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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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Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities
Title: Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities
Abstract:
Publication year: 2020
Date: 28/07/2022
Volume: 91
Page/s: 546-562
Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities
Title: Parent–Child Math Talk About Fractions During Formal Learning and Guided Play Activities
Abstract:
Publication year: 2020
Date: 28/07/2022
Volume: 91
Page/s: 546-562
Preschoolers’ cooperative problem solving: Integrating play and problem solving

Cooperative problem solving with peers plays a central role in promoting children’s cognitive and social development. This article reviews research on cooperative problem solving among preschool-age children in experimental settings and social play contexts. Studies suggest that cooperative interactions with peers in experimental settings are not as consistently beneficial to young children’s cognitive growth as […]

Title: Preschoolers’ cooperative problem solving: Integrating play and problem solving
Abstract:

Cooperative problem solving with peers plays a central role in promoting children’s cognitive and social development. This article reviews research on cooperative problem solving among preschool-age children in experimental settings and social play contexts. Studies suggest that cooperative interactions with peers in experimental settings are not as consistently beneficial to young children’s cognitive growth as they are for school-age children. In contrast, both theory and empirical research suggest that social play like that seen in early childhood classrooms is a context in which young children gain critical knowledge from peer cooperation. However, these contexts differ in how much they allow children to create and sustain their own joint goals, which likely influences their learning from cooperative interactions in experimental settings. Features of cooperative social play that allow preschool children to create joint goals are considered, and suggestions for future research are proposed to integrate these features into experimental settings in order to provide a fuller understanding of the development of cooperative problem solving in young children and its benefits.

Publication year: 2014
Date: 28/07/2022
Volume: 12
Page/s: 92-108
Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games

Theoretical analyses of the development of numerical representations suggest that playing linear number board games should enhance young children’s numerical knowledge. Consistent with this prediction, playing such a game for roughly 1 hr increased low-income preschoolers’ (mean age = 5.4 years) proficiency on 4 diverse numerical tasks: numerical magnitude comparison, number line estimation, counting, and numeral identification. […]

Title: Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games
Abstract:

Theoretical analyses of the development of numerical representations suggest that playing linear number board games should enhance young children’s numerical knowledge. Consistent with this prediction, playing such a game for roughly 1 hr increased low-income preschoolers’ (mean age = 5.4 years) proficiency on 4 diverse numerical tasks: numerical magnitude comparison, number line estimation, counting, and numeral identification. The gains remained 9 weeks later. Classmates who played an identical game, except for the squares varying in color rather than number, did not improve on any measure. Also as predicted, home experience playing number board games correlated positively with numerical knowledge. Thus, playing number board games with children from low-income backgrounds may increase their numerical knowledge at the outset of school.

Publication year: 2008
Date: 28/07/2022
Volume: 79
Page/s: 375-394

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