Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design
Stephen Bayley, Prof Paul Ramchandani, Research for Equitable Access and Learning (REAL) Centre, Addis Ababa University, RISE Ethiopia
Narrative Matters: ‘Encanto’ and intergenerational trauma
Read a summary of Sydney Conroy's publication about how themes in Encanto might support children's mental health.
The Links Between Play and Children’s Mental Health
In this presentation, Professor Helen Dodd from the University of Exeter explains how play has changed over time, and explores how adventurous play might be considered a protective factors when it comes to children’s mental health. This talk formed part of the PEDAL Play Conference 2022, an event which brought together play researchers interested in […]
Using LEGO Bricks to Support Social and Emotional Wellbeing in Neurodivergent Children
Play Included is a social enterprise on a mission to create effective play-based development programmes for children – empowering professionals, enabling parents and families and building community. In this presentation, Dr Gina Gomez de la Cuesta introduces the Brick-by-Brick® programme, which provides opportunities for neurodivergent children to develop their social and emotional skills through collaborative […]
Children’s Perspectives and Experiences of Play in Hospital
In this talk, PEDAL PhD student Kelsey Graber presents their doctoral research – which seeks to investigate children’s own perspectives and experiences of play in hospital during the COVID-19 pandemic. This presentation was recorded on 8th September 2022 as part of the PEDAL Play Conference, an event which brought together play researchers interested in play […]
Exploring the Perceptions of Teachers and Parents on the Use of Play-Based Pedagogy in Kenya
In this talk, PEDAL PhD student Domnick Okullo presents their doctoral research project – which explores teachers’ and parents’ perceptions of the use of play-based learning in preschools in Kenya. This presentation was recorded on the 8th September 2022 as part of the PEDAL Play Conference, an event which brought together play researchers interested in […]
Play as Resilience, Play as Mastery: Supporting Practitioners and Families Across the UK
Play is a child’s normal. Play is both a powerful means of communication, and how we understand the world that we live in. Starlight Children’s Foundation is committed to protecting the right of all children to have opportunities to play, particularly children who are seriously ill and/or engaged with the UK healthcare system on a […]
Pedagogy of Play: What Playful Learning Involves (And Why It Is Important)
Around the world, research trends are showing that there is more play and playfulness in schools. From age four to fourteen (and beyond), children are leading their own learning, exploring the unknown, and finding joy in facing challenges at school. However, most students beyond early childhood do not currently have the opportunity to learn playfully […]
How to communicate with children, according to Health Play Specialists in the United Kingdom: A qualitative study
Paulina Pérez-Duarte Mendiola
Moving toward a strengths-based understanding of autistic people’s play
How do autistic adults experience and view their play?
Book to Basics: Having fun with books and play
How can we use books in our play?
Four playful ways to help with anxiety
How can we use play to help our bodies recognise we are safe and reduce our anxiety level?
Scoping the evidence: Hands-on learning with physical manipulatives
How can physical manipulatives encourage children's active engagement in everyday learning?
‘Just fun’ – or fundamental? Finding fun in early adolescent self-concept
Is fun an integral part of young peoples' selves, or is it a frivolous extra?
Children bouncing back: How families can use play to help children transition to post-lockdown life
How can families use play to support their children as they transition to post-lockdown life?