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Brooker, L. et al. (2014) SAGE Handbook of Play and Learning in Early Childhood (Book)

Abstract:

'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, USA

Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children’s learning and development.

Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship.

Organized into three sections which consider:

theoretical and philosophical perspectives on play and learning
play in pedagogy, curriculum and assessment
play contexts.

The Handbook's breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field.

Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London.

Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood Education at the Hong Kong Institute of Education.

Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University.

Date:
January 2014
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Cultural context
  • Developmental outcomes
  • Digital play
  • Learning
  • Outdoor play
  • Physical play
  • Play assessment
  • Playful learning
  • Playfulness
  • Playground
  • Pretend play

Cabrera, N. et al. (2017) The magic of play: Low-income mothers’ and fathers’ playfulness and children's emotion regulation and vocabulary skills (Journal Article)

Eberhart, J. (2018) Play Piece: Play, Self-regulation, Executive Function and the Classroom Context (Blog Post)

Abstract:

How and why do playful approaches to teaching support the development of self-regulation?

Read our whole Play Piece here.

Author/s:
Date:
January 2018
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Self-regulation
  • Executive function
Relevant age group/s:

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:

Fromberg, D. et al. (2006) Play from Birth to Twelve (Book)

Abstract:

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 up-to-date essays, written by some of the most distinguished experts in the field, help students explore:
all aspects of play, including new approaches not yet covered in the literature
how teachers in various classroom situations set up and guide play to facilitate learning
how play is affected by societal violence, media reportage, technological innovations and other contemporary issues
which areas of play have been studied adequately and which require further research.

Date:
January 2006
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Cultural context
  • Developmental outcomes
  • Games with rules
  • Humour
  • Language
  • Learning
  • Object play
  • Outdoor play
  • Peers play
  • Physical play
  • Pretend play
  • Social play
  • Social-emotional

Goldstein, T. et al. (2017) Dramatic pretend play games uniquely improve emotional control in young children (Journal Article)

Abstract:

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, as well as academic performance and later life success. However, the study of such approaches has been criticized for potential bias and lack of rigor, precluding the ability to make strong causal claims. We conducted a randomized, component control (dismantling) trial of dramatic pretend play games with a low-SES group of 4-year-old children (N = 97) to test whether such practice yields generalized improvements in multiple social and emotional outcomes. We found specific effects of dramatic play games only on emotional self-control. Results suggest that dramatic pretend play games involving physicalizing emotional states and traits, pretending to be animals and human characters, and engaging in pretend scenarios in a small group may improve children's emotional control. These findings have implications for the function of pretense and design of interventions to improve emotional control in typical and atypical populations. Further, they provide support for the unique role of dramatic pretend play games for young children, particularly those from low-income backgrounds. A video abstract of this article can be viewed at: https://youtu.be/2GVNcWKRHPk

Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
e12603
Synonyms:
  • Affective behaviour
  • Developmental outcomes
  • Experimental
  • Pretend play
  • Self-regulation
  • Social-emotional
  • Socio-economic background
Relevant age group/s:

Kelly-Vance, L. et al. (2014) Best Practices in Play Assessment and Intervention (Book Section)

Abstract:
Date:
January 2014
Publisher or Journal:
Volume:
Page/s:
261-272
Synonyms:
  • Developmental outcomes
  • Exploratory play
  • Play assessment
  • Pretend play
  • Problem-solving

Lieberman, J. (1965) Playfulness and Divergent Thinking: An Investigation of their Relationship at the Kindergarten Level (Journal Article)

Abstract:
Author/s:
Date:
January 1965
Publisher or Journal:
Volume:
107
Page/s:
219-224
Synonyms:
  • Correlational
  • Creativity
  • Developmental outcomes
  • Play assessment
  • Playfulness
Relevant age group/s:

Nathan, P. et al. (2010) The Oxford Handbook of the Development of Play (Book)

Abstract:

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 children’s play through a rigorous and multidisciplinary approach. This book aims to reset the landscape of developmental science and makes a compelling case for the benefits of play.

Date:
January 2010
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Atypical development
  • Cultural context
  • Developmental outcomes
  • Games with rules
  • Object play
  • Parent/Guardian play
  • Peers play
  • Physical play
  • Play assessment
  • Play with Mother
  • Pretend play
  • Rough and tumble
  • Social play
  • Social-emotional

PEDAL, . et al. (2016) PEDAL Seminar: Bringing Self-Regulated Learning to Classrooms through Research Practice Partnerships (Video Recording)

Abstract:

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 questions about the role research should play in improving educational practice.

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 structure interactions with students that support SRL.

Dr. Perry is a main contributor to our understanding that young children can and do regulate for learning, and how classroom tasks, instructional practices, and interpersonal relationships influence their SRL. She is also a leader in the development and use of measures, beyond self-report tools, that reveal children’s self-regulation in situ.

Author/s:
Date:
January 2016
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Developmental outcomes
  • Learning
  • Qualitative methodology
  • Self-regulation
Relevant age group/s: