Citations (25)
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Read on this site (14)
Nicole Larsen, Angela Pyle, Erica Danniels, Marsha Marzouca & Raadiyah Nazeem. (2023) Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts. Education Inquiry 0:0, pages 1-22.
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Julie Fisher. (2022) To play or not to play: teachers’ and headteachers’ perspectives on play-based approaches in transition from the Early Years Foundation Stage to Key Stage 1 in England. Education 3-13 50:6, pages 803-815.
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Glenda Walsh & Jacqueline Fallon. (2021) ‘What’s all the fuss about play’? Expanding student teachers’ beliefs and understandings of play as pedagogy in practice. Early Years 41:4, pages 396-413.
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Natasha Goodhall & Cathy Atkinson. (2021) An exploratory case study: children’s comparative play access in English and Welsh classrooms. International Journal of Play 10:3, pages 203-227.
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Yeshe Colliver, Maria Hatzigianni & Ben Davies. (2020) Why can’t I find quality apps for my child? A model to understand all stakeholders’ perspectives on quality learning through digital play. Early Child Development and Care 190:16, pages 2612-2626.
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Glenda Walsh. (2020) From our own correspondent: play in practice in Northern Ireland primary schools: progress and pitfalls. PRACTICE 2:2, pages 161-166.
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Jarmila Bubikova-Moan, Hanne Næss Hjetland & Sabine Wollscheid. (2019) ECE teachers’ views on play-based learning: a systematic review. European Early Childhood Education Research Journal 27:6, pages 776-800.
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Karen McInnes. (2019) Playful learning in the early years – through the eyes of children. Education 3-13 47:7, pages 796-805.
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Elizabeth Wood. (2019) Unbalanced and unbalancing acts in the Early Years Foundation Stage: a critical discourse analysis of policy-led evidence on teaching and play from the office for standards in education in England (Ofsted). Education 3-13 47:7, pages 784-795.
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Glenda Walsh, Carol McGuinness & Liz Sproule. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice. Early Child Development and Care 189:7, pages 1162-1173.
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Edwina Mitchell. (2019) A small-scale exploratory study of educator’s perceptions and expectations of summer-born children in the reception classes of three English primary academies and the strategies used to support them. Education 3-13 47:2, pages 205-216.
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Helen Hedges, Shelley Stagg Peterson & Gisela Wajskop. (2018) Modes of play in early childhood curricular documents in Brazil, New Zealand and Ontario. International Journal of Play 7:1, pages 11-26.
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Nóirín Hayes, Jackie Maguire, Lucie Corcoran & Carmel O’Sullivan. (2017) Artful Dodgers: an arts education research project in early education settings. Irish Educational Studies 36:2, pages 203-219.
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Colette Gray & Anna Ryan. (2016) Aistear vis-à-vis the Primary Curriculum: the experiences of early years teachers in Ireland. International Journal of Early Years Education 24:2, pages 188-205.
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Articles from other publishers (11)
Konstantina Rentzou, Ruslan Slutsky, Mine Gol–Guven, Grethe Kragh-Müller, Maire Tuul & Jesús Paz-Albo. (2022) A Cross-Cultural Study on Factors Affecting Children’s Agentic Action in Their Play. International Journal of Early Childhood 55:1, pages 89-112.
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Ji Young Lee, Charlotte Anne Wright, Roberta Michnick Golinkoff & Kathy Hirsh-Pasek. (2023) Another case of the theory to practice gap: South Korean early childhood education and care. Early Childhood Research Quarterly 65, pages 385-395.
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Joe Sadamatsu. (2022) Experienced nursery teachers gaze longer at children during play than do novice teachers: an eye-tracking study. Asia Pacific Education Review.
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Elaine M. Murtagh, Jamil Sawalma & Rosemarie Martin. (2022) Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children. Educational Research for Policy and Practice 21:3, pages 407-426.
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Angela Pyle, Erica Danniels, Nicole E. Larsen & Rhonda Martinussen. (2022) Supporting children's self-regulation development in play-based kindergarten classrooms. International Journal of Educational Research 116, pages 102059.
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Valerian F. Gabdulchakov & Evgeniya O. Shishova. 2022. Play and STEM Education in the Early Years. Play and STEM Education in the Early Years
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Karen McInnes. 2021. Play Across Childhood. Play Across Childhood
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Sevim KARAOĞLU. (2020) The importance of play in pedagogy in curriculum delivery and play provision for young children’s learning and developmentPedagojik Açıdan Oyunun Erken Çocukluk Müfredatındaki Önemi ve Oyun Ortamının Çocuğun Gelişim ve Öğrenmesindeki Yeri. Erciyes Journal of Education 4:2, pages 18-34.
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Angela Pyle, Christopher DeLuca & Erica Danniels. (2017) A scoping review of research on play-based pedagogies in kindergarten education. Review of Education 5:3, pages 311-351.
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Valerian F. Gabdulkhakov. (2016) Teacher's Readiness to Work with Children While Playing. Procedia - Social and Behavioral Sciences 233, pages 175-180.
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Yeshe Colliver. (2016) Mothers' Perspectives on learning through Play in the Home. Australasian Journal of Early Childhood 41:1, pages 4-12.
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