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Wolf, S. et al. (2019) The role of executive function and social-emotional skills in the development of literacy and numeracy during preschool: a cross-lagged longitudinal study (Journal Article)

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Date:
January 2019
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Volume:
22
Page/s:
e12800
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Wolfberg, P. et al. (2012) Including children with autism in social and imaginary play with typical peers: Integrated play groups model (Journal Article)

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January 2012
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26
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Wolfberg, P. et al. (3-01) Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings (Journal Article)

Wu, S. (2015) What Can Chinese and German Children Tell Us about Their Learning and Play in Kindergarten? (Journal Article)

Abstract:

This study investigated Hong Kong and German children's perceptions of play and learning and their relationships. Forty-eight children (24 German and 24 Chinese) playing and learning in the classroom were observed and videotaped for five consecutive days. They were interviewed 3 times about their kindergarten experiences by using free- and cue-recall questions. It is found that the Hong Kong children remembered more academic learning activities, whereas the German children remembered more play events. Most of the Hong Kong children recalled academic learning content, whereas the German children associated learning with play. The findings showed that children's understandings of the relationship between play and learning varied with their classroom contexts. These results suggest that children's perspectives on play and learning should be taken into account by advocating a play-based pedagogy approach or integrating more learning elements into a play-oriented curriculum. The implications for policy and pedagogy are discussed.

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Date:
January 2015
Volume:
29
Page/s:
338-351
Synonyms:
  • Free play
  • Learning
  • Pedagogy
  • Playful learning
  • Qualitative methodology
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Wu, S. et al. (2011) Chinese and German teachers' conceptions of play and learning and children's play behaviour (Journal Article)

Yu, S. et al. (2015) The Relationship between Preschoolers' Attitudes and Play Behaviors toward Classmates with Disabilities (Journal Article)

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This study was conducted to examine the relationship between 32 typically developing preschoolers' attitudes and play behaviors toward their classmates with disabilities or developmental delays. Children's attitudes toward peers with disabilities were assessed using three methods: child interviews, sociometric peer ratings, and a social acceptance scale. Children's play behaviors (e.g., solitary, onlooker, parallel play, associative/cooperative play) and teachers' involvement in children's play were observed during free play over a 10-week period. Results revealed that children's identification of a classmate with an Individualized Education Program (IEP) as having a disability was negatively related to their associative/cooperative play with the classmate. Typically developing children's sociometric ratings of classmates with disabilities were positively related to their associative/cooperative play with classmates with disabilities. In addition, children's sociometric ratings were a stronger indicator of whether a typically developing child would play with a classmate with a disability than was identification of a classmate as having a disability. Suggestions for future research and implications for practice are discussed.

Date:
January 2015
Volume:
35
Page/s:
40-51
Synonyms:
  • Atypical development
  • Collaborative skills
  • Correlational
  • Developmental outcomes
  • Free play
  • Object play
  • Peers play
  • Social play
  • Social-emotional
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Yu, Y. et al. (2018) The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children (Journal Article)

Yu, Y. et al. (7-17) The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children (Journal Article)

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Date:
July 2018
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Volume:
9
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Zachariou, A. (2016) Music and self-regulation in young children (Journal Article)

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Not available.

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Date:
January 2016
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Volume:
80
Page/s:
16-19
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Synonyms:
  • Self-regulation
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Zachariou, A. et al. (2015) Musical play and self-regulation: does musical play allow for the emergence of self-regulatory behaviours? (Journal Article)

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This paper is a pioneering attempt to bring together the notions of musical play and self-regulation and reports on a study aiming to explore 6-year-old children's self-regulation during musical play. While musical play is one of the first manifestations of musicality, a fundamental aspect of human functioning [Trevarthen, C. (2000). Musicality and the intrinsic motive pulse: Evidence from human psychobiology and infant communication. Musicae Scientiae, 3(1), 155–215], self-regulation is crucial in children's learning. Self-regulatory abilities flourish in playful contexts [Bruner, J. S. (1972). Nature and uses of immaturity. American Psychologist, 27(8), 687–708], since play's specific characteristics promote self-regulatory development. Even though musical play shows these characteristics, its relationship with self-regulation is under-researched. This paper presents observations of ten 6-year-old children while they were engaged in musical play sessions. Having adopted a mixed-methods approach, the results suggested that musical play allowed for self-regulatory behaviours to emerge. An understanding of the link between musical play and self-regulation could inform not only the theoretical underpinnings suggesting a relationship between play and self-regulation, but also current teaching practice in relation to music education.

Date:
January 2015
Publisher or Journal:
Volume:
4
Page/s:
116-135
Synonyms:
  • Developmental outcomes
  • Guided-play
  • Metacognition
  • Musical play
  • Playful learning
  • Self-regulation
  • Semiotic play
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