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Category: Journal Article
Staying self-regulated in the classroom: The role of children’s executive functions and situational factors
24 July 2024
We wanted to explore how an individual child's self-regulation might vary between different activities.
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.
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.
Diversity in autistic play: Autistic adults’ experiences
12 September 2023
In this research, we take a neurodiversity-informed approach to understanding autistic play. This means understanding autistic play in terms of differences, strengths and difficulties rather than simply deficits. We also focus on what autistic people say about their play. We were interested in how autistic adults experience play, as well as how they think their play is different to non-autistic play.
Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design
1 December 2022
Stephen Bayley, Prof Paul Ramchandani, Research for Equitable Access and Learning (REAL) Centre, Addis Ababa University, RISE Ethiopia
Narrative Matters: ‘Encanto’ and intergenerational trauma
20 September 2022
Read a summary of Sydney Conroy's publication about how themes in Encanto might support children's mental health.
How to communicate with children, according to Health Play Specialists in the United Kingdom: A qualitative study
2 August 2022
Paulina Pérez-Duarte Mendiola
Reconstructing readiness: Young children’s priorities for their early school adjustment
8 January 2019
This video provides an overview of the Children’s Thoughts about School Study (CTSS). CTSS was integrated into the evaluation of a community-led initiative called Preparing for Life (PFL) run by the UCD Geary Institute. The PFL aimed to improve levels of school readiness for children living in several disadvantaged areas of Dublin, Ireland. In the […]