ECE teachers’ views on play-based learning: a systematic review

References

• Aldhafeeri, Fayiz, Ioanna Palaiologou, and Aderonke Folorunsho. 2016. “Integration of Digital Technologies Into Play-Based Pedagogy in Kuwaiti Early Childhood Education: Teachers’ Views, Attitudes and Aptitudes.” International Journal of Early Years Education 24 (3): 342–360. https://doi.org/10.1080/09669760.2016.1172477.
   Web of Science ®Google Scholar
• Aras, Selda. 2016. “Free Play in Early Childhood Education: A Phenomenological Study.” Early Child Development and Care 186 (7): 1173–1184. https://doi.org/10.1080/03004430.2015.1083558.
   Web of Science ®Google Scholar
• Atkins, Salla, Simon Lewin, Helen Smith, Mark Engel, Atle Fretheim, and Jimmy Volmink. 2008. “Conducting a Meta-Ethnography of Qualitative Literature: Lessons Learnt.(Debate).” BMC Medical Research Methodology 8 (21): 21.
   PubMedGoogle Scholar
• Aubrey, Carol, and Döndϋ Durmaz. 2012. “Policy-to-Practice Contexts for Early Childhood Mathematics in England.” International Journal of Early Years Education 20 (1): 59–77. https://doi.org/10.1080/09669760.2012.664475.
   Google Scholar
• Baker, Fiona Sally. 2014a. “Tensions in Policy and Practice: Influences on Play in Abu Dhabi’s New School Model KG Framework.” Early Child Development and Care 184 (12): 1830–1842. https://doi.org/10.1080/03004430.2014.888176.
   Google Scholar
• Baker, Fiona Sally. 2014b. “Teachers’ Views on Play-Based Practice in Abu Dhabi Kindergartens.” International Journal of Early Years Education 22 (3): 271–286. https://doi.org/10.1080/09669760.2014.944884.
   Google Scholar
• Baker, Fiona Sally. 2015. “Challenges Presented to Personal Theories, Beliefs and Practices of Play in Abu Dhabi Kindergartens: The English Medium Teacher Perspective.” Early Years: An International Journal of Research and Development 35 (1): 22–35. https://doi.org/10.1080/09575146.2014.958982.
   Web of Science ®Google Scholar
• Bennett, Neville, Elizabeth Wood, and Sue Rogers. 1997. Teaching Through Play: Teachers’ Thinking and Classroom Practice. Buckingham: Open University Press.
   Google Scholar
• Bergen, Doris. 2014. “Foundations of Play Theory.” In SAGE Handbook of Play and Learning in Early Childhood, edited by Elizabeth Brooker, Mindy Blaise, and Susan Edwards, 9–20. Los Angeles, London, New Delhi, Singapore, Washington DC: SAGE.
   Google Scholar
• Brooker, Elizabeth, Mindy Blaise, and Susan Edwards. 2014. “Introduction.” In SAGE Handbook of Play and Learning in Early Childhood, edited by Elizabeth Brooker, Mindy Blaise, and Susan Edwards, 1–4. Los Angeles, London, New Delhi, Singapore, Washington DC: SAGE.
   Google Scholar
• Broström, Stig, Inge Johansson, Anette Sandberg, and Thorleif Frøkjær. 2014. “Preschool Teachers’ View on Learning in Preschool in Sweden and Denmark.” European Early Childhood Education Research Journal 22 (5): 590–603. https://doi.org/10.1080/1350293X.2012.746199.
   Web of Science ®Google Scholar
• Broström, Stig, Anette Sandberg, Inge Johansson, Kay Margetts, Berenice Nyland, Thorleif Frøkjær, Christa Kieferle, et al. 2015. “Preschool Teachers’ Views on Children’s Learning: An International Perspective.” Early Child Development and Care 185 (5): 824–847. https://doi.org/10.1080/03004430.2014.958483.
   Web of Science ®Google Scholar
• Cheng, Doris Pui-Wah. 2001. “Difficulties of Hong Kong Teachers’ Understanding and Implementation of ‘Play’ in the Curriculum.” Teaching and Teacher Education 17 (7): 857–869. https://doi.org/10.1016/S0742-051X(01)00035-X.
   Web of Science ®Google Scholar
• Cooney, Margaret H. 2004. “Is Play Important? Guatemalan Kindergartners’ Classroom Experiences and Their Parents’ and Teachers’ Perceptions of Learning Through Play.” Journal of Research in Childhood Education 18 (4): 261–277. https://doi.org/10.1080/02568540409595040.
   Google Scholar
• Creswell, John W. 2013. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Los Angeles: SAGE Publications.
   Google Scholar
• Cutter-Mackenzie, Amy, and Susan Edwards. 2013. “Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge Through Play-Based Learning.” The Journal of Environmental Education 44 (3): 195–213. https://doi.org/10.1080/00958964.2012.751892.
   Web of Science ®Google Scholar
• Danniels, Erica, and Angela Pyle. 2018. “Defining Play-Based Learning.” In Encyclopedia of Early Childhood Development (Online), edited by R. E. Tremblay, M. Boivin, and RDeV Peters, 1–5. Centre of Excellence for Early Childhood Development. http://www.child-encyclopedia.com/play-based-learning/according-experts/defining-play-based-learning.
   Google Scholar
• Edwards, Susan, and Amy Cutter-Mackenzie. 2011. “Environmentalising Early Childhood Education Curriculum Through Pedagogies of Play.” Australasian Journal of Early Childhood 36 (1): 51.
   Web of Science ®Google Scholar
• Fang, Zhihui. 1996. “A Review of Research on Teacher Beliefs and Practices.” Educational Research 38 (1): 47–65.
   Web of Science ®Google Scholar
• Fesseha, Ellen, and Angela Pyle. 2016. “Conceptualising Play-Based Learning From Kindergarten Teachers’ Perspectives.” International Journal of Early Years Education 24 (3): 361–377. https://doi.org/10.1080/09669760.2016.1174105.
   Web of Science ®Google Scholar
• Foote, Lyn, John Smith, and Fiona Ellis. 2004. “The Impact of Teachers’ Beliefs on the Literacy Experiences of Young Children: A New Zealand Perspective.” Early Years 24 (2): 135–147. https://doi.org/10.1080/0957514032000732993.
   Google Scholar
• Fung, Chanel Kit Ho. 2009. “The Complexities in Promoting Play-Based Kindergarten Curriculum in Hong Kong: One Teacher’s Story.” Canadian Children 34 (2): 16–24.
   Google Scholar
• Fung, Chanel Kit Ho, and Doris Pui Wah Cheng. 2012. “Consensus or Dissensus? Stakeholders’ Views on the Role of Play in Learning.” Early Years: An International Journal of Research and Development 32 (1): 17–33.
   Google Scholar
• Gaskins, S., W. Haight, and D. F. Lancy. 2006. “The Cultural Construction of Play.” In Play and Development: Evolutionary, Sociocultural, and Functional Perspectives, edited by Artin Göncü and Suzanne Gaskins, 179–202. Mahwah, NJ: Lawrence Erlbaum. The Jean Piaget Symposium Series.
   Google Scholar
• Gray, Colette, and 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): 188–205. https://doi.org/10.1080/09669760.2016.1155973.
   Web of Science ®Google Scholar
• Guilfoyle, Natalie, and Malini Mistry. 2013. “How Effective Is Role Play in Supporting Speaking and Listening for Pupils with English as an Additional Language in the Foundation Stage?” Education 3-13 41 (1): 63–70.
   Google Scholar
• Hegde, Archana V., and Deborah J. Cassidy. 2009. “Kindergarten Teachers’ Perspectives on Developmentally Appropriate Practices (DAP): A Study Conducted in Mumbai (India).” Journal of Research in Childhood Education 23 (3): 367–381. https://doi.org/10.1080/02568540909594667.
   Google Scholar
• Hegde, Archana V., Chisato Sugita, Linda Crane-Mitchell, and Paige Averett. 2014. “Japanese Nursery and Kindergarten Teachers’ Beliefs and Practices Regarding Developmentally Appropriate Practices.” International Journal of Early Years Education 22 (3): 301–314. https://doi.org/10.1080/09669760.2014.948390.
   Google Scholar
• Hesterman, Sandra. 2018. “Too Young to Fail: Standardising Literacy in the Early Years of Schooling.” Educational Practice and Theory 40 (1): 5–28. https://doi.org/10.7459/ept/40.1.02.
   Google Scholar
• Hope-Southcott, Laura. 2013. “The Use of Play and Inquiry in a Kindergarten Drama Centre: A Teacher’s Critical Reflection.” Journal of Childhood Studies 38 (1): 39–46. https://doi.org/10.18357/jcs.v38i1.15437.
