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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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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
Where science starts: Spontaneous experiments in preschoolers’ exploratory play
Title: Where science starts: Spontaneous experiments in preschoolers’ exploratory play
Abstract:
Publication year: 2011
Date: 28/07/2022
Volume: 120
Page/s: 341-349
Serious fun: Preschoolers engage in more exploratory play when evidence is confounded

Researchers, educators, and parents have long believed that children learn cause and effect relationships through exploratory play. However, previous research suggests that children are poor at designing informative experiments; children fail to control relevant variables and tend to alter multiple variables simultaneously. Thus, little is known about how children’s spontaneous exploration might support accurate causal […]

Title: Serious fun: Preschoolers engage in more exploratory play when evidence is confounded
Abstract:

Researchers, educators, and parents have long believed that children learn cause and effect relationships through exploratory play. However, previous research suggests that children are poor at designing informative experiments; children fail to control relevant variables and tend to alter multiple variables simultaneously. Thus, little is known about how children’s spontaneous exploration might support accurate causal inferences. Here the authors suggest that children’s exploratory play is affected by the quality of the evidence they observe. Using a novel free-play paradigm, the authors show that preschoolers (mean age: 57 months) distinguish confounded and unconfounded evidence, preferentially explore causally confounded (but not matched unconfounded) toys rather than novel toys, and spontaneously disambiguate confounded variables in the course of free play.

Publication year: 2007
Date: 28/07/2022
Volume: 43
Page/s: 1045-1050

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