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Theory Into Practice Volume 62, 2023 - Issue 2: Creative Arts, Physical Activity, and Children’s Play in Early Childhood
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Creative arts, physical activity, and children’s play in early childhood

Darlene DeMariea Department of Educational & Psychological Studies, University of South Florida, Tampa, Florida, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1562-9114
ORCID Icon &
Jennifer Bugosb Department of Music, University of South Florida College of Arts & Sciences, Tampa, Florida, USAORCID Iconhttps://orcid.org/0000-0001-8061-3752
ORCID Icon
Pages 103-106 | Published online: 02 Jun 2023

References

  • Alahmari, A., Alrweta, S., Malkawi, M., Nacpil, V., Strekalova-Hughes, E., & Young, R. (2023). Playing the system: Advocacy for play equity in early childhood education. Theory Into Practice, 62(2), 107-114. https://doi.org/10.1080/00405841.2023.2202133
  • Alvarez-Vargas, D., Lopez Perez, J. P., Bermudez, V. N., Beltrán-Grimm, S., Santana, E., Begolli, K., & Bustamante, A. S. (2023). Evidence-based designs for physically active and playful math learning. Theory Into Practice, 62(2), 166-180. https://doi.org/10.1080/00405841.2023.2202131
  • Bugos, J., & DeMarie, D. (2017). The effects of a short-term music program on preschool children’s executive functions. Psychology of Music, 45(572), 1–13. https://doi.org/10.1177/0305735617692666
  • Burriss, K. G., & Tsao, L.-L. (2002). Review of research: How much do we know about the importance of play in child development? Childhood Education, 78(4), 230–233. https://doi.org/10.1080/00094056.2002.10522188
  • DeMarie, D. (2010) Successful versus unsuccessful schools through the eyes of children: The use of interviews, autophotography, and picture selection. Early Childhood Research and Practice. Available. https://eric.ed.gov/?id=ej910911.
  • Drake, J. (2023). How children can use drawing to regulate their emotions. Theory Into Practice, 62(2), 181-192. https://doi.org/10.1080/00405841.2023.2202132
  • Green, M. L., & Sawilowsky, S. (2018). Integrating the arts into head start classrooms produces positive impacts on kindergarten readiness. Early Childhood Research Quarterly, 45, 215–223. https://doi.org/10.1016/j.ecresq.2018.01.003
  • Kovács, J. I. (2023). Young magicians in kindergarten: Skill development through performing magic tricks. Theory Into Practice, 62(2), 155-165. https://doi.org/10.1080/00405841.2023.2202130
  • Mak, C., & Koustova, N. (2023). Recess time: Help or hindrance to the social-emotional development of young children? Theory Into Practice, 62(2), 127-140. https://doi.org/10.1080/00405841.2023.2202134
  • Nesbitt, K. T., Blinkoff, E., Golinkoff, R. M., & Hirsh-Pasek, K. (2023). Making schools work: An equation for active playful learning. Theory Into Practice, 62(2), 141-154. https://doi.org/10.1080/00405841.2023.2202136
  • Pope, E., Marston, S. A., Thompson, M., & Larson, S. How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond. Theory Into Practice, 62(2). https://doi.org/10.1080/00405841.2023.2202137
  • Thunder, K., Hattie, J., Almarode, J. T., Fisher, D., Frey, N., & Demchak, A. (2023). What really matters in play? Theory Into Practice, 62(2), 115-126. https://doi.org/10.1080/00405841.2023.2202135
  • United Nations General Assembly (1989, November 20). The convention on the rights of the child. United Nations Human Rights. https://ohchr.org/sties/default/files/crc.pdf

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