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Amsel, E. et al. (2000) Beyond really and truly: Children’s counterfactual thinking about pretend and possible worlds (Book Section)

Abstract:

This fresh and dynamic book offers a thorough investigation into the development of the cognitive processes that underpin judgements about mental states (often termed 'theory of mind') and addresses specific issues that have not been adequately dealt with in the past, and which are now being raised by some of the most prominent researchers in the field.

Date:
January 2000
Publisher or Journal:
Volume:
Page/s:
121-147
Synonyms:
  • Developmental outcomes
  • Pretend play
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Cheah, C. et al. (2001) Social and non-social play (Book Section)

Abstract:
Date:
January 2001
Publisher or Journal:
Volume:
Page/s:
39-71
Keyword/s:
Synonyms:
  • Social play
Relevant age group/s:
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Christie, J. et al. (2006) Standards, Science, and the Role of Play in Early Literacy Education (Book Section)

Abstract:

In Play=Learning, top experts in child development and learning contend that in over-emphasizing academic achievement, our culture has forgotten about the importance of play for children's development.

Date:
January 2006
Publisher or Journal:
Volume:
Page/s:
57-73
Synonyms:
  • Academic outcomes
  • Literacy
  • Pre-academic skills
  • Pretend play
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Cole, M. et al. (1978) The Role of Play in Development (Book Section)

Abstract:

The great Russian psychologist L. S. Vygotsky has long been recognized as a pioneer in developmental psychology. But his theory of development has never been well understood in the West. Mind in Society corrects much of this misunderstanding. Carefully edited by a group of outstanding Vygotsky scholars, the book presents a unique selection of Vygotsky's important essays.

Date:
January 1978
Publisher or Journal:
Volume:
Page/s:
92-104
Synonyms:
  • Developmental outcomes
  • Learning
  • Peers play
  • Pretend play
  • Self-regulation
  • Social play
Relevant age group/s:
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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:
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Hyson, M. et al. (2006) Early childhood development and education (Book Section)

Abstract:

This chapter examines the complex relationships between early childhood education programs and child development research. A context for this examination is provided by a case example: the relatively new and still evolving, Vygotskian-influenced tools of the mind curriculum. After an overview of the functions and limitations of developmental theory and research in relation to early childhood education, the chapter focuses on two educationally relevant areas: the development of cognitive essentials, specifically children's representational thinking, self-regulation, and planning, and the development of emotional competence, specifically emotional security and emotion regulation. Principles and research related to the assessment of young children's development and learning are reviewed, with emphasis on assessment within classroom environments. The practical, systemic and policy challenges of linking developmental theory and research with early childhood curriculum and teaching practices are the focus of the final section of the chapter, including the challenges of taking a demonstration program to scale, issues of variability and quality in the system of U.S. early care and education, issues in delivering professional development, challenges of maintaining integrity and coherence, expectations for evidence and accountability, and gaps in the field's knowledge base. The chapter concludes with a summary and recommendations for linking research with practice.

Date:
January 2006
Publisher or Journal:
Volume:
4
Page/s:
3-47
Synonyms:
  • Affective behaviour
  • Developmental outcomes
  • Self-regulation
  • Social-emotional
Relevant age group/s:

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:

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

Kudler, H. et al. (2000) Psychodynamic therapy (Book Section)

Abstract:
Date:
January 2000
Publisher or Journal:
Volume:
Page/s:
176-198
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Lillard, A. (2015) The Development of Play (Book Section)

Abstract:
Author/s:
Date:
January 2015
Publisher or Journal:
Volume:
Page/s:
1-44
Synonyms:
  • Pretend play
  • Symbolic play
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