skip to content

Click here to search our resources

PEDAL Hub: Resource Library

Basilio, M. (2016) Children's playfulness, self-regulation and collaborative skills in group story telling (Video Recording)

Abstract:

Part of the seminar on the relationships between dialogue and children’s self regulation, July 2016

Author/s:
Date:
January 2016
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Academic outcomes
  • Creativity
  • Developmental outcomes
  • Literacy
  • Pretend play
  • Self-regulation
  • Social play
  • Construction play
Relevant age group/s:

Dignath, C. et al. (2008) How can primary school students learn self-regulated learning strategies most effectively? (Journal Article)

Abstract:

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, and metacognitive aspects [Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational research, 31(6), 445–457], the effects of self-regulated learning on academic achievement, on cognitive and metacognitive strategy application, as well as on motivation were analyzed. As the results show, self-regulated learning training programmes proved to be effective, even at primary school level. Subsequent analysis tested for the effects of several moderator variables, which consisted of study features and training characteristics. Regarding factors that concern the content of the treatment, the impact of the theoretical background that underlies the intervention was tested, as well as the type of cognitive, metacognitive, or motivational strategy which were instructed, and if group work was used as instruction method. Training context related factors, which were included in the analyses consisted of students’ grade level, the length of the training, if teachers or researchers directed the intervention, as well as the school subject in which context the training took place. Following the results of these analyses, a list with the most effective training characteristics was provided.

Date:
January 2008
Publisher or Journal:
Volume:
3
Page/s:
101-129
Synonyms:
  • Developmental outcomes
  • Learning
  • Meta-analysis
  • Metacognition
  • Self-regulation
Relevant age group/s:

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:

Foundation, . (2015) Building children's writing skills through learning through play (Video Recording)

Abstract:

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

Author/s:
Date:
January 2015
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Academic outcomes
  • Literacy
  • Object play
  • Pretend play
  • Semiotic play
  • Social play
  • Symbolic play
  • Construction play
Relevant age group/s:

Gibson, J. et al. (2017) A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development (Journal Article)

Abstract:

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 conducted a systematic search of the literature on LPP interventions for primary school-aged children which used quantitative outcome indicators for cognitive, social and/or emotional development. Studies were screened for inclusion by two independent researchers and reviewed for content, relevant outcomes and quality indicators. Five studies met the review inclusion criteria. Two studies used a randomised controlled trial design, two studies used quasi-experimental design, and one used an observational design. Outcomes measured focused mainly on social development. With the exception of enjoyment, school satisfaction and self-esteem, emotional outcomes were almost entirely absent. No measures of cognitive or academic outcomes were found. For the studies using control groups, few differences between groups were reported, although one study found increased happiness at school and increased odds of reporting being pushed/shoved at playtime associated with intervention. Null results were found for peer acceptance, relational bullying, social competence, social skills, peer group size and psychosocial quality of life. In the non-controlled study, there were observed increases in co-operative play. There is insufficient high-quality, quantitative, empirical evidence available to determine whether or not LPP interventions have an impact on children’s cognitive, social and emotional development. We conclude our review with some recommendations which we hope will assist future research in this promising field.

Date:
January 2017
Publisher or Journal:
Volume:
9
Page/s:
295-309
Keyword/s:
Synonyms:
  • Social-emotional

Janet, M. et al. (2015) Play beyond the Foundation Stage: play, self-regulation and narrative skills (Book Section)

Abstract:

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.

Date:
January 2015
Publisher or Journal:
Volume:
Page/s:
84-93
Synonyms:
  • Academic outcomes
  • Creativity
  • Developmental outcomes
  • Guided-play
  • Literacy
  • Playful learning
  • Pretend play
  • Self-regulation
  • Construction play
Relevant age group/s:

Lillard, A. et al. (2006) The early years: Evaluating Montessori education (Journal Article)

Abstract:

Please click on the link provided below to read the abstract.

Date:
January 2006
Publisher or Journal:
Volume:
313
Page/s:
1893–1894
Synonyms:
  • Academic achievement
  • Developmental outcomes
  • Pre-academic skills
  • Social-emotional
  • Executive function
Relevant age group/s:

McGuinness, C. et al. (2014) Impact of a play-based curriculum in the first two years of primary school: literacy and numeracy outcomes over seven years (Journal Article)

Abstract:

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 early failure in children. The EC was not intended to be a literacy and numeracy intervention, yet it did considerably alter pedagogy in these domains, particularly the age at which formal reading and mathematics instruction began. As part of a multi-method evaluation running from 2000–2008, the research team followed the primary school careers of the first two successive cohorts of EC children, comparing them with year-ahead controls attending the same 24 schools. Compared to the year-ahead control group, the findings show that the EC children's reading and mathematics scores fell behind in the first two years but the majority of EC children caught up by the end of their fourth year. Thereafter, the performance of the first EC cohort fell away slightly, while that of the second continued to match that of controls. Overall, the play-based curriculum had no statistically significant positive effects on reading and mathematics in the medium term. At best, the EC children's scores matched those of controls.

Date:
January 2014
Publisher or Journal:
Volume:
40
Page/s:
772-795
Synonyms:
  • Academic achievement
  • Academic outcomes
  • Literacy
  • Longitudinal
  • Numeracy
  • Playful learning
Relevant age group/s:

Moyles, J. et al. (2017) Developing young children as self-regulated learners (Book Section)

Abstract:

The fourth edition widens the scope of previous topics, aiming to support beginning teachers working and playing with early years.

Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
121-138
Synonyms:
  • Developmental outcomes
  • Learning
  • Self-regulation
Relevant age group/s:

PEDAL, . et al. (2017) PEDAL Workshop: Pedagogy of Play Workshop (Video Recording)

Abstract:

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 takes for a truly playful pedagogical approach to support children in their learning and exploration of the world.

Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Free play
  • Guided-play
  • Pedagogy
  • Playful learning
Relevant age group/s: