skip to content

Click here to search our resources

PEDAL Hub: Resource Library

Barnett, W. et al. (2008) Educational effects of the Tools of the Mind curriculum: A randomized trial (Journal Article)

Abstract:
Date:
July 2008
Publisher or Journal:
Volume:
23
Page/s:
299-313
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags:
Abstract:

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 that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation.

Date:
January 2008
Publisher or Journal:
Volume:
23
Page/s:
299-313
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Experimental
  • Language
  • Learning
  • Literacy
  • Pretend play
  • Self-regulation
Relevant age group/s:

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

Abstract:

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

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

Chaparro-Moreno, L. et al. (2017) Wordless picture books boost preschoolers’ language production during shared reading (Journal Article)

Abstract:
Date:
July 2017
Publisher or Journal:
Volume:
40
Page/s:
52-62
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags:

Elias, C. et al. (2002) Self-regulation in young children: Is there a role for sociodramatic play? (Journal Article)

Abstract:

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 dramatic play, complex sociodramatic (CSD) play, and solitary dramatic play and of self-regulation in two classroom contexts—clean-up periods and group circle time—were gathered at Time 1, in the fall of the school year. To assess development of self-regulation, clean-up and circle time observations were repeated at Time 2, in late winter and early spring. CSD play predicted development of self-regulation during clean-up periods, whereas solitary dramatic play was negatively correlated with improvement in clean-up performance. The CSD play/improved self-regulation relationship was particularly strong for high-impulsive children, nil for low-impulsive children. Findings are consistent with Vygotsky’s theory and suggest that sociodramatic experiences may be especially advantageous for impulsive children, who are behind their peers in self-regulatory development.

Date:
January 2002
Publisher or Journal:
Volume:
17
Page/s:
216-238
Synonyms:
  • Developmental outcomes
  • Language
  • Longitudinal
  • Peers play
  • Pretend play
  • Self-regulation
  • Solitary play
Relevant age group/s:
Research discipline:

Farver, J. (1992) Communicating shared meaning in social pretend play (Journal Article)

Abstract:
Author/s:
Date:
December 1992
Publisher or Journal:
Volume:
7
Page/s:
501-516
Keyword/s:
Synonyms:
  • Pretend play
Relevant age group/s:
Research discipline:
Tags:

Fogle, L. et al. (2006) Assessing the play beliefs of African American mothers with preschool children (Journal Article)

Abstract:
Date:
October 2006
Publisher or Journal:
Volume:
21
Page/s:
507-518
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:
Tags:
Abstract:
Date:
October 2006
Publisher or Journal:
Volume:
21
Page/s:
507-518
Keyword/s:
Synonyms:
Relevant age group/s:
Research discipline:

Göncü, A. (1993) Development of intersubjectivity in the dyadic play of preschoolers (Journal Article)

Abstract:
Author/s:
Date:
March 1993
Publisher or Journal:
Volume:
8
Page/s:
99-116
Keyword/s:
Synonyms:
  • Peers play
  • Social play
Relevant age group/s:
Research discipline:
Tags: