Skip to content
Show Menu

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!

Make a Suggestion

Play as a Resource for Children Facing Adversity: An Exploration of Indicative Case Studies

In this paper, we suggest that the ability and opportunity to play affords children a natural resource to meet intellectual and emotional challenge. Analysis of case studies focusing on interventions with children caught in the bombing of Beirut, children abandoned to the state system in Romania, and the street children in Rio de Janeiro and […]

Title: Play as a Resource for Children Facing Adversity: An Exploration of Indicative Case Studies
Abstract:

In this paper, we suggest that the ability and opportunity to play affords children a natural resource to meet intellectual and emotional challenge. Analysis of case studies focusing on interventions with children caught in the bombing of Beirut, children abandoned to the state system in Romania, and the street children in Rio de Janeiro and Cali is used to support this view. When resources are in deficit, challenge is more likely to become adversity. The impact of adversity is particular to context, but comparison across contexts also shows connections between children’s disparate experiences. Analysis confirms that given the opportunity, children interact with and influence their environment through play and that this process provides a resource to meet the challenge of adversity.

Publication year: 2012
Date: 28/07/2022
Volume: 26
Page/s: 456-468
Behavioural differences exhibited by children when practising a task under formal and playful conditions

Play is viewed as central to learning in the early years despite a lack of empirical evidence to support this. Most research has concentrated on adult definitions of play which fail to capture the intrinsic quality of playfulness. To achieve this it is necessary to elicit children’s definitions of play. The research discussed in this […]

Title: Behavioural differences exhibited by children when practising a task under formal and playful conditions
Abstract:

Play is viewed as central to learning in the early years despite a lack of empirical evidence to support this. Most research has concentrated on adult definitions of play which fail to capture the intrinsic quality of playfulness. To achieve this it is necessary to elicit children’s definitions of play. The research discussed in this paper utilises children’s definitions of play to create formal and playful practice conditions to demonstrate the links between playfulness and learning. In addition, analysis of videotaped observations indicates behavioural differences according to whether children participate in playful or formal practice conditions. These findings support a behavioural threshold and fluency theory of play. Children in the playful condition exhibited more fluent and purposeful problem solving behaviours than children in the formal condition. Implications for practitioners in educational settings are outlined.

Publication year: 2009
Date: 28/07/2022
Volume: 26
Page/s: 31-39

Make a suggestion

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