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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
Relevant age group/s:
Research discipline:

Conner, J. et al. (2014) A Play and Language Intervention for Two-Year-Old Children: Implications for Improving Play Skills and Language (Journal Article)

Abstract:

The purpose of this study was to develop an intervention for 2-year-old children to enhance play and language skills. The intervention was implemented over a 4-week period and included components of reading, modeling, and positive reinforcement of language and play. Specifically, children were read a story and played with a matching toy set. Participants included 10 children, all age 2, who attended a child care center. Five participants received the play intervention, and five were used as comparison. All children were assessed using the Play in Early Childhood Evaluation System (PIECES), the Preschool Language Scale (PLS), and a Vocabulary Assessment. The results of this study showed that children who received the intervention increased pretend play more than the comparison group and also increased comprehension and expressive communication skills more than the comparison group. Implications for early childhood educators and parents are discussed.

Date:
January 2014
Volume:
28
Page/s:
221-237
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Exploratory play
  • Language
  • Peers play
  • Play assessment
  • Pretend play
Relevant age group/s:
Research discipline:

Dansereau, D. (2015) Young Children's Interactions with Sound-Producing Objects (Journal Article)

Abstract:

The purpose of this study was to observe, analyze, and document the range of young children's interactions with sound-producing objects in order to better understand the nature of such interactions. Of particular interest was whether theories of cognitive play, social play, object play, and existing research on musical play could guide concurrently the interpretation of children's interactions with these objects and whether the interactions were consistent with these theories. Two groups of participants, nine 3-year-old children and seven 4-year-old children, played with sound-producing objects for approximately 15 min once a week for 12 weeks. Participants interacted with the objects in rich and varied ways, including explorations of the objects' sound-producing capabilities and other physical attributes, nonmusical and musical functional and pretend play episodes, and construction behaviors. Movement and singing often were layered upon the children's interactions with the objects. Musical functional play was the most frequently observed behavior across both ages of participants. The children were more likely to engage in solitary/parallel behaviors than group interactions, and group interactions were more common among the 4-year-old children than the 3-year-olds. All behaviors that were anticipated via the conceptual framework were observed, with the exception of group nonmusic exploration.

Author/s:
Date:
January 2015
Volume:
63
Page/s:
28-46
Synonyms:
  • Exploratory play
  • Functional play
  • Musical play
  • Peers play
  • Play assessment
  • Pretend play
  • Semiotic play
  • Solitary play
  • Construction play
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:

EEF, . (2017) Education Endowment Foundation (Web Page)

Abstract:

The Education Endowment Foundation (EEF) is an independent charity dedicated to breaking the link between family income and educational achievement. We aim to: raise the attainment of 3-18 year-olds, particularly those facing disadvantage; develop their essential life skills;
and prepare young people for the world of work and further study.
We support teachers and senior leaders by providing free, independent and evidence-based resources designed to improve practice and boost learning.
We do this by generating evidence of what works to improve teaching and learning, funding rigorous trials of promising but untested programmes and approaches.
We then support schools, as well as early years and post-16 settings, across the country in using evidence to achieve the maximum possible benefit for young people.

Author/s:
Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Academic achievement
  • Academic outcomes
  • At-risk
  • Socio-economic background
Relevant age group/s:
Research discipline:

EIF, . (2017) Early Intervention Foundation (Web Page)

Abstract:

Early intervention is about taking action as soon as possible to tackle problems for children and families before they become more difficult to reverse.
We focus on conception to early adulthood because intervention is not just about the early years but also about preventing adolescents and young adults from developing problems.
When a young person is developing and growing up, this is a crucial opportunity to provide them with the skills and support they need. It is much more difficult if they have dropped out of school, become involved with youth crime or developed a serious mental health problem.
Early intervention involves identifying children and families that may be at risk of running into difficulties and providing timely and effective support.
We want every family to develop an intergenerational cycle of positive parenting, relationships and behaviour.
Early intervention is about enhancing the capabilities of every parent to provide a supportive and enriching environment for their children to grow up in. Then the next generation has the best chance to flourish with the skills to engage in positive parenting themselves.
Its purpose is to improve the life chances of children and families and benefit society at large, whilst being cost-effective.

Author/s:
Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • At-risk
  • Mental health
  • Non-profit
  • Socio-economic background
  • Well-being outcomes
Relevant age group/s:
Research discipline:

England, . (2017) Play England (Web Page)

Title Play England
Abstract:

Play England’s vision is for England to be a country where everybody can fully enjoy their right to play throughout their childhood and teenage years, as set out in the UN Convention on the Rights of the Child Article 31 and the Charter for Children’s Play.

To achieve this vision, we aim to ensure that:

-All children and young people have the freedom — time, space, permission and opportunity — to play throughout their childhood and teenage years;
-All residential neighbourhoods are child-friendly places where children and young people can regularly play outside; and
-Everyone is aware of the importance of play — outdoors and indoors — as part of children and young people’s daily lives.

Author/s:
Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Children's rights
  • Non-profit
Relevant age group/s:
Research discipline:

EPA, . (2017) European Parents` Association (Web Page)

Abstract:

EPA gathers the parents associations in Europe which together represent more than 150 million parents. EPA works in partnership both to represent and give to parents a powerful voice in the development of education policies and decisions at European level. In the field of education, EPA aims to promote the active participation of parents and … Continue reading →

Author/s:
Date:
January 2017
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Empowering populations
  • Non-profit
Relevant age group/s:
Research discipline:

Fehr, K. et al. (2013) Aggression in Pretend Play and Aggressive Behavior in the Classroom (Journal Article)

Abstract:

Research Findings: Pretend play is an essential part of child development and adjustment. However, parents, teachers, and researchers debate the function of aggression in pretend play. Different models of aggression predict that the expression of aggression in play could either increase or decrease actual aggressive behavior. The current study examined pretend play and classroom behavior in preschoolers. Children ("N" = 59) were administered a measure of pretend play, and teacher ratings of classroom behavior were obtained. Pretend play skills were positively associated with prosocial behavior in the classroom and negatively associated with physical aggression in the classroom. In particular, expression of oral aggression in play related to less physical aggression and more prosocial behavior in the classroom. Practice or Policy: These findings suggest that pretend play should be encouraged, as these skills relate to positive behaviors in the classroom. In addition, it was found that aggression in pretend play was not an indicator of actual aggressive behavior, as it related to positive behaviors in the classroom. Implications for parents and teachers are discussed. (Contains 2 tables.)

Date:
January 2013
Publisher or Journal:
Volume:
24
Page/s:
332-345
Synonyms:
  • Affective behaviour
  • Correlational
  • Developmental outcomes
  • Play assessment
  • Pretend play
  • Social-emotional
  • Well-being outcomes
Relevant age group/s:
Research discipline:

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: