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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)

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January 2013
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13
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Bruner, J. et al. (2017) Play: Its Role in Development and Evolution (Book)

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January 2017
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Fisher, K. et al. (2010) Playing around in School: Implications for Learning and Educational Policy (Book Section)

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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.

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January 2010
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  • Academic outcomes
  • Developmental outcomes
  • Free play
  • Guided-play
  • Literature review
  • Playful learning
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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)

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76
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Pellis, S. et al. (2014) How Play Makes for a More Adaptable Brain (Journal Article)

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January 2014
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26
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Rogoff, B. () Models of Teaching and Learning: Participation in a Community of Learners (Book)

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

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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.

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January 2010
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10
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55-96
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  • Academic outcomes
  • Literacy
  • Literature review
  • Pretend play
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Schweinhart, L. et al. () The High/Scope Perry Preschool Study Through Age 40 (Journal Article)

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21
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