Category: Primary (5-11)
PEDAL Seminar: Self-regulation – Foundation skills for children’s healthy development
31 August 2017
Part of the PEDAL Seminar series, in this seminar PEDAL and the Psychology & Education research group at the Faculty of Education, University of Cambridge come together to discuss the importance of children’s self-regulation skills. This seminar is introduced by Dr David Whitebread, and is presented by Dr Megan McClelland (Hallie Ford Center for Healthy […]
What matters to children themselves when they start school?
6 May 2020
Christine O'Farrelly, Ailbhe Booth (University College Dublin), Mimi Tatlow-Golden (The Open University), and Beth Barker
Supporting families with their children’s behaviour: The Healthy Start, Happy Start Study
6 June 2021
Christine O’Farrelly, Hilary Watt, Daphne Babalis, Marian Bakermans-Kranenburg, Beth Barker, Sarah Byford, Poushali Ganguli, Ellen Grimas, Jane Iles, Holly Mattock, Julia McGinley, Charlotte Phillips, Rachael Ryan, Stephen Scott, Jessica Smith, Alan Stein, Eloise Stevens, Marinus van IJzendoorn, Jane Warwick, Paul Ramchandani.
The protective effects of peer play against mental health problems
27 July 2022
Yiran Vicky Zhao, Jenny Gibson
Symbolic play and autistic children’s structural language development
27 July 2022
Yiran Vicky Zhao, Jenny Gibson
Hands-on activities and children’s learning
6 July 2022
Elizabeth Byrne, Paul Ramchandani, Kayleigh Skene, Thomas Chupein, Hanne Jensen, Celia Hsiao, Bo Stjerne Thomsen, Amy Jo Dowd
Play in the Pandemic: The impact of quarantine and restrictive environments on children’s play
6 July 2020
Kelsey Graber, Elizabeth Byrne, Emily Goodacre, Natalie Kirby, Krishna Kulkarni, Christine O'Farrelly, and Paul Ramchandani.
Links between children’s “aggressive” pretend play and real-life aggression
6 June 2020
Zhen Rao, Elian Fink, and Jenny Gibson
Finding out more about our work in the PEDAL Centre…
6 July 2019
By 2019, PEDAL had been running for four years. This journal article draws together several of our projects which focus on 'measuring play'.