedalhub.net/resource-librarytag/cognitive/)
- [Empathy](https://www.pedalhub.net/resource-librarytag/empathy/)
- [Inclusion](https://www.pedalhub.net/resource-librarytag/inclusion/)
- [Musical play](https://www.pedalhub.net/resource-librarytag/musical-play/)
- [Neurodevelopment](https://www.pedalhub.net/resource-librarytag/neurodevelopment/)
- [Other practitioner](https://www.pedalhub.net/resource-librarytag/other-practitioner/)
- [Peers play](https://www.pedalhub.net/resource-librarytag/peers-play/)
- [Prosocial behaviour](https://www.pedalhub.net/resource-librarytag/prosocial-behaviour/)
- [Social-emotional](https://www.pedalhub.net/resource-librarytag/social-emotional/)
- [Types of play](https://www.pedalhub.net/resource-librarytag/types-of-play/)
- [Well-being outcomes](https://www.pedalhub.net/resource-librarytag/well-being-outcomes/)
- [Social cognition](https://www.pedalhub.net/resource-librarytag/social-cognition/)
- [Atypical development](https://www.pedalhub.net/resource-librarytag/atypical-development/)
- [Autism spectrum disorder](https://www.pedalhub.net/resource-librarytag/autism-spectrum-disorder/)
- [Instructional effectiveness](https://www.pedalhub.net/resource-librarytag/instructional-effectiveness/)
- [Modeling](https://www.pedalhub.net/resource-librarytag/modeling/)
- [Pedagogy](https://www.pedalhub.net/resource-librarytag/pedagogy/)
- [Play skills](https://www.pedalhub.net/resource-librarytag/play-skills/)
- [Prompting](https://www.pedalhub.net/resource-librarytag/prompting/)
- [Role playing](https://www.pedalhub.net/resource-librarytag/role-playing/)
- [teaching skills](https://www.pedalhub.net/resource-librarytag/teaching-skills/)
- [Turkey](https://www.pedalhub.net/resource-librarytag/turkey/)
- [Causality](https://www.pedalhub.net/resource-librarytag/causality/)
- [Counterfactual](https://www.pedalhub.net/resource-librarytag/counterfactual/)
- [Open access](https://www.pedalhub.net/resource-librarytag/open-access/)
- [Play and Imaginative Thinking in Pretence](https://www.pedalhub.net/resource-librarytag/play-and-imaginative-thinking-in-pretence/)
- [Caregiver/parents](https://www.pedalhub.net/resource-librarytag/caregiver-parents/)
- [General audience](https://www.pedalhub.net/resource-librarytag/general-audience/)
- [Language](https://www.pedalhub.net/resource-librarytag/language/)
- [Play and Pretence](https://www.pedalhub.net/resource-librarytag/play-and-pretence/)
- [Academic achievement](https://www.pedalhub.net/resource-librarytag/academic-achievement/)
- [Academic outcomes](https://www.pedalhub.net/resource-librarytag/academic-outcomes/)
- [Child Development](https://www.pedalhub.net/resource-librarytag/child-development/)
- [Free play](https://www.pedalhub.net/resource-librarytag/free-play/)
- [PLAY](https://www.pedalhub.net/resource-librarytag/play/)
- [Playful learning](https://www.pedalhub.net/resource-librarytag/playful-learning/)
- [Pre-academic skills](https://www.pedalhub.net/resource-librarytag/pre-academic-skills/)
- [Science](https://www.pedalhub.net/resource-librarytag/science/)
- [Cross-cultural](https://www.pedalhub.net/resource-librarytag/cross-cultural/)
- [Cultural context](https://www.pedalhub.net/resource-librarytag/cultural-context/)
- [Educational psychology](https://www.pedalhub.net/resource-librarytag/educational-psychology/)
- [Parent/guardian play](https://www.pedalhub.net/resource-librarytag/parent-guardian-play/)
- [Play assessment](https://www.pedalhub.net/resource-librarytag/play-assessment/)
- [Play development](https://www.pedalhub.net/resource-librarytag/play-development/)
- [Play with mother](https://www.pedalhub.net/resource-librarytag/play-with-mother/)
- [Play and Self-Regulation](https://www.pedalhub.net/resource-librarytag/play-and-self-regulation/)
- [Policymakers](https://www.pedalhub.net/resource-librarytag/policymakers/)
- [Applied psychology](https://www.pedalhub.net/resource-librarytag/applied-psychology/)
- [Cognitive psychology](https://www.pedalhub.net/resource-librarytag/cognitive-psychology/)
- [Memory](https://www.pedalhub.net/resource-librarytag/memory/)
- [Metacognition](https://www.pedalhub.net/resource-librarytag/metacognition/)
- [Psychology](https://www.pedalhub.net/resource-librarytag/psychology/)
- [What is self-regulation?](https://www.pedalhub.net/resource-librarytag/what-is-self-regulation/)
- [Experimental](https://www.pedalhub.net/resource-librarytag/experimental/)
- [Parenting](https://www.pedalhub.net/resource-librarytag/parenting/)
- [Preterm infants](https://www.pedalhub.net/resource-librarytag/preterm-infants/)
- [Animal behaviour](https://www.pedalhub.net/resource-librarytag/animal-behaviour/)
- [Evolutionary biology](https://www.pedalhub.net/resource-librarytag/evolutionary-biology/)
- [Innovation](https://www.pedalhub.net/resource-librarytag/innovation/)
- [Playfulness](https://www.pedalhub.net/resource-librarytag/playfulness/)
- [Dyadic interaction](https://www.pedalhub.net/resource-librarytag/dyadic-interaction/)
- [Intention](https://www.pedalhub.net/resource-librarytag/intention/)
- [Mutual gaze](https://www.pedalhub.net/resource-librarytag/mutual-gaze/)
- [Neural synchronization](https://www.pedalhub.net/resource-librarytag/neural-synchronization/)
- [Ostensive signals](https://www.pedalhub.net/resource-librarytag/ostensive-signals/)
- [Parent–child interaction](https://www.pedalhub.net/resource-librarytag/parent-child-interaction/)
- [0_David](https://www.pedalhub.net/resource-librarytag/0_david/)
- [Guided-play](https://www.pedalhub.net/resource-librarytag/guided-play/)
- [Literature review](https://www.pedalhub.net/resource-librarytag/literature-review/)
- [Early intervention](https://www.pedalhub.net/resource-librarytag/early-intervention/)
- [At-risk](https://www.pedalhub.net/resource-librarytag/at-risk/)
- [Based-evidence interventions](https://www.pedalhub.net/resource-librarytag/based-evidence-interventions/)
- [Crime prevention](https://www.pedalhub.net/resource-librarytag/crime-prevention/)
- [Does Play Have a Role in Schools?](https://www.pedalhub.net/resource-librarytag/does-play-have-a-role-in-schools/)
- [England](https://www.pedalhub.net/resource-librarytag/england/)
- [National](https://www.pedalhub.net/resource-librarytag/national/)
- [Non-profit](https://www.pedalhub.net/resource-librarytag/non-profit/)
- [Parental skills](https://www.pedalhub.net/resource-librarytag/parental-skills/)
- [Scope of organisation](https://www.pedalhub.net/resource-librarytag/scope-of-organisation/)
- [Socio-economic background](https://www.pedalhub.net/resource-librarytag/socio-economic-background/)
- [Type of organisation](https://www.pedalhub.net/resource-librarytag/type-of-organisation/)
- [Children's rights](https://www.pedalhub.net/resource-librarytag/childrens-rights/)
- [Scotland](https://www.pedalhub.net/resource-librarytag/scotland/)
- [Outdoor play](https://www.pedalhub.net/resource-librarytag/outdoor-play/)
- [Wales](https://www.pedalhub.net/resource-librarytag/wales/)
- [Music](https://www.pedalhub.net/resource-librarytag/music/)
- [Evolution](https://www.pedalhub.net/resource-librarytag/evolution/)
- [Functional flexibility](https://www.pedalhub.net/resource-librarytag/functional-flexibility/)
- [Longitudinal](https://www.pedalhub.net/resource-librarytag/longitudinal/)
- [Vocalisations](https://www.pedalhub.net/resource-librarytag/vocalisations/)
- [CreativeCommons](https://www.pedalhub.net/resource-librarytag/creativecommons/)
- [Teacher/practitioner](https://www.pedalhub.net/resource-librarytag/teacher-practitioner/)
- [Teacher/caregiver play](https://www.pedalhub.net/resource-librarytag/teacher-caregiver-play/)
- [Problem-solving](https://www.pedalhub.net/resource-librarytag/problem-solving/)
- [All](https://www.pedalhub.net/resource-librarytag/all/)
- [Anthropology](https://www.pedalhub.net/resource-librarytag/anthropology/)
- [Construction play](https://www.pedalhub.net/resource-librarytag/construction-play/)
- [Lego Foundation](https://www.pedalhub.net/resource-librarytag/lego-foundation/)
- [Primary education](https://www.pedalhub.net/resource-librarytag/primary-education/)
- [Writing skills](https://www.pedalhub.net/resource-librarytag/writing-skills/)
- [ADHD](https://www.pedalhub.net/resource-librarytag/adhd/)
- [Brain development](https://www.pedalhub.net/resource-librarytag/brain-development/)
- [Health/therapy](https://www.pedalhub.net/resource-librarytag/health-therapy/)
- [Neuroscience](https://www.pedalhub.net/resource-librarytag/neuroscience/)
- [Pro-social behaviour](https://www.pedalhub.net/resource-librarytag/pro-social-behaviour/)
- [Evidence-based interventions](https://www.pedalhub.net/resource-librarytag/evidence-based-interventions/)
- [International](https://www.pedalhub.net/resource-librarytag/international/)
- [Participatory research](https://www.pedalhub.net/resource-librarytag/participatory-research/)
- [Research centre](https://www.pedalhub.net/resource-librarytag/research-centre/)
- [Early brain development](https://www.pedalhub.net/resource-librarytag/early-brain-development/)
- [Organisation](https://www.pedalhub.net/resource-librarytag/organisation/)
- [Working memory](https://www.pedalhub.net/resource-librarytag/working-memory/)
- [Economy](https://www.pedalhub.net/resource-librarytag/economy/)
- [Sociology](https://www.pedalhub.net/resource-librarytag/sociology/)
- [Curriculum](https://www.pedalhub.net/resource-librarytag/curriculum/)
- [Enviromental](https://www.pedalhub.net/resource-librarytag/enviromental/)
- [Sustainability](https://www.pedalhub.net/resource-librarytag/sustainability/)
- [For profit](https://www.pedalhub.net/resource-librarytag/for-profit/)
- [Indoor play](https://www.pedalhub.net/resource-librarytag/indoor-play/)
- [Ireland](https://www.pedalhub.net/resource-librarytag/ireland/)
- [Playground](https://www.pedalhub.net/resource-librarytag/playground/)
- [Cross-sectional](https://www.pedalhub.net/resource-librarytag/cross-sectional/)
- [Occupational therapy](https://www.pedalhub.net/resource-librarytag/occupational-therapy/)
- [Scale validation](https://www.pedalhub.net/resource-librarytag/scale-validation/)
- [Preschool Children](https://www.pedalhub.net/resource-librarytag/preschool-children/)
- [Child Care](https://www.pedalhub.net/resource-librarytag/child-care/)
- [Day care center](https://www.pedalhub.net/resource-librarytag/day-care-center/)
- [General public](https://www.pedalhub.net/resource-librarytag/general-public/)
- [Sports](https://www.pedalhub.net/resource-librarytag/sports/)
- [Play environments](https://www.pedalhub.net/resource-librarytag/play-environments/)
- [Bristol](https://www.pedalhub.net/resource-librarytag/bristol/)
- [Empowering populations](https://www.pedalhub.net/resource-librarytag/empowering-populations/)
- [Local](https://www.pedalhub.net/resource-librarytag/local/)
- [Northern Ireland](https://www.pedalhub.net/resource-librarytag/northern-ireland/)
- [United States](https://www.pedalhub.net/resource-librarytag/united-states/)
- [Milton Keynes](https://www.pedalhub.net/resource-librarytag/milton-keynes/)
- [London](https://www.pedalhub.net/resource-librarytag/london/)
- [Toy library](https://www.pedalhub.net/resource-librarytag/toy-library/)
- [21st Century Skills](https://www.pedalhub.net/resource-librarytag/21st-century-skills/)
- [Qualitative methodology](https://www.pedalhub.net/resource-librarytag/qualitative-methodology/)
- [Stakeholders](https://www.pedalhub.net/resource-librarytag/stakeholders/)
- [Social skills](https://www.pedalhub.net/resource-librarytag/social-skills/)
- [Copyright okay](https://www.pedalhub.net/resource-librarytag/copyright-okay/)
- [Loose parts play](https://www.pedalhub.net/resource-librarytag/loose-parts-play/)
- [Affective neural circuits](https://www.pedalhub.net/resource-librarytag/affective-neural-circuits/)
- [Limbic system](https://www.pedalhub.net/resource-librarytag/limbic-system/)
- [Mammalian brains](https://www.pedalhub.net/resource-librarytag/mammalian-brains/)
- [Psychometrics](https://www.pedalhub.net/resource-librarytag/psychometrics/)
- [Joint attention](https://www.pedalhub.net/resource-librarytag/joint-attention/)
- [INTER-observer reliability](https://www.pedalhub.net/resource-librarytag/inter-observer-reliability/)
- [INTERVIEWING](https://www.pedalhub.net/resource-librarytag/interviewing/)
- [SOCIAL disabilities](https://www.pedalhub.net/resource-librarytag/social-disabilities/)
- [Alone/Solitary Play](https://www.pedalhub.net/resource-librarytag/alone-solitary-play/)
- [Disability](https://www.pedalhub.net/resource-librarytag/disability/)
- [Intervention](https://www.pedalhub.net/resource-librarytag/intervention/)
- [Social competence](https://www.pedalhub.net/resource-librarytag/social-competence/)
- [Correlational](https://www.pedalhub.net/resource-librarytag/correlational/)
- [Cultural psychology](https://www.pedalhub.net/resource-librarytag/cultural-psychology/)
- [Observational data](https://www.pedalhub.net/resource-librarytag/observational-data/)
- [Antrophology](https://www.pedalhub.net/resource-librarytag/antrophology/)
- [Cultural](https://www.pedalhub.net/resource-librarytag/cultural/)
- [Indigenous populations](https://www.pedalhub.net/resource-librarytag/indigenous-populations/)
- [Parent attitudes to play](https://www.pedalhub.net/resource-librarytag/parent-attitudes-to-play/)
- [Enviromental psychology](https://www.pedalhub.net/resource-librarytag/enviromental-psychology/)
- [History](https://www.pedalhub.net/resource-librarytag/history/)
- [Urban environment](https://www.pedalhub.net/resource-librarytag/urban-environment/)
- [Evolutionary psychology](https://www.pedalhub.net/resource-librarytag/evolutionary-psychology/)
- [Sex differences](https://www.pedalhub.net/resource-librarytag/sex-differences/)
- [Social behaviour](https://www.pedalhub.net/resource-librarytag/social-behaviour/)
- [Animal brain model](https://www.pedalhub.net/resource-librarytag/animal-brain-model/)
- [Comparative analysis](https://www.pedalhub.net/resource-librarytag/comparative-analysis/)
- [Engagement](https://www.pedalhub.net/resource-librarytag/engagement/)
- [Outcomes](https://www.pedalhub.net/resource-librarytag/outcomes/)
- [Peer modeling](https://www.pedalhub.net/resource-librarytag/peer-modeling/)
- [Peer relationship](https://www.pedalhub.net/resource-librarytag/peer-relationship/)
- [Program effectiveness](https://www.pedalhub.net/resource-librarytag/program-effectiveness/)
- [Pediatrics](https://www.pedalhub.net/resource-librarytag/pediatrics/)
- [Educational attainment](https://www.pedalhub.net/resource-librarytag/educational-attainment/)
- [Imitation](https://www.pedalhub.net/resource-librarytag/imitation/)
- [Interaction](https://www.pedalhub.net/resource-librarytag/interaction/)
- [Scaffolding](https://www.pedalhub.net/resource-librarytag/scaffolding/)
- [Digital play](https://www.pedalhub.net/resource-librarytag/digital-play/)
- [Behaviour](https://www.pedalhub.net/resource-librarytag/behaviour/)
- [Children's attitudes](https://www.pedalhub.net/resource-librarytag/childrens-attitudes/)
- [Collaborative skills](https://www.pedalhub.net/resource-librarytag/collaborative-skills/)
- [Preschool education](https://www.pedalhub.net/resource-librarytag/preschool-education/)
- [Cognitive development](https://www.pedalhub.net/resource-librarytag/cognitive-development/)
- [Games](https://www.pedalhub.net/resource-librarytag/games/)
- [Play with other adult](https://www.pedalhub.net/resource-librarytag/play-with-other-adult/)
- [Education](https://www.pedalhub.net/resource-librarytag/education/)
- [Schools](https://www.pedalhub.net/resource-librarytag/schools/)
- [Teaching](https://www.pedalhub.net/resource-librarytag/teaching/)
- [Emotional Development](https://www.pedalhub.net/resource-librarytag/emotional-development/)
- [Emotion regulation](https://www.pedalhub.net/resource-librarytag/emotion-regulation/)
- [Theory of chaos](https://www.pedalhub.net/resource-librarytag/theory-of-chaos/)
- [Iran](https://www.pedalhub.net/resource-librarytag/iran/)
- [Psychotherapy](https://www.pedalhub.net/resource-librarytag/psychotherapy/)
- [Quasi-experimental](https://www.pedalhub.net/resource-librarytag/quasi-experimental/)
- [Repeated measures](https://www.pedalhub.net/resource-librarytag/repeated-measures/)
- [Leisure time](https://www.pedalhub.net/resource-librarytag/leisure-time/)
- [Attention](https://www.pedalhub.net/resource-librarytag/attention/)
- [Autonomic nervous system](https://www.pedalhub.net/resource-librarytag/autonomic-nervous-system/)
- [Italy](https://www.pedalhub.net/resource-librarytag/italy/)
- [Maternal sensitivity](https://www.pedalhub.net/resource-librarytag/maternal-sensitivity/)
- [Reactivity](https://www.pedalhub.net/resource-librarytag/reactivity/)
- [Still-Face paradigm](https://www.pedalhub.net/resource-librarytag/still-face-paradigm/)
- [Stress](https://www.pedalhub.net/resource-librarytag/stress/)
- [Temperament](https://www.pedalhub.net/resource-librarytag/temperament/)
- [France](https://www.pedalhub.net/resource-librarytag/france/)
- [Gender-differences](https://www.pedalhub.net/resource-librarytag/gender-differences/)
- [Obesity](https://www.pedalhub.net/resource-librarytag/obesity/)
- [Non-experimental](https://www.pedalhub.net/resource-librarytag/non-experimental/)
- [Social psychology](https://www.pedalhub.net/resource-librarytag/social-psychology/)
- [Culture](https://www.pedalhub.net/resource-librarytag/culture/)
- [Montessori](https://www.pedalhub.net/resource-librarytag/montessori/)
- [Intervention comparison](https://www.pedalhub.net/resource-librarytag/intervention-comparison/)
- [Mixed research design](https://www.pedalhub.net/resource-librarytag/mixed-research-design/)
- [Theory of Mind](https://www.pedalhub.net/resource-librarytag/theory-of-mind/)
- [Independent mobility](https://www.pedalhub.net/resource-librarytag/independent-mobility/)
- [Neighborhood](https://www.pedalhub.net/resource-librarytag/neighborhood/)
- [Visual data](https://www.pedalhub.net/resource-librarytag/visual-data/)
- [Visual-spatial memory](https://www.pedalhub.net/resource-librarytag/visual-spatial-memory/)
- [Architecture](https://www.pedalhub.net/resource-librarytag/architecture/)
- [Private speech](https://www.pedalhub.net/resource-librarytag/private-speech/)
- [Positive affect](https://www.pedalhub.net/resource-librarytag/positive-affect/)
- [Playful cues](https://www.pedalhub.net/resource-librarytag/playful-cues/)
- [Representational play](https://www.pedalhub.net/resource-librarytag/representational-play/)
- [Semiotic development](https://www.pedalhub.net/resource-librarytag/semiotic-development/)
- [Neurotoxicology](https://www.pedalhub.net/resource-librarytag/neurotoxicology/)
- [Parental attitudes](https://www.pedalhub.net/resource-librarytag/parental-attitudes/)
- [Perinatal exposure](https://www.pedalhub.net/resource-librarytag/perinatal-exposure/)
- [Pregnancy](https://www.pedalhub.net/resource-librarytag/pregnancy/)
- [Prenatal stress](https://www.pedalhub.net/resource-librarytag/prenatal-stress/)
- [Interactive peer play](https://www.pedalhub.net/resource-librarytag/interactive-peer-play/)
- [Learning behaviors](https://www.pedalhub.net/resource-librarytag/learning-behaviors/)
- [Communication](https://www.pedalhub.net/resource-librarytag/communication/)
- [Mimicry](https://www.pedalhub.net/resource-librarytag/mimicry/)
- [Naturalistic observation](https://www.pedalhub.net/resource-librarytag/naturalistic-observation/)
- [Peer interaction](https://www.pedalhub.net/resource-librarytag/peer-interaction/)
- [Scale construction](https://www.pedalhub.net/resource-librarytag/scale-construction/)
- [United Kingdom](https://www.pedalhub.net/resource-librarytag/united-kingdom/)
- [Meta-analysis](https://www.pedalhub.net/resource-librarytag/meta-analysis/)
- [Training studies](https://www.pedalhub.net/resource-librarytag/training-studies/)
- [mother–child interactions](https://www.pedalhub.net/resource-librarytag/mother-child-interactions/)
- [Curriculum comparison](https://www.pedalhub.net/resource-librarytag/curriculum-comparison/)
- [Impact evaluation](https://www.pedalhub.net/resource-librarytag/impact-evaluation/)
- [Narrative skills](https://www.pedalhub.net/resource-librarytag/narrative-skills/)
- [Metarepresentational theory](https://www.pedalhub.net/resource-librarytag/metarepresentational-theory/)
- [Causal cognition](https://www.pedalhub.net/resource-librarytag/causal-cognition/)
- [Discovery learning](https://www.pedalhub.net/resource-librarytag/discovery-learning/)
- [Direct instruction](https://www.pedalhub.net/resource-librarytag/direct-instruction/)
- [Child abuse](https://www.pedalhub.net/resource-librarytag/child-abuse/)
- [Maltreatment](https://www.pedalhub.net/resource-librarytag/maltreatment/)
- [Cannot show abstract](https://www.pedalhub.net/resource-librarytag/cannot-show-abstract/)
- [Decision-making](https://www.pedalhub.net/resource-librarytag/decision-making/)
- [Context](https://www.pedalhub.net/resource-librarytag/context/)
- [ICT](https://www.pedalhub.net/resource-librarytag/ict/)
- [Conterfactual](https://www.pedalhub.net/resource-librarytag/conterfactual/)
- [Affective animal models](https://www.pedalhub.net/resource-librarytag/affective-animal-models/)
- [Depression](https://www.pedalhub.net/resource-librarytag/depression/)
- [Primal emotional systems](https://www.pedalhub.net/resource-librarytag/primal-emotional-systems/)
- [Psychiatry](https://www.pedalhub.net/resource-librarytag/psychiatry/)
- [Psychopathology](https://www.pedalhub.net/resource-librarytag/psychopathology/)
- [Child agency](https://www.pedalhub.net/resource-librarytag/child-agency/)
- [Child Perspectives](https://www.pedalhub.net/resource-librarytag/child-perspectives/)
- [What is play?](https://www.pedalhub.net/resource-librarytag/what-is-play/)
- [Contingency](https://www.pedalhub.net/resource-librarytag/contingency/)
- [Intrusiveness](https://www.pedalhub.net/resource-librarytag/intrusiveness/)
- [Other adult](https://www.pedalhub.net/resource-librarytag/other-adult/)
- [Educatioal research](https://www.pedalhub.net/resource-librarytag/educatioal-research/)
- [Discussion](https://www.pedalhub.net/resource-librarytag/discussion/)
- [Repeated Mesures](https://www.pedalhub.net/resource-librarytag/repeated-mesures/)
- [Research design](https://www.pedalhub.net/resource-librarytag/research-design/)
- [Perspective taking](https://www.pedalhub.net/resource-librarytag/perspective-taking/)
- [Cerebral palsy](https://www.pedalhub.net/resource-librarytag/cerebral-palsy/)
- [Adjustment](https://www.pedalhub.net/resource-librarytag/adjustment/)
- [African-american](https://www.pedalhub.net/resource-librarytag/african-american/)
- [Head Start](https://www.pedalhub.net/resource-librarytag/head-start/)
- [Health](https://www.pedalhub.net/resource-librarytag/health/)
- [Resilience](https://www.pedalhub.net/resource-librarytag/resilience/)
- [Review](https://www.pedalhub.net/resource-librarytag/review/)
- [Culturally sensitive](https://www.pedalhub.net/resource-librarytag/culturally-sensitive/)
- [Test construction](https://www.pedalhub.net/resource-librarytag/test-construction/)
- [Toys](https://www.pedalhub.net/resource-librarytag/toys/)
- [Other developmental disabilities](https://www.pedalhub.net/resource-librarytag/other-developmental-disabilities/)
- [Inductive reasoning](https://www.pedalhub.net/resource-librarytag/inductive-reasoning/)
- [Learning disabilities](https://www.pedalhub.net/resource-librarytag/learning-disabilities/)
- [Cues](https://www.pedalhub.net/resource-librarytag/cues/)
- [Parental sensitivity](https://www.pedalhub.net/resource-librarytag/parental-sensitivity/)
- [Parental stimulation](https://www.pedalhub.net/resource-librarytag/parental-stimulation/)
- [Vocabulary](https://www.pedalhub.net/resource-librarytag/vocabulary/)
- [Play therapy](https://www.pedalhub.net/resource-librarytag/play-therapy/)
- [Trauma](https://www.pedalhub.net/resource-librarytag/trauma/)
- [Geometry](https://www.pedalhub.net/resource-librarytag/geometry/)
- [Institutionalised children](https://www.pedalhub.net/resource-librarytag/institutionalised-children/)
- [HLM](https://www.pedalhub.net/resource-librarytag/hlm/)
- [Canada](https://www.pedalhub.net/resource-librarytag/canada/)
- [Preferences](https://www.pedalhub.net/resource-librarytag/preferences/)
- [Self-report measure](https://www.pedalhub.net/resource-librarytag/self-report-measure/)
- [Shyness](https://www.pedalhub.net/resource-librarytag/shyness/)
- [Social withdrawal](https://www.pedalhub.net/resource-librarytag/social-withdrawal/)
- [Steiner](https://www.pedalhub.net/resource-librarytag/steiner/)
- [Adolescence](https://www.pedalhub.net/resource-librarytag/adolescence/)
- [Early childhood](https://www.pedalhub.net/resource-librarytag/early-childhood/)
- [Education Systems](https://www.pedalhub.net/resource-librarytag/education-systems/)
- [Finland](https://www.pedalhub.net/resource-librarytag/finland/)
- [Identity](https://www.pedalhub.net/resource-librarytag/identity/)
- [Effectiveness](https://www.pedalhub.net/resource-librarytag/effectiveness/)
- [Media](https://www.pedalhub.net/resource-librarytag/media/)
- [News](https://www.pedalhub.net/resource-librarytag/news/)
- [Cooperation](https://www.pedalhub.net/resource-librarytag/cooperation/)
- [Storytelling](https://www.pedalhub.net/resource-librarytag/storytelling/)
- [Learning theories](https://www.pedalhub.net/resource-librarytag/learning-theories/)
- [Play observation tool](https://www.pedalhub.net/resource-librarytag/play-observation-tool/)
- [Sociocultural patterns](https://www.pedalhub.net/resource-librarytag/sociocultural-patterns/)
- [Cluster analysis](https://www.pedalhub.net/resource-librarytag/cluster-analysis/)
- [Early years](https://www.pedalhub.net/resource-librarytag/early-years/)
- [Ghana](https://www.pedalhub.net/resource-librarytag/ghana/)
- [Survey](https://www.pedalhub.net/resource-librarytag/survey/)
- [Friendship](https://www.pedalhub.net/resource-librarytag/friendship/)
- [Mixed methods](https://www.pedalhub.net/resource-librarytag/mixed-methods/)
- [Autonomy](https://www.pedalhub.net/resource-librarytag/autonomy/)
- [Empowerment](https://www.pedalhub.net/resource-librarytag/empowerment/)
- [Collaborative play](https://www.pedalhub.net/resource-librarytag/collaborative-play/)
- [Professional development](https://www.pedalhub.net/resource-librarytag/professional-development/)
- [Teacher's beliefs](https://www.pedalhub.net/resource-librarytag/teachers-beliefs/)
- [Descriptive](https://www.pedalhub.net/resource-librarytag/descriptive/)
- [Metacommunication](https://www.pedalhub.net/resource-librarytag/metacommunication/)
- [Social pretend play](https://www.pedalhub.net/resource-librarytag/social-pretend-play/)
- [Play with father](https://www.pedalhub.net/resource-librarytag/play-with-father/)
