Citations (33)
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Gabriela Bento & Jorge Adelino Costa. (2022) Outdoor spaces design in early childhood settings – analysing opportunities for children’s play in Portugal. International Journal of Play 11:3, pages 270-288.
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Nevin J. Harper & Patricia Obee. (2021) Articulating outdoor risky play in early childhood education: voices of forest and nature school practitioners. Journal of Adventure Education and Outdoor Learning 21:2, pages 184-194.
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Sarah Chicken. (2020) Creativity within the Foundation Phase curriculum: a risky business?. Education 3-13 48:6, pages 733-745.
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Maria Hatzigianni, Michael Stevenson, Matt Bower, Garry Falloon & Anne Forbes. (2020) Children’s views on making and designing. European Early Childhood Education Research Journal 28:2, pages 286-300.
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Çağla Öneren Şendil & Feyza Tantekin Erden. (2019) Understanding the Gaps Between Turkish Teachers’ Beliefs and Practices for Dealing With Preschoolers’ Peer Relationship Problems. Early Education and Development 30:5, pages 608-638.
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Rebecca Hun Ping Cheung. (2018) Play-based creativity-fostering practices: the effects of different pedagogical approaches on the development of children’s creative thinking behaviours in a Chinese preschool classroom. Pedagogy, Culture & Society 26:4, pages 511-527.
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Anamika Devi, Marilyn Fleer & Liang Li. (2018) ‘We set up a small world’: preschool teachers’ involvement in children’s imaginative play. International Journal of Early Years Education 26:3, pages 295-311.
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Lorna Arnott. (2018) Children's negotiation tactics and socio-emotional self-regulation in child-led play experiences: the influence of the preschool pedagogic culture. Early Child Development and Care 188:7, pages 951-965.
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Shu-Chen Wu, Stefan Faas & Steffen Geiger. (2018) Chinese and German teachers’ and parents’ conceptions of learning at play – similarities, differences, and (in)consistencies. European Early Childhood Education Research Journal 26:2, pages 229-245.
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Ibrahim H. Acar, Soo-Young Hong & ChaoRong Wu. (2017) Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal 25:6, pages 866-884.
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Nevin J. Harper. (2017) Outdoor risky play and healthy child development in the shadow of the “risk society”: A forest and nature school perspective. Child & Youth Services 38:4, pages 318-334.
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Sue Robson. (2016) Self-regulation, metacognition and child- and adult-initiated activity: does it matter who initiates the task?. Early Child Development and Care 186:5, pages 764-784.
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Elly Singer, Merel Nederend, Lotte Penninx, Mehrnaz Tajik & Jan Boom. (2014) The teacher's role in supporting young children's level of play engagement. Early Child Development and Care 184:8, pages 1233-1249.
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Colette Gray. (2012) International perspectives on early years practice. International Journal of Early Years Education 20:4, pages 311-314.
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Articles from other publishers (19)
Amanda Niland. (2023) Picture Books, Imagination and Play: Pathways to Positive Reading Identities for Young Children. Education Sciences 13:5, pages 511.
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نايفه محمد عواد العطوي. (2023) دور الألعاب الترويحية في رفع دافعية الإنجاز لدى أطفال الروضة في الأردن: روضة ومدرسة مويص الثانوية المختلطة دراسة حالة. مجلة ابن خلدون للدراسات والأبحاث 3:3.
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Michelle Taylor, Pilar Alamos, Khara L.P. Turnbull, Jennifer LoCasale-Crouch & Carollee Howes. (2023) Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality. Early Childhood Research Quarterly 64, pages 331-344.
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Sixian Li, Qianyi Jiang & Chenyu Deng. (2022) The Development and Validation of an Outdoor Free Play Scale for Preschool Children. International Journal of Environmental Research and Public Health 20:1, pages 350.
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Dorota Maria Jankowska & Jacek Gralewski. (2022) THE FAMILIAL CONTEXT OF CHILDREN’S CREATIVITY: PARENTING STYLES AND THE CLIMATE FOR CREATIVITY IN PARENT–CHILD RELATIONSHIP. Creativity Studies 15:1, pages 1-24.
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Nilay DEREOBALI & Tuğba ÇANDIR. (2021) ERKEN ÇOCUKLUK DÖNEMİNDE MOTOR GELİŞİM VE RİSKLİ OYUN İLİŞKİSİTHE RELATIONSHIP BETWEEN MOTOR DEVELOPMENT AND RISKY PLAY IN EARLY CHILDHOOD. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi:60, pages 560-581.
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Shu-chen Wu. (2020) A co-constructed picture of learning in play by teachers and parents. Journal of Early Childhood Research 19:1, pages 84-97.
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Jen Katz‐Buonincontro & Ross C. Anderson. (2018) A Review of Articles Using Observation Methods to Study Creativity in Education (1980–2018). The Journal of Creative Behavior 54:3, pages 508-524.
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Christine O’Farrelly, Ailbhe Booth, Mimi Tatlow-Golden & Beth Barker. (2020) Reconstructing readiness: Young children’s priorities for their early school adjustment. Early Childhood Research Quarterly 50, pages 3-16.
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Michael Stevenson, Matt Bower, Garry Falloon, Anne Forbes & Maria Hatzigianni. (2019) By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities. British Journal of Educational Technology 50:3, pages 1260-1274.
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A Sukarso, A Widodo, D Rochintaniawati & W Purwianingsih. (2019) The potential of students’ creative disposition as a perspective to develop creative teaching and learning for senior high school biological science. Journal of Physics: Conference Series 1157, pages 022092.
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Jen Katz-Buonincontro & Ross C. Anderson. (2018) How Do We Get From Good to Great? The Need for Better Observation Studies of Creativity in Education. Frontiers in Psychology 9.
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Carol Wagner & Danielle E. Schlough. 2017. Exploring the Benefits of Creativity in Education, Media, and the Arts. Exploring the Benefits of Creativity in Education, Media, and the Arts
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Lorna Arnott, Deirdre Grogan & Pauline Duncan. (2016) Lessons from using iPads to understand young children’s creativity. Contemporary Issues in Early Childhood 17:2, pages 157-173.
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Marja-Leena Rönkkö, Juli-Anna Aerila & Satu Grönman. (2016) Creative Inspiration for Preschoolers from Museums. International Journal of Early Childhood 48:1, pages 17-32.
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Sue Robson. (2016) Self-regulation and metacognition in young children: Does it matter if adults are present or not?. British Educational Research Journal 42:2, pages 185-206.
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Julia Gouldsboro. (2016) Building and extending. Early Years Educator 17:10, pages 24-26.
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David J Hargreaves, Sue Robson, Sue Greenfield & Hiroko Fumoto. (2014) Ownership and autonomy in early learning: The Froebel Research Fellowship project, 2002–2015. Journal of Early Childhood Research 12:3, pages 308-321.
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정재은 & ChiSungae. (2013) Development and effects of sociodramatic playintervention continuums for young children. Korean Journal of Early Childhood Education 33:4, pages 291-318.
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