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Akmanoglu, N. et al. (2014) Comparing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. (Journal Article)

Abstract:

Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted by using adapted alternative treatments design. Four kinds of data were collected during the study: effectiveness, efficiency, social validity, and reliability. Both teaching methods were found to be effective in teaching target skills to children with autism. Results of the study were compared with the literature and some recommendations were addressed in the study. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)

Date:
January 2014
Volume:
49
Page/s:
17-31
Synonyms:
  • Atypical development
  • Developmental outcomes
  • Pedagogy
  • Pretend play
  • Social cognition
  • Social play
  • Social-emotional
  • Well-being outcomes
Relevant age group/s:
Research discipline:

Archer, C. et al. (2015) Measuring the Quality of Movement-Play in Early Childhood Education Settings: Linking Movement-Play and Neuroscience (Journal Article)

Abstract:

This article explores the links between neuroscience research, movement, and neurological dysfunction in relation to young children's learning and development. While policymakers have recognised the importance of early development the role of movement has been overlooked. A small scale study was undertaken in four early years settings in a London Borough in order to investigate whether an intervention resulted in improved movement experiences for children. This is the first study to assess the quality of movement-play using a newly developed measuring scale. Results showed that an intervention does result in improved movement experiences for young children. Consistently enhanced results were found in relation to the vital role of the adult at the two intervention settings. For Vygotsky the adult role is critical to the quality of play and learning for the child (Siraj-Blatchford 2009). There is scope for a larger scale piece of research spread across different sectors in order to further test the validity and reliability of the scale.

Author/s:
Date:
January 2015
Volume:
23
Page/s:
21-42
Synonyms:
  • Physical play
  • Play assessment
  • Rough and tumble
  • Teacher/caregiver play

Baker, F. (2014) Tensions in Policy and Practice: Influences on Play in Abu Dhabi's New School Model KG Framework (Journal Article)

Abstract:

This article reports on three salient socio-cultural and systemic factors that are influential in play in Abu Dhabi Education Council's (ADEC's) kindergarten (KG) framework from the teacher perspective. Anecdotal evidence suggests that during ADEC's progressive educational reform, emphasis has reverted to academic performance outcomes rather than whole child learning through play. Tensions may then occur surrounding the nature and extent of play practices for early learning. Following semi-structured interviews with 60 KG teachers, three salient factors emerged. These are illustrated in this article and discussed in light of the international literature on play. Tensions in policy and practice highlighted in this article are: a focus on academic performance outcomes; children's readiness to engage in play and parent perspectives on play. The article then discusses what these tensions may mean for the future of play in ADEC KGs situated within a period of educational reform.

Author/s:
Date:
January 2014
Publisher or Journal:
Volume:
184
Page/s:
1830-1842
Synonyms:
  • Academic achievement
  • Academic outcomes
  • Playful learning
  • Pre-academic skills
  • Qualitative methodology
Relevant age group/s:

Becker, B. (2014) How Often Do You Play with Your Child? The Influence of Parents' Cultural Capital on the Frequency of Familial Activities from Age Three to Six (Journal Article)

Abstract:

Many studies have demonstrated a positive association between familial activities (e.g. reading to the child) and children's development in different domains. It is also well-known that social and ethnic differences exist regarding the frequencies of such activities. However, the mechanism behind these differences is less clear. This article analyses the role of parents' cultural capital as a mediating factor between families' social and ethnic background and the frequency of stimulating familial activities in early childhood. Using the data from the German longitudinal study "Preschool Education and Educational Careers among Migrant Children", it is shown that parents' cultural capital completely mediates the effect of mother's education and part of the ethnic origin effect. Additional longitudinal analyses reveal that the influence of parents' cultural capital changes over time and is most pronounced at the earliest measurement.

Author/s:
Date:
January 2014
Volume:
22
Page/s:
4-13
Synonyms:
  • Games with rules
  • Longitudinal
  • Parent/Guardian play
  • Play with Mother
  • Socio-economic background
Relevant age group/s:
Research discipline:

Berkhout, L. et al. (2012) Observation Instrument of Play Behaviour in a Classroom Setting (Journal Article)

Abstract:

The objective of this study was to develop an instrument to observe the play behaviour of a whole group of children from four to six years of age in a classroom setting on the basis of video recording. The instrument was developed in collaboration with experienced teachers and experts on play. Categories of play were derived from the literature and daily practice in Dutch classrooms (i.e. sensory, motor, construction, make-believe play and arts-and-games). Analysis of the video with the help of the observation instrument showed that the between-observer reliability was almost perfect. The simple and clearly structured instrument may be used by teachers or in teachers' education.

Date:
January 2012
Publisher or Journal:
Volume:
182
Page/s:
1325-1333
Synonyms:
  • Object play
  • Physical play
  • Play assessment
  • Pretend play
Relevant age group/s:

Canning, N. (2013) "Where's the Bear? Over There!"--Creative Thinking and Imagination in Den Making (Journal Article)

Abstract:

This small scale research project examines opportunities for creative thinking and imagination through den making in a rural private day nursery with its own woodland area on the borders of England and Wales in the UK. The research is underpinned by sociocultural theory and is an ethnographic study of non-participant observations of children aged between three and four years old and early years practitioners involved in supporting their play. The focus is on children's creative play in peer social groups and examines the way in which children explore their environment and utilise their play space and resources to sustain imagination and creativity. The research considers how the environment and den-making context provides opportunities for possibility thinking [Craft, A. (2001). "Little c creativity." In A. Craft, B. Jeffrey, & M. Liebling (Eds.), "Creativity in education" (pp. 45-61). London: Continuum], where children are encouraged to explore "what if?" questions. The research explores the way in which an outdoor environment can support flexible opportunities and resources where children are able to engage in imaginative and creative play, develop their communication skills and build relationships with other children and adults. The research considers children's fascination with the story "bears in the wood" and how early years practitioners facilitated their creative thinking and imagination.