- [QUESTIONNAIRES](https://www.pedalhub.net/resource-librarytag/questionnaires/)
- [Educational policy](https://www.pedalhub.net/resource-librarytag/educational-policy/)
- [United Arab Emirates](https://www.pedalhub.net/resource-librarytag/united-arab-emirates/)
- [Personality](https://www.pedalhub.net/resource-librarytag/personality/)
- [Ethnography](https://www.pedalhub.net/resource-librarytag/ethnography/)
- [Aggressive behaviour](https://www.pedalhub.net/resource-librarytag/aggressive-behaviour/)
- [Asian](https://www.pedalhub.net/resource-librarytag/asian/)
- [Hermeneutics](https://www.pedalhub.net/resource-librarytag/hermeneutics/)
- [Spiritual development](https://www.pedalhub.net/resource-librarytag/spiritual-development/)
- [Teaching methods](https://www.pedalhub.net/resource-librarytag/teaching-methods/)
- [Cultural capital](https://www.pedalhub.net/resource-librarytag/cultural-capital/)
- [Ethnicity](https://www.pedalhub.net/resource-librarytag/ethnicity/)
- [Family environment](https://www.pedalhub.net/resource-librarytag/family-environment/)
- [Parent background](https://www.pedalhub.net/resource-librarytag/parent-background/)
- [Observation](https://www.pedalhub.net/resource-librarytag/observation/)
- [Attachment behaviour](https://www.pedalhub.net/resource-librarytag/attachment-behaviour/)
- [Slovenia](https://www.pedalhub.net/resource-librarytag/slovenia/)
- [Play setting](https://www.pedalhub.net/resource-librarytag/play-setting/)
- [Urban areas](https://www.pedalhub.net/resource-librarytag/urban-areas/)
- [Independent learning](https://www.pedalhub.net/resource-librarytag/independent-learning/)
- [China](https://www.pedalhub.net/resource-librarytag/china/)
- [Germany](https://www.pedalhub.net/resource-librarytag/germany/)
- [Neuro-cognition](https://www.pedalhub.net/resource-librarytag/neuro-cognition/)
- [Other regulation](https://www.pedalhub.net/resource-librarytag/other-regulation/)
- [Peer-assisted learning](https://www.pedalhub.net/resource-librarytag/peer-assisted-learning/)
- [Shared-regulation](https://www.pedalhub.net/resource-librarytag/shared-regulation/)
- [Executive Functions](https://www.pedalhub.net/resource-librarytag/executive-functions/)
- [Father](https://www.pedalhub.net/resource-librarytag/father/)
- [F: Fathers and Play](https://www.pedalhub.net/resource-librarytag/f-fathers-and-play/)
- [Peer play](https://www.pedalhub.net/resource-librarytag/peer-play/)
- [6](https://www.pedalhub.net/resource-librarytag/6/)
- [8](https://www.pedalhub.net/resource-librarytag/8/)
- [Mother play](https://www.pedalhub.net/resource-librarytag/mother-play/)
- [social](https://www.pedalhub.net/resource-librarytag/social/)
- [Parent interaction](https://www.pedalhub.net/resource-librarytag/parent-interaction/)
- [12-24 month old](https://www.pedalhub.net/resource-librarytag/12-24-month-old/)
- [Rule play](https://www.pedalhub.net/resource-librarytag/rule-play/)
- [fathers](https://www.pedalhub.net/resource-librarytag/fathers/)
- [Mother Child Relations](https://www.pedalhub.net/resource-librarytag/mother-child-relations/)
- [Play beliefs](https://www.pedalhub.net/resource-librarytag/play-beliefs/)
- [Toy play](https://www.pedalhub.net/resource-librarytag/toy-play/)
- [Play intervention](https://www.pedalhub.net/resource-librarytag/play-intervention/)
- [Practicioners](https://www.pedalhub.net/resource-librarytag/practicioners/)
- [Therapeutic play](https://www.pedalhub.net/resource-librarytag/therapeutic-play/)
- [Emotional wellbeing](https://www.pedalhub.net/resource-librarytag/emotional-wellbeing/)
- [with other family member](https://www.pedalhub.net/resource-librarytag/with-other-family-member/)
- [AC](https://www.pedalhub.net/resource-librarytag/ac/)
- [Why we all need play in a crisis](https://www.pedalhub.net/resource-librarytag/why-we-all-need-play-in-a-crisis/)