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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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The Double-edged Sword of Pedagogy: Instruction limits spontaneous exploration and discovery
Title: The Double-edged Sword of Pedagogy: Instruction limits spontaneous exploration and discovery
Abstract:
Publication year: 2011
Date: 01/09/2011
Volume: 120
Page/s: 322-330
The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery
Title: The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery
Abstract:
Publication year: 2011
Date: 01/09/2011
Volume: 120
Page/s: 322-330
Learning From Others and Spontaneous Exploration: A Cross-Cultural Investigation
Title: Learning From Others and Spontaneous Exploration: A Cross-Cultural Investigation
Abstract:
Publication year: 2016
Date: 28/07/2022
Volume: 87
Page/s: 723-735
The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery

Motivated by computational analyses, we look at how teaching affects exploration and discovery. In Experiment 1, we investigated children’s exploratory play after an adult pedagogically demonstrated a function of a toy, after an interrupted pedagogical demonstration, after a naïve adult demonstrated the function, and at baseline. Preschoolers in the pedagogical condition focused almost exclusively on […]

Title: The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery
Abstract:

Motivated by computational analyses, we look at how teaching affects exploration and discovery. In Experiment 1, we investigated children’s exploratory play after an adult pedagogically demonstrated a function of a toy, after an interrupted pedagogical demonstration, after a naïve adult demonstrated the function, and at baseline. Preschoolers in the pedagogical condition focused almost exclusively on the target function; by contrast, children in the other conditions explored broadly. In Experiment 2, we show that children restrict their exploration both after direct instruction to themselves and after overhearing direct instruction given to another child; they do not show this constraint after observing direct instruction given to an adult or after observing a non-pedagogical intentional action. We discuss these findings as the result of rational inductive biases. In pedagogical contexts, a teacher’s failure to provide evidence for additional functions provides evidence for their absence; such contexts generalize from child to child (because children are likely to have comparable states of knowledge) but not from adult to child. Thus, pedagogy promotes efficient learning but at a cost: children are less likely to perform potentially irrelevant actions but also less likely to discover novel information.

Publication year: 2011
Date: 28/07/2022
Volume: 120
Page/s: 322-330

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