Author/s:
Date:
January 2013
Publisher or Journal:
Volume:
183
Page/s:
1042-1053
Synonyms:
  • Creativity
  • Developmental outcomes
  • Free play
  • Outdoor play
  • Peers play
  • Playful learning
  • Pretend play
  • Qualitative methodology
  • Construction play
Relevant age group/s:

Coplan, R. et al. (2014) ‘I want to play alone’: Assessment and correlates of self‐reported preference for solitary play in young children. (Journal Article)

Abstract:

The goal of this study was to develop and validate an interview assessment of preference for solitary activities for use with young children. We also tested the postulation that negative peer experiences would heighten preference for solitude, particularly among young shy children. Participants were N = 193 children (87 boys, 106 girls; Mage = 65.76 mos, SD = 12.68) attending preschools and elementary schools (kindergarten, grade 1) located in south‐eastern Ontario, Canada. Self‐reported preference for solitude was measured with the newly developed Preference for Solitary Play Interview (PSPI). Children also reported their perceived peer acceptance. Mothers provided ratings of children's social withdrawal (shyness and unsociability) and social engagement outside of school, and teachers assessed children's socio‐emotional functioning at school. Among the results, the newly developed PSPI displayed good psychometric properties and evidence of construct/convergent validity. For example, preference for solitary play was positively related to indices of social withdrawal, and negatively associated with social engagement, prosocial behaviour, and perceived peer acceptance. In addition, peer exclusion was found to exacerbate the association between shyness and preference for solitary play. Results are discussed in terms of the assessment and implications of preference for solitude in early childhood. Copyright © 2014 John Wiley & Sons, Ltd. (PsycINFO Database Record (c) 2014 APA, all rights reserved). (journal abstract)

Date:
January 2014
Publisher or Journal:
Volume:
23
Page/s:
229-238
Synonyms:
  • Developmental outcomes
  • Peers play
  • Play assessment
  • Social-emotional
  • Solitary play
Relevant age group/s:
Research discipline:

Cugmas, Z. (2011) Relation between Children's Attachment to Kindergarten Teachers, Personality Characteristics and Play Activities (Journal Article)

Abstract:

The purpose of this study was to develop the "observational scheme of child's free play in kindergarten" (OFP) and examine the associations between "child's attachment to his/her kindergarten teacher" (CAKT) and: (1) cognitive and social play behaviour, (2) child's contacts with his/her peers and teacher during free play session in kindergarten, and (3) child's personality characteristics. One hundred and one children (57.4% male) participated in the research. Children's ages ranged from 24 to 74 months (M = 51.4; SD = 12.0). Trained observers filled in the OFP, CAKT and the "inventory of child individual differences" (ICID). Play behaviour was observed at kindergarten during free play sessions of 60 minutes, and cognitive and social play categories were coded. Metric characteristics of the OFP appeared to be satisfactory. Results revealed significant correlations between children's secure and resistance attachment to their kindergarten teachers and cooperative play, the contacts with their peers and teachers during free play session in kindergarten and their personality characteristics. In future, it will be necessary to analyse the causational associations between discovered variables. (Contains 9 tables.)

Author/s:
Date:
January 2011
Publisher or Journal:
Volume:
181
Page/s:
1271-1289
Synonyms:
  • Correlational
  • Peers play
  • Social play
  • Teacher/caregiver play
Relevant age group/s:
Research discipline:

Fung, C. et al. (2012) Consensus or Dissensus? Stakeholders' Views on the Role of Play in Learning (Journal Article)

Abstract:

Across cultures and eras, children have engaged in play as part of the process of growing and maturing into adulthood. Play has been recognized as an effective form of pedagogy to promote learning in the early years. However, beliefs about what play is and how it should be practiced vary across Hong Kong and in other countries. Because Chinese culture places a heavy emphasis on academic achievement, a play-based curriculum has not been widely implemented in the region. Through classroom observations and interviews with key stakeholders in early childhood education, namely parents, teachers, and principals, this study reveals the complexity of views on this matter and uncovers the root cause of the difficulties in supporting play in the Hong Kong kindergartens. These findings may help promote the play-based curriculum in Hong Kong and other countries where play is in crisis. (Contains 1 table.)

Date:
January 2012
Volume:
32
Page/s:
17-33
Synonyms:
  • Academic achievement
  • Academic outcomes
  • Cultural context
  • Playful learning
  • Qualitative methodology
Relevant age group/s:

Goodliff, G. (2013) Spirituality Expressed in Creative Learning: Young Children's Imagining Play as Space for Mediating Their Spirituality (Journal Article)

Abstract:

Historically underpinning principles of the English curriculum framework for children from birth to five years explicitly acknowledged a spiritual dimension to children's uniqueness and well-being. Yet spirituality receives scant reference in the discourse of creative learning and teaching. This paper considers the relationship of spirituality to creativity and argues for a greater attentiveness to children's spirituality in early childhood education that acknowledges its presence in expression of children's thinking, creating and imagining. Located within an interpretive paradigm, this ethnographic study of children aged two and three years in a day nursery in England, explores how they express spirituality. A hermeneutic approach underpins the analysis and interpretation of the data. Findings reveal how in imaginative play, most often recognised in the early years curriculum as part of creative development, young children show a capacity for expressing meaning-making and negotiating identity, key dimensions of the spiritual in childhood.

Author/s:
Date:
January 2013
Publisher or Journal:
Volume:
183
Page/s:
1054-1071
Synonyms:
  • Creativity
  • Developmental outcomes
  • Pretend play
  • Qualitative methodology
Relevant age group/s: