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Archer, C. et al. (2015) Measuring the Quality of Movement-Play in Early Childhood Education Settings: Linking Movement-Play and Neuroscience (Journal Article)

Abstract:

This article explores the links between neuroscience research, movement, and neurological dysfunction in relation to young children's learning and development. While policymakers have recognised the importance of early development the role of movement has been overlooked. A small scale study was undertaken in four early years settings in a London Borough in order to investigate whether an intervention resulted in improved movement experiences for children. This is the first study to assess the quality of movement-play using a newly developed measuring scale. Results showed that an intervention does result in improved movement experiences for young children. Consistently enhanced results were found in relation to the vital role of the adult at the two intervention settings. For Vygotsky the adult role is critical to the quality of play and learning for the child (Siraj-Blatchford 2009). There is scope for a larger scale piece of research spread across different sectors in order to further test the validity and reliability of the scale.

Author/s:
Date:
January 2015
Volume:
23
Page/s:
21-42
Synonyms:
  • Physical play
  • Play assessment
  • Rough and tumble
  • Teacher/caregiver play

Becker, B. (2014) How Often Do You Play with Your Child? The Influence of Parents' Cultural Capital on the Frequency of Familial Activities from Age Three to Six (Journal Article)

Abstract:

Many studies have demonstrated a positive association between familial activities (e.g. reading to the child) and children's development in different domains. It is also well-known that social and ethnic differences exist regarding the frequencies of such activities. However, the mechanism behind these differences is less clear. This article analyses the role of parents' cultural capital as a mediating factor between families' social and ethnic background and the frequency of stimulating familial activities in early childhood. Using the data from the German longitudinal study "Preschool Education and Educational Careers among Migrant Children", it is shown that parents' cultural capital completely mediates the effect of mother's education and part of the ethnic origin effect. Additional longitudinal analyses reveal that the influence of parents' cultural capital changes over time and is most pronounced at the earliest measurement.

Author/s:
Date:
January 2014
Volume:
22
Page/s:
4-13
Synonyms:
  • Games with rules
  • Longitudinal
  • Parent/Guardian play
  • Play with Mother
  • Socio-economic background
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Bubikova-Moan, J. et al. (2019) ECE teachers’ views on play-based learning: a systematic review (Journal Article)

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Date:
November 2019
Volume:
27
Page/s:
776-800
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Bulunuz, M. (2013) Teaching science through play in kindergarten: does integrated play and science instruction build understanding? (Journal Article)

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Date:
January 1970
Volume:
21
Page/s:
226-249
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Author/s:
Date:
January 1970
Volume:
21
Page/s:
226-249
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Canning, N. (2007) Children's empowerment in play (Journal Article)

Abstract:

This article examines the level of empowerment and autonomy children can create in their play experiences. It examines the play discourses that children build and maintain and considers the importance of play contexts in supporting children's emotional and social development. These aspects of play are often unseen or misunderstood by the adult observer. The article emphasises the importance of adult‐free play, enabling children to experience a sense of power in their play and explore their awareness of personal and social relationships. It analyses the influence the adult can have on children's play spaces, by bringing an ‘adult agenda’ to the play situation, and how this may ultimately disempower children. Dans le présent exposé, l'auteur examine comment les enfants acquièrent une indépendance et une autonomie par le jeu. Elle examine les discours qu'ils construisent et qu'ils mènent et analyse le rôle joué par les contextes ludiques dans leur développement affectif et social. Souvent, les adultes qui les observent ne remarquent pas ces aspects ou les comprennent mal. L'auteur souligne l'importance des jeux menés à l'écart des adultes, ce qui donne un sentiment de pouvoir aux enfants et les aident à prendre conscience de leurs relations personnelles et sociales. Elle analyse l'influence que peuvent avoir les adultes sur les aires de jeux et décrit comment, en imposant leurs priorités sur la situation de jeu, ils risquent de porter atteinte au sentiment d'indépendance des enfants. In dieser Arbeit wird das Maß an Empowerment und Autonomie untersucht, das Kinder in ihren Spielerfahrungen erleben und herstellen können. Die Arbeit beschäftigt sich mit den Diskursen, die Kinder beim Spielen entwickeln und fortführen, und betrachtet die Bedeutung von Spielumfeldern für die emotionale und soziale Entwicklung von Kindern. Diese Aspekte des Spielens werden vom erwachsenen Beobachter oft übersehen oder missverstanden. Betont wird die Wichtigkeit des Spielens ohne Einfluss von Erwachsenen, wodurch Kinder ein Gefühl von Selbstbestimmung erleben und ihre Wahrnehmung persönlicher und sozialer Beziehungen ergründen können. In dieser Arbeit wird zudem analysiert, welchen Einfluss Erwachsene unter Umständen auf Spielumgebungen von Kindern haben, indem sie ‘Erwachsenen‐Interessen’ in die Spielsituation einbringen, und wie dies Kinder letztendlich entmächtigen kann. El presente trabajo de investigación examina el nivel de capacitación y autonomía que los niños crean en sus experiencias de juego. En él se examinan los discursos del juego que los niños crean y mantienen, y se analiza la importancia de los contextos de juego en el sostenimiento del desarrollo afectivo y social del niño. A menudo, estos aspectos del juego pasan desapercibidos o son malinterpretados por el observador adulto. El presente trabajo hace hincapié en la importancia del juego sin la presencia de adultos, que permita a los niños experimentar una sensación de dominio durante el juego y explorar su consciencia de las relaciones personales y sociales. El documento analiza asimismo la influencia que ejerce el adulto sobre los espacios de juego infantiles, al incorporar sus ‘planes adultos’ a una situación de juego, y cómo, en última instancia, esto puede ir en detrimento de la capacitación a los niños.

Author/s:
Date:
January 2007
Volume:
15
Page/s:
227-236
Synonyms:
  • Developmental outcomes
  • Free play
  • Literature review
  • Peers play
  • Social-emotional
  • Teacher/caregiver play
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Lillemyr, O. et al. (2010) Indigenous and non‐Indigenous primary school students’ attitudes on play, humour, learning and self‐concept: a comparative perspective (Journal Article)

Reikerås, E. et al. (2017) Mathematical skills and motor life skills in toddlers: do differences in mathematical skills reflect differences in motor skills? (Journal Article)

Vogt, F. et al. (2018) Learning through play – pedagogy and learning outcomes in early childhood mathematics (Journal Article)