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Gopnik, A. et al. (0/00) Considering Counterfactuals: The Relationship between Causal Learning and Pretend Play (Journal Article)

Abstract:
Date:
November 2012
Publisher or Journal:
Volume:
6
Page/s:
15-28
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Relevant age group/s:
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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
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Volume:
Page/s:
Synonyms:
  • Developmental outcomes
  • Learning
  • Qualitative methodology
  • Self-regulation
Relevant age group/s:

Zyga, O. et al. (2015) Assessment of Pretend Play in Prader-Willi Syndrome: A Direct Comparison to Autism Spectrum Disorder (Journal Article)

Abstract:

Children with Prader-Willi syndrome (PWS) are at risk for autism spectrum disorder (ASD), including pervasive social deficits. While play impairments in ASD are well documented, play abilities in PWS have not been evaluated. Fourteen children with PWS and ten children with ASD were administered the Autism Diagnostic Observation Schedule (ADOS) (Lord et al. in Autism Diagnostic Observation Schedule manual. Western Psychological Services, Los Angeles, 2006) as part of a larger project. A modified Affect in Play Scale (APS; Russ in Play in child development and psychotherapy: toward empirically supported practice. Lawrence Erlbaum Associates Publishers, Mahwah, 2004; Pretend play in childhood: foundation of adult creativity. APA Books, Washington, 2014) was used to score ADOS play activities. Results indicate both groups scored below normative data on measures of imagination, organization, and affective expression during individual play. In addition, the inclusion of a play partner in both groups increased all scaled scores on the APS. These findings suggest children with PWS show impaired pretend play abilities similar to ASD. Further research is warranted and should focus on constructing and validating programs aimed at improving symbolic and functional play abilities within these populations.

Date:
January 2015
Volume:
45
Page/s:
975-987
Synonyms:
  • Atypical development
  • Developmental outcomes
  • Play assessment
  • Pretend play
  • Social cognition
  • Social play
  • Social-emotional
  • Solitary play
  • Symbolic play
Relevant age group/s:
Research discipline: