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PEDAL Hub Library

We’ve rounded up a set of high-quality play resources for you to explore. The library houses a collection of links that will take you to peer-reviewed publications, videos of play experts, and websites that may be of interest to you.

You can use the filters below to find the resources that best match your interests. The library can be sorted by format (journal papers, videos, blogs etc.), child age, and type of play.

Happy exploring!

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Conceptual split? Parents’ and experts’ perceptions of play in the 21st century
Title: Conceptual split? Parents’ and experts’ perceptions of play in the 21st century
Abstract:
Publication year: 2008
Date: 01/07/2008
Volume: 29
Page/s: 305-316
Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children
Title: Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children
Abstract:
Publication year: 2019
Date: 15/03/2019
Volume: 20
Page/s: 136-164
Guided Play: Principles and Practices
Title: Guided Play: Principles and Practices
Abstract:
Publication year: 2016
Date: 01/06/2016
Volume: 25
Page/s: 177-182
The language of play: Developing preschool vocabulary through play following shared book-reading
Title: The language of play: Developing preschool vocabulary through play following shared book-reading
Abstract:
Publication year: 2018
Date: 01/10/2018
Volume: 45
Page/s: 1-17
Making play work for education
Block Talk: Spatial Language During Block Play
Title: Block Talk: Spatial Language During Block Play
Abstract:
Publication year: 2011
Date: 28/07/2022
Volume: 5
Page/s: 143-151
Guided Play: Principles and Practices
Title: Guided Play: Principles and Practices
Abstract:
Publication year: 2016
Date: 01/06/2016
Volume: 25
Page/s: 177-182
The language of play: Developing preschool vocabulary through play following shared book-reading
Title: The language of play: Developing preschool vocabulary through play following shared book-reading
Abstract:
Publication year: 2018
Date: 01/10/2018
Volume: 45
Page/s: 1-17
Embracing complexity: Rethinking the relation between play and learning: Comment on Lillard et al. (2013)

Lillard et al. (2013) concluded that pretend play is not causally related to child outcomes and charged that the field is subject to a play ethos, whereby research is tainted by a bias to find positive effects of play on child development. In this commentary, we embrace their call for a more solidly scientific approach […]

Title: Embracing complexity: Rethinking the relation between play and learning: Comment on Lillard et al. (2013)
Abstract:

Lillard et al. (2013) concluded that pretend play is not causally related to child outcomes and charged that the field is subject to a play ethos, whereby research is tainted by a bias to find positive effects of play on child development. In this commentary, we embrace their call for a more solidly scientific approach to questions in this important area of study while offering 2 critiques of their analysis. First, we urge researchers to take a more holistic approach to the body of evidence on play and learning, rather than relying on piecemeal criticisms of individual studies, since positive effects of play on learning emerge despite the use of a variety of methods, contents, and experimental conditions. Second, we consider how best to study this topic in the future and propose moving away from traditional empirical approaches to more complicated statistical models and methods that will allow us to embrace the full variety and complexity of playful learning. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Publication year: 2013
Date: 28/07/2022
Volume: 139
Page/s: 35-39
Guided Play: Where Curricular Goals Meet a Playful Pedagogy

Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that guided play approaches can be equally effective at delivering content and are more developmentally appropriate in […]

Title: Guided Play: Where Curricular Goals Meet a Playful Pedagogy
Abstract:

Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that guided play approaches can be equally effective at delivering content and are more developmentally appropriate in their focus on child-centered exploration. Guided play lies midway between direct instruction and free play, presenting a learning goal, and scaffolding the environment while allowing children to maintain a large degree of control over their learning. The evidence suggests that such approaches often outperform direct-instruction approaches in encouraging a variety of positive academic outcomes. We argue that guided play approaches are effective because they create learning situations that encourage children to become active and engaged partners in the learning process.

Publication year: 2013
Date: 28/07/2022
Volume: 7
Page/s: 104–112

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Let us know if you have a play-filled, well-researched article, blog, or video you think we should add to our library.