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Category: Primary (5-11)

Centring children’s lived experiences in understanding the importance of play in hospitals

8 July 2024

We wanted to understand what playing in hospital is like from the perspectives and experiences of young children themselves.

A playful, evidence-informed approach to maths education

30 May 2024

How PEDAL research can help a government committed to improving maths outcomes to think more creatively about how to achieve this goal.

Listening to children with empathy – the ethical case

30 May 2024

In this piece, Soizic le Courtois argues that advice given to parents should draw on scientific evidence about children's subjective wellbeing, children's perspectives and the contribution of any practice to children's development and outcomes. We should also be attuned to our empathetic responses to children, which can give us clues about the "right" thing to do.

Creating Classrooms for Change: Developing cognitive flexibility in schools in Rwanda

1 March 2024

This research looked at how schools in Rwanda foster students’ skills for adaptability - their capacity to create, innovate and adjust to shifting circumstances. It uses the psychological lens of cognitive flexibility. Findings highlight teachers’ activities to make lessons more practical and participatory, but also the ongoing obstacles posed by overcrowded classes, resource constraints, inadequate training and limited contact time.

Why and how do healthcare professionals use play in clinical practice?

1 March 2024

We explored what healthcare professionals in different roles and different countries understood to be important and useful about the role of play in paediatric practice. According to healthcare professionals, play in clinical practice can be used to communicate and build relationships with paediatric patients and thus potentially help provide patient-centred care.

Do educational programmes for healthcare professionals focus on play?

1 March 2024

This literature review looked at the evidence to understand how educational programmes for healthcare professionals include the use of play. It found that play is not consistently or systematically integrated into medical education.

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Supporting play for neurodivergent children

5 December 2023

In this session you hear from Kerry Murphy (Goldsmiths, University of London) and Dr Gina Gomez de la Cuesta and Abi Dodson (Play Included) share their expertise on play and its significance in diverse child development. This presentation was recorded on 7th September 2023 as part of the PEDAL Play Conference, an event which brought […]

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The complex possibilities of play in schools

5 December 2023

In this lecture Dr James Biddulph and Aimee Durning (University of Cambridge Primary School) discuss play’s place in the curriculum, and how they have used play to nurture and promote mental wellness for some of the most vulnerable children within their school community. This presentation was recorded on 7th September 2023 as part of the […]

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Prisons, hospitals and schools: challenges and opportunities introducing play in different settings

5 December 2023

In this lecture Dr Paulina Pérez-Duarte (PEDAL), Dina Fajardo (PEDAL) & Mercedes Castañeda (Reinserta) explore and advocate for the use of play in challenging settings, as well as those opportunities where play can enable a powerful change in children’s mental health. This presentation was recorded on 7th September 2023 as part of the PEDAL Play […]

Play in the face of adversity

1 November 2023

Read our paper for the Scottish Children's Commissioner about the value of play for children in the asylum seeking system.