skip to content

Click here to search our resources

PEDAL Hub: Resource Library

Bergen, D. (2009) Play and Brain Development as Complementary Non Lonear Dynamic (Chaotic / Complex) Systems (Conference Paper)

Berk, L. et al. (2013) The Role of Make-Believe Play in the Development of Executive Function (Journal Article)

Abstract:
Date:
January 2013
Publisher or Journal:
Volume:
Page/s:
13
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags:

Bruner, J. et al. (2017) Play: Its Role in Development and Evolution (Book)

Abstract:

Intended for both the lay reader as well as the student of human behavior, this extensive volume gathers articles and papers from some of the world’s most renowned authors on the study of play. Divided into four main sections (The Evolutionary Context of Play, Play and the World of Objects and Tools, Play and the …

Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags:

Fisher, K. et al. (2010) Playing around in School: Implications for Learning and Educational Policy (Book Section)

Abstract:

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 brief review of current educational trends and their underlying philosophies is followed by the introduction to of the concept of “playful learning,” a teaching approach that uses free-play and guided-play activities to promote academic, socio-emotional, and cognitive development. The chapter then reviews correlational, observational, and experimental literature on playing around in school and offers suggestions and future directions for research in the emerging playful learning domain.

Date:
January 2010
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Free play
  • Guided-play
  • Literature review
  • Playful learning
Relevant age group/s:
Tags:

Jensen, H. et al. () Play facilitation: the science behind the art of engaging young children (Journal Article)

Parker, R. et al. () Learning through play at school (Journal Article)

Abstract:
Date:
Publisher or Journal:
Volume:
Page/s:
76
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags:

Pellis, S. et al. (2014) How Play Makes for a More Adaptable Brain (Journal Article)

Abstract:
Date:
January 2014
Publisher or Journal:
Volume:
Page/s:
26
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags:

Rogoff, B. () Models of Teaching and Learning: Participation in a Community of Learners (Book)

Abstract:

The aim of this chapter is to distinguish theories of development that cast learning as a community process of Irtlns/onnation o/participation in sociocultural activities from theories that cast learning as a one-sided process in which only teachers or learners are responsible for learning. either through transmission of knowledge from experts or acquisition of knowledge by learners by themselves. To distinguish these perspectives and highlight the theoretical stance ol transformation of par-ticipation, we take a developmental approach by examining the transformation in understanding that occurs as adults who have been used to functioning in insti-tutions employing transmission theories attempt to understand a new institution employing a participation theory. Our examination of these theoretical positions makes use of observations of models of instruction held by parents who become participants in a public elemen-tary school program (the "OC " of the Salt Lake City School District) that functions as a community of learners. In this optional program, parents are required to spend three hours per week (per child) working in the classroom.?..

Author/s:
Date:
Publisher or Journal:
Volume:
Page/s:
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags:

Roskos, K. et al. (2010) Three decades in: Priming for meta-analysis in play-literacy research (Journal Article)

Abstract:

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 literacy variables. Subsequent screening resulted in a total of 16 studies that met inclusion criteria, constituting a corpus of primary research that quantitatively measured play-literacy relationships in early childhood educational settings serving children ages 3—7. Next, several content analyses were used to describe and organize the corpus as a resource for meta-analytic thinking. The first round of analysis focused on developing a survey matrix that organized the particulars of individual studies into categories of information conducive to a meta-analytic approach. The second round probed for the theory of change used to explain the relations between pretend play interventions and early literacy skills. The third round entailed creating an effect size type matrix. Notably, most of the corpus studies showed modest to large effect sizes on a selected set of dependent variables which points to the potential of meta-analysis for better understanding the practical significance of the play-literacy relationship in promoting the acquisition of early literacy skills.

Date:
January 2010
Publisher or Journal:
Volume:
10
Page/s:
55-96
Synonyms:
  • Academic outcomes
  • Literacy
  • Literature review
  • Pretend play
Relevant age group/s:

Schweinhart, L. et al. () The High/Scope Perry Preschool Study Through Age 40 (Journal Article)

Abstract:

The High/Scope Perry Preschool study is a scientific experiment that has identified both the short- and long-term effects of a highquality preschool education program for young children living in poverty. From 1962 through 1967, David Weikart and his colleagues in the Ypsilanti, Michigan, school district operated the High/Scope Perry Preschool Program for young children to help them avoid school failure and related problems. They identified a sample of 123 low-income African-American children who were assessed to be at high risk of school failure and randomly assigned 58 of them to a program group that received a high-quality preschool program at ages 3 and 4 and 65 to another group that received no preschool program. Because of the random assignment strategy, children’s preschool experience remains the best explanation for subsequent group differences in their performance over the years. Project staff collected data annually on both groups from ages 3 through 11 and again at ages 14, 15, 19, 27, and 40, with a missing data rate of only 6% across all measures. After each period of data collection, staff analyzed the information and wrote a comprehensive official report.

Date:
Publisher or Journal:
Volume:
Page/s:
21
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags: