All Work and No Play? Busting the Binary in Majority World Settings
Are work and play really so different?
Exploring play in hospitals in Spain, Australia and England
Who are Health Play Specialists, and why are they so important to children's hospital experiences?
Play in South African autism schools: why are formalised ethical processes important?
Why are culturally sensitive approaches to research ethics so important?
Play, physical activity, and physical health
How can active play help improve children's access to physical activity and their physical health?
Narrative Matters: ‘Encanto’ and intergenerational trauma
How might films like 'Encanto' be key to helping children understand intergenerational trauma?
Moving toward a strengths-based understanding of autistic people’s play
How do autistic adults experience and view their play?
Playtime with Books: Having fun with books and play
How can we use books in our play?
Four playful ways to help with anxiety
How can we use play to help our bodies recognise we are safe and reduce our anxiety level?
Scoping the evidence: Hands-on learning with physical manipulatives
How can physical manipulatives encourage children's active engagement in everyday learning?
‘Just fun’ – or fundamental? Finding fun in early adolescent self-concept
Is fun an integral part of young peoples' selves, or is it a frivolous extra?
Children bouncing back: How families can use play to help children transition to post-lockdown life
How can families use play to support their children as they transition to post-lockdown life?
A: Astronauts, play and COVID testing
How can we use play to help children engage with the COVID-19 swab?
B: Building Blocks: The power of the brick
How can block play support children's development?
C: Connected communication: Talking about play
What do we mean by ‘connected communication’ and what does it look like during children’s play?
D: Dolls, diggers, and dinosaurs: Do girls and boys like different toys?
Do girls and boys really like different toys?
E: Executive functions and their role in games
How do everyday activities and games use children's executive functions?
F: Fathers and Play
What impact does fathers’ involvement and play have on children’s development?
G: Games in the classroom: Creativity, cognition and the curriculum
How can games facilitate classroom engagement and children's learning?
H: Health, hospitals, and play: The Teddy Bear Hospitals
How can a playful visit to the Teddy Bear Hospital help children understand hospital care and procedures?
I: Infants and play: Do babies learn through play?
Do babies learn through play? The evidence tells us they do but we still have much to learn...
J: Juggling play and learning: The role of guided play
How can we bring play and learning together to support children's development?
K: Keeping up the good work: The long-term effects of early interventions
What do we know about the long term effects of programmes supporting children's development?
L: Links with learning? Uncovering parental attitudes towards play in diverse contexts
What role do parents consider play has in their children's development and learning?
M: Masked play is still play!
Is children's play also on lockdown?
N: Nature and outdoor play
Why is it so important for children to get outdoors to play and learn in nature?
O: Oppression, agency, play and education
What would organised education look like with agency at its heart?
P: Pretend play: Promoting positive emotions in children
Why is pretend play a particularly positive place for children? 假装游戏: 提升儿童的正面情绪
Q: Quality research for quality classroom practice
How can we ensure that research is accessible and feasible in our classrooms?
S: Social play and its importance – it takes two!
What skills do children need to play together and how can we help them along the way?
T: Transitions: Play and the transition to school
How can we use play to support children in their transition to school?
U: Unconventional ideas: What is creativity and how can it be nurtured?
Why are play researchers interested in creativity?
V: Videos of family play moments support child development
Are videos of play a helpful way for families to learn about and respond to their children's behaviour?
W: Why we all need play in a crisis
How can play help us to understand and process thoughts and emotions during times of trauma or crisis?
X: X-SEL in life: Supporting social and emotional learning in early childhood
How can we support children with their social and emotional learning?
Y: You and me: Parent child playfulness
What are some of the everyday ways parents can spend playful time with their children while at home?
Z: Zest! Motivation and playful learning in the classroom
How can teachers harness children's inner drive to learn?
Parent Cooperative Early Learning: The Playcentre Approach
Whānau Tupu Ngātahii means families growing together. Paul Crowhurst tells us more about Playcentre, a family-led, play-based approach to early childhood education in New Zealand.
Play and infant interactions with caregivers
What are the benefits of quality playful interactions with your infant?
Play and Pretence
What is pretend play and how does it link to a child’s emotional development?
Play and Self-regulation
Self-regulation helps a child guide their thoughts, emotions and behaviours to accomplish a goal – how does play support this important area of development?
Play, Self-regulation, Executive Function and the Classroom Context
How and why do playful approaches to teaching support the development of self-regulation?
