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() A COMMENTARY ON THE IMPORTANCE OF FATHER–CHILD PLAY AND CHILDREN'S DEVELOPMENT - Popp - 2017 - Infant Mental Health Journal - Wiley Online Library (Journal Article)

() COMMENTARY ON FATHERS’ PLAY: MEASUREMENT, CONCEPTUALIZATION, CULTURE, AND CONNECTIONS WITH CHILD DEVELOPMENT - MajdandžIć - 2017 - Infant Mental Health Journal - Wiley Online Library (Journal Article)

() FATHER–CHILD PLAY DURING THE PRESCHOOL YEARS AND CHILD INTERNALIZING BEHAVIORS: BETWEEN ROBUSTNESS AND VULNERABILITY - Ahnert - 2017 - Infant Mental Health Journal - Wiley Online Library (Journal Article)

() Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions: Journal of Cognition and Development: Vol 20, No 2 (Journal Article)

() Test One to add Keyword Tags (Journal Article)

Abstract:
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Synonyms:
  • Cooperative play
  • Creativity
  • Exploratory play
  • Functional play
  • Games with rules
  • Humour
  • Learning
  • Literacy
  • Mental health
  • Numeracy
  • Object play
  • Parallel play
  • Physical health
  • Physical play
  • Pretend play
  • Rough and tumble
  • Semiotic play
  • Sibling play
  • Social play
  • Solitary play
  • Symbolic play
  • Executive function
Research discipline:

() THE WORLDWIDE BURDEN OF INFANT MENTAL AND EMOTIONAL DISORDER: REPORT OF THE TASK FORCE OF THE WORLD ASSOCIATION FOR INFANT MENTAL HEALTH - Lyons‐Ruth - 2017 - Infant Mental Health Journal - Wiley Online Library (Journal Article)

?, ?. et al. (2005) Roles of Initiation and Responsiveness in Access and Participation for Children With Specific Language Impairment (Journal Article)

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Date:
August 2005
Volume:
48
Page/s:
868-883
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Ainsworth, M. (1989) Attachments beyond infancy (Journal Article)

Abstract:

Attachment theory is extended to pertain to developmental changes in the nature of children's attachments to parents and surrogate figures during the years beyond infancy, and to the nature of other affectional bonds throughout the life cycle. Various types of affectional bonds are examined in terms of the behavioral systems characteristic of each and the ways in which these systems interact. Specifically, the following are discussed: (a) the caregiving system that underlies parents' bonds to their children, and a comparison of these bonds with children's attachments to their parents; (b) sexual pair-bonds and their basic components entailing the reproductive, attachment, and caregiving systems; (c) friendships both in childhood and adulthood, the behavioral systems underlying them, and under what circumstances they may become enduring bonds; and (d) kinship bonds (other than those linking parents and their children) and why they may be especially enduring.

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Date:
January 1989
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Volume:
44
Page/s:
709-716
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Akmanoglu, N. et al. (2014) Comparing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. (Journal Article)

Abstract:

Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted by using adapted alternative treatments design. Four kinds of data were collected during the study: effectiveness, efficiency, social validity, and reliability. Both teaching methods were found to be effective in teaching target skills to children with autism. Results of the study were compared with the literature and some recommendations were addressed in the study. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)

Date:
January 2014
Volume:
49
Page/s:
17-31
Synonyms:
  • Atypical development
  • Developmental outcomes
  • Pedagogy
  • Pretend play
  • Social cognition
  • Social play
  • Social-emotional
  • Well-being outcomes
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Alfieri, L. et al. (2011) Does discovery-based instruction enhance learning? (Journal Article)

Abstract:

Discovery learning approaches to education have recently come under scrutiny (Tobias & Duffy, 2009), with many studies indicating limitations to discovery learning practices. Therefore, 2 meta-analyses were conducted using a sample of 164 studies: The 1st examined the effects of unassisted discovery learning versus explicit instruction, and the 2nd examined the effects of enhanced and/or assisted discovery versus other types of instruction (e.g., explicit, unassisted discovery). Random effects analyses of 580 comparisons revealed that outcomes were favorable for explicit instruction when compared with unassisted discovery under most conditions (d = –0.38, 95% CI [−.44, −.31]). In contrast, analyses of 360 comparisons revealed that outcomes were favorable for enhanced discovery when compared with other forms of instruction (d = 0.30, 95% CI [.23, .36]). The findings suggest that unassisted discovery does not benefit learners, whereas feedback, worked examples, scaffolding, and elicited explanations do. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Date:
January 2011
Publisher or Journal:
Volume:
103
Page/s:
1-18
Synonyms:
  • Guided-play
  • Meta-analysis
  • Pedagogy
  • Playful learning
  • Learning
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