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Category: Professional Development

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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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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Understanding & supporting mental health in infancy & early childhood: a PEDAL and UNICEF UK toolkit

5 December 2023

In this lecture Sally Hogg, PEDAL’s Senior Policy Fellow presents PEDAL’s work with UNICEF UK on the new toolkit for understanding and supporting mental health in infancy and early childhood. She explains the new framework which describes what it means to be mentally healthy in the earliest years of life. This presentation was recorded on […]

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Playful approaches to research

5 December 2023

In this workshop, Dr Beth Barker, Dr Kelsey Graber, and PhD students Sydney Conroy and Carolyn Mazzei (PEDAL) discuss how play itself can be used as an ethos and a tool to support our explorations of play, development, and learning in childhood during our research studies. They discuss ways that play factors into our research […]

PEDAL PhD Series: Applying for a PhD at PEDAL

24 July 2023

Have you ever wondered what it's like to do a PhD? Would you like to know more about studying here at PEDAL? In the PEDAL PhD series, current PEDAL students discuss their experiences of studying a PhD at the University of Cambridge and answer some of your questions about the application process.

INSAR 2023: Professionals’ perspectives on strengths-based autism diagnostic assessment

6 May 2023

Neurodiversity-informed approaches enable us to move away from simply understanding autism in terms of difficulties. In this video, PEDAL PhD student Emma Pritchard-Rowe presents a summary of her research on professionals’ perspectives of holistic, strengths-based approaches to diagnostic assessment – which can have a positive impact on autistic people’s wellbeing and enhance the support available […]

INSAR 2023: Autistic adults’ perspectives and experiences of play-based assessments

5 May 2023

Neurodiversity-informed & strengths-based approaches can help enrich our understanding of autistic play and the diverse array of strengths that autistic people have. In this video, PEDAL PhD student Emma Pritchard-Rowe presents a summary of her research on autistic adults’ experiences of play-based assessments. This poster was originally presented at the International Society for Autism Research […]

Early Years Library

9 January 2023

Learn more about these free resources designed to help early childhood education practitioners support young children’s development of essential skills.

An Introduction to the TRAIL (Teachers Reflecting on Agency in Learning) Programme

1 December 2022

Teachers Reflecting on Agency in Learning (TRAIL) is a professional development programme designed to support early years and primary educators in implementing rigorous, child-centred practices that promote agency in children. Many educators are unsure how to balance their role as a guide in children’s learning with children’s exploration and curiosity. In TRAIL, we support educators […]