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All Work and No Play? Busting the Binary in Majority World Settings
Are work and play really so different?
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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?
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Play in South African autism schools: why are formalised ethical processes important?
Why are culturally sensitive approaches to research ethics so important?
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Play, physical activity, and physical health
How can active play help improve children's access to physical activity and their physical health?
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Narrative Matters: ‘Encanto’ and intergenerational trauma
How might films like 'Encanto' be key to helping children understand intergenerational trauma?
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Moving toward a strengths-based understanding of autistic people’s play
How do autistic adults experience and view their play?
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Playtime with Books: Having fun with books and play
How can we use books in our play?
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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?
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Scoping the evidence: Hands-on learning with physical manipulatives
How can physical manipulatives encourage children's active engagement in everyday learning?
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‘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?
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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?
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A: Astronauts, play and COVID testing
How can we use play to help children engage with the COVID-19 swab?
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B: Building Blocks: The power of the brick
How can block play support children's development?
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C: Connected communication: Talking about play
What do we mean by ‘connected communication’ and what does it look like during children’s play?
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D: Dolls, diggers, and dinosaurs: Do girls and boys like different toys?
Do girls and boys really like different toys?
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E: Executive functions and their role in games
How do everyday activities and games use children's executive functions?
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F: Fathers and Play
What impact does fathers’ involvement and play have on children’s development?
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G: Games in the classroom: Creativity, cognition and the curriculum
How can games facilitate classroom engagement and children's learning?
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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?
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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...
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J: Juggling play and learning: The role of guided play
How can we bring play and learning together to support children's development?
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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?
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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?
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M: Masked play is still play!
Is children's play also on lockdown?
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N: Nature and outdoor play
Why is it so important for children to get outdoors to play and learn in nature?
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O: Oppression, agency, play and education
What would organised education look like with agency at its heart?
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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
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Q: Quality research for quality classroom practice
How can we ensure that research is accessible and feasible in our classrooms?
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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?
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T: Transitions: Play and the transition to school
How can we use play to support children in their transition to school?
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U: Unconventional ideas: What is creativity and how can it be nurtured?
Why are play researchers interested in creativity?
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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?
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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?
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X: X-SEL in life: Supporting social and emotional learning in early childhood
How can we support children with their social and emotional learning?
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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?
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Z: Zest! Motivation and playful learning in the classroom
How can teachers harness children's inner drive to learn?
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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.
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Play and infant interactions with caregivers
What are the benefits of quality playful interactions with your infant?
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Play and Pretence
What is pretend play and how does it link to a child’s emotional development?
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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?
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Play, Self-regulation, Executive Function and the Classroom Context
How and why do playful approaches to teaching support the development of self-regulation?