   Google Scholar
• Howard, Justine. 2010. “Early Years Practitioners’ Perceptions of Play: An Exploration of Theoretical Understanding, Planning and Involvement, Confidence and Barriers to Practice.” Educational and Child Psychology 27 (4): 91.
   Google Scholar
• Howard, Justine, Gareth E. Miles, and Laura Rees-Davies. 2012. “Computer Use Within a Play-Based Early Years Curriculum.” International Journal of Early Years Education 20 (2): 175–189.
   Google Scholar
• Hu, Bi Ying, Sarah Quebec Fuentes, Chun Yan Wang, and Feiwei Ye. 2014. “A Case Study of the Implementation of Chinese Kindergarten Mathematics Curriculum.” International Journal of Science and Mathematics Education 12 (1): 193–217. https://doi.org/10.1007/s10763-013-9429-5.
   Web of Science ®Google Scholar
• Hunter, Thelma, and Glenda Walsh. 2014. “From Policy to Practice?: The Reality of Play in Primary School Classes in Northern Ireland.” International Journal of Early Years Education 22 (1): 19–36. https://doi.org/10.1080/09669760.2013.830561.
   Google Scholar
• Hvit, Sara. 2015. “Literacy Events in Toddler Groups: Preschool Educators’ Talk About Their Work with Literacy among Toddlers.” Journal of Early Childhood Literacy 15 (3): 311–330. https://doi.org/10.1177/1468798414526427.
   Web of Science ®Google Scholar
• Izumi-Taylor, Satomi, Ingrid Pramling Samuelsson, and Cosby Steele Rogers. 2010. “Perspectives of Play in Three Nations: A Comparative Study in Japan, the United States, and Sweden.” Early Childhood Research & Practice 12 (1): 1–12. https://eric.ed.gov/?id=EJ889717.
   Google Scholar
• Johansson, Inge, and Anette Sandberg. 2010. “Learning and Participation: Two Interrelated Key-Concepts in the Preschool.” European Early Childhood Education Research Journal 18 (2): 229–242. https://doi.org/10.1080/13502931003784560.
   Web of Science ®Google Scholar
• Kim, Mina. 2004. “Teachers’ Philosophical Orientation and Practices: A Study of Novice Preschool Teachers in South Korea.” Contemporary Issues in Early Childhood 5 (3): 276–292. https://doi.org/10.2304/ciec.2004.5.3.3.
   Google Scholar
• Klem, Marianne, and Bente Hagtvet. 2018. “Tidlig Språkkartlegging, Til Barnets Beste? (Early Language Assessment, for the Child’s Best?).” Norsk Tidsskrift for Logopedi 4: 12–24.
   Google Scholar
• Kravtsova, E. E. 2014. “Play in Non-Classical Psychology of L.S. Vygotsky.” In SAGE Handbook of Play and Learning in Early Childhood, edited by Elizabeth Brooker, Mindy Blaise, and Susan Edwards, 21–30. Los Angeles, London, New Delhi, Singapore, Washington DC: SAGE.
   Google Scholar
• Kravtsov, G. G., and E. E. Kravtsova. 2010. “Play in L. S. Vygotsky’s Nonclassical Psychology.” Journal of Russian & East European Psychology 48 (4): 25–41. https://doi.org/10.2753/RPO1061-0405480403.
   Google Scholar
• Kroll, Linda R. 2017. “Early Childhood Curriculum Development: The Role of Play in Building Self-Regulatory Capacity in Young Children.” Early Child Development and Care 187: 854–868. https://doi.org/10.1080/03004430.2016.1223063.
   Web of Science ®Google Scholar
• Leggett, Nicole, and Margot Ford. 2013. “A Fine Balance: Understanding the Roles Educators and Children Play as Intentional Teachers and Intentional Learners Within The’Early Years Learning Framework’.” Australasian Journal of Early Childhood 38 (4): 42.
   Web of Science ®Google Scholar
• Lillard, Angeline S., Matthew D. Lerner, Emily J. Hopkins, Rebecca A. Dore, Eric D. Smith, and Carolyn M. Palmquist. 2013. “The Impact of Pretend Play on Children’s Development: A Review of the Evidence.” Psychological Bulletin 139 (1): 1.
   PubMed Web of Science ®Google Scholar
• Lynch, Meghan. 2014. “Ontario Kindergarten Teachers’ Social Media Discussions About Full Day Kindergarten.” McGill Journal of Education 49 (2): 329–347.
   Google Scholar
• Lynch, Meghan. 2015. “More Play, Please: The Perspective of Kindergarten Teachers on Play in the Classroom.” American Journal of Play 7 (3): 347–370.
   Web of Science ®Google Scholar
• Marfo, K., and L. Biersteker. 2010. “Exploring Culture, Play and Early Childhood Education Practice.” In Rethinking Play and Pedagogy in Early Childhood Education: Concepts, Contexts and Cultures, edited by Sue Rogers, 1st ed., 73–85. Abingdon, UK: Routledge.
   Google Scholar
• Martlew, Joan, Christine Stephen, and Jennifer Ellis. 2011. “Play in the Primary School Classroom? The Experience of Teachers Supporting Children’s Learning Through a New Pedagogy.” Early Years 31 (1): 71–83. https://doi.org/10.1080/09575146.2010.529425.
   Google Scholar
• McInnes, Karen, Justine Howard, Gareth Miles, and Kevin Crowley. 2011. “Differences in Practitioners’ Understanding of Play and How This Influences Pedagogy and Children’s Perceptions of Play.” Early Years 31 (2): 121–133. https://doi.org/10.1080/09575146.2011.572870.
   Google Scholar
• Miller, Linda, and Alice Paige Smith. 2004. “Practitioners’ Beliefs and Children’s Experiences of Literacy in Four Early Years Settings.” Early Years 24 (2): 121–133. https://doi.org/10.1080/0957514032000732984.
   Google Scholar
• Ministry of Education and Research. 2010. NOU 2010: 7. Mangfold og Mestring. Flerspråklige Barn, Unge og Voksne i Opplæringssystemet. [Diversity and Competence. Multilingual Children, Youth and Adults in the Educational System]. Oslo: Author. http://www.regjeringen.no/nb/dep/kd/dok/nouer/2010/NOU-2010-7.html?id=606151.
   Google Scholar
• Moon, Kyunghee, and Stuart Reifel. 2008. “Play and Literacy Learning in a Diverse Language Pre-Kindergarten Classroom.” Contemporary Issues in Early Childhood 9 (1): 49–65. https://doi.org/10.2304/ciec.2008.9.1.49.
   Google Scholar
• Mosvold, Reidar, and Marit Alvestad. 2011. “The Guest Editors’ Introduction to the Special Issue.” International Journal of Early Childhood 43 (3): 189–198. https://doi.org/10.1007/s13158-011-0041-y.
   Google Scholar
• Nicolopoulou, Ageliki. 2010. “The Alarming Disappearance of Play From Early Childhood Education.” Human Development 53 (1): 1.
   Web of Science ®Google Scholar
• Nikolopoulou, Kleopatra, and Vasilis Gialamas. 2015. “ICT and Play in Preschool: Early Childhood Teachers’ Beliefs and Confidence.” International Journal of Early Years Education 23 (4): 409–425. https://doi.org/10.1080/09669760.2015.1078727.
   Web of Science ®Google Scholar
• No Child Left Behind Act of 2001. 2002. Vol. 20. https://www2.ed.gov/policy/elsec/leg/esea02/index.html.
   Google Scholar
• OECD. 2015. “Early Childhood Education and Care Policy Reveiw. Norway.” OECD. http://www.oecd.org/norway/Early-Childhood-Education-and-Care-Policy-Review-Norway.pdf.
   Google Scholar
• Palaiologou, Ioanna. 2016. “Teachers’ Dispositions Towards the Role of Digital Devices in Play-Based Pedagogy in Early Childhood Education.” Early Years 36 (3): 305–321. https://doi.org/10.1080/09575146.2016.1174816.
   Web of Science ®Google Scholar
• Pui-Wah, Doris Cheng, and Philip Stimpson. 2004. “Articulating Contrasts in Kindergarten Teachers’ Implicit Knowledge on Play-Based Learning.” International Journal of Educational Research 41 (4): 339–352. https://doi.org/10.1016/j.ijer.2005.08.005.
   Google Scholar
• Pyle, Angela, and Ashley Bigelow. 2015. “Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms.” Early Childhood Education Journal 43 (5): 385–393.
   Web of Science ®Google Scholar
• Pyle, Angela, and Erica Danniels. 2017. “A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play.” Early Education and Development 28 (3): 274–289. https://doi.org/10.1080/10409289.2016.1220771.
   Web of Science ®Google Scholar
• Pyle, Angela, Christopher DeLuca, and Erica Danniels. 2017. “A Scoping Review of Research on Play-Based Pedagogies in Kindergarten Education.” Review of Education 5 (3): 311–351. https://doi.org/10.1002/rev3.3097.
   Web of Science ®Google Scholar
• Pyle, Angela, and Rebecca Luce-Kapler. 2014. “Looking Beyond the Academic and Developmental Logics in Kindergarten Education: The Role of Schwab’s Commonplaces in Classroom-Based Research.” Early Child Development and Care 184 (12): 1960–1977. https://doi.org/10.1080/03004430.2014.897945.
   Google Scholar
• Pyle, Angela, Daniel Poliszczuk, and Erica Danniels. 2018. “The Challenges of Promoting Literacy Integration Within a Play-Based Learning Kindergarten Program: Teacher Perspectives and Implementation.” Journal of Research in Childhood Education 32 (2): 219–233. https://doi.org/10.1080/02568543.2017.1416006.
   Web of Science ®Google Scholar
• Pyle, Angela, Jessica Prioletta, and Daniel Poliszczuk. 2018. “The Play-Literacy Interface in Full-Day Kindergarten Classrooms.” Early Childhood Education Journal 46 (1): 117–127.
   Web of Science ®Google Scholar
• Richards, Lyn. 2009. Handling Qualitative Data: A Practical Guide. Los Angeles: Sage.
   Google Scholar
• Roberts-Holmes, Guy. 2012. “‘It’s the Bread and Butter of Our Practice’: Experiencing the Early Years Foundation Stage.” International Journal of Early Years Education 20 (1): 30–42.
   Google Scholar
• Rogers, Sue. 2010a. “Play and Pedagogy. A Conflict of Interst?” In Rethinking Play and Pedagogy in Early Childhood Education: Concepts, Contexts and Cultures, edited by Sue Rogers, 1st ed., 5–18. London & New York: Routledge.
   Google Scholar
• Rogers, Sue, ed. 2010b. Rethinking Play and Pedagogy in Early Childhood Education: Concepts, Contexts and Cultures. 1st ed. London & New York: Routledge.
   Google Scholar
• Rogers, Sue, and Julie Evans. 2007. “Rethinking Role Play in the Reception Class.” Educational Research 49 (2): 153–167.
   Web of Science ®Google Scholar
• Rogoff, Barbara. 1990. Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.
   Google Scholar
• Rogoff, Barbara. 2003. The Cultural Nature of Human Development. Oxford: Oxford University Press.
   Google Scholar
• Saini, Michael, and Aron Shlonsky. 2012. Systematic Synthesis of Qualitative Research. Oxford: Oxford University Press.
   Google Scholar
• Samuelsson, Ingrid Pramling, and Eva Johansson. 2006. “Play and Learning—Inseparable Dimensions in Preschool Practice.” Early Child Development and Care 176 (1): 47–65. https://doi.org/10.1080/0300443042000302654.
   Google Scholar
• Sandelowski, M., and J. Barroso. 2007. Handbook for Synthetizing Qualitative Research. New York: Springer.
   Google Scholar
• Sandseter, Ellen Beate Hansen. 2012. “Restrictive Safety or Unsafe Freedom? Norwegian ECEC Practitioners’ Perceptions and Practices Concerning Children’s Risky Play.” Child Care in Practice 18 (1): 83–101. https://doi.org/10.1080/13575279.2011.621889.
   Google Scholar
• Sæbbe, Per-Einar, and Ingrid Pramling Samuelsson. 2017. “Hvordan Underviser Barnehagelærere? Eller Gjør man Ikke det i Barnehagen?” Tidsskrift for Nordisk Barnehageforskning 14 (June). https://doi.org/10.7577/nbf.1731.
   Google Scholar
• Sisson, Jamie Huff, and Janice Kroeger. 2017. “‘They Get Enough of Play at Home’: A Bakhtinian Interpretation of the Dialogic Space of Public School Preschool.” Early Child Development and Care 187: 812–826. https://doi.org/10.1080/03004430.2016.1252533.
   Web of Science ®Google Scholar
• Smith, Peter K. 2005. “Play. Types and Functions in Human Development.” In Origins of the Social Mind: Evolutionary Psychology and Child Development, edited by Bruce J. Ellis and David F. Bjorklund, 271–291. New York: Guilford Press.
   Google Scholar
• Stephen, Christine. 2010. “Pedagogy: The Silent Partner in Early Years Learning.” Early Years 30 (1): 15–28. https://doi.org/10.1080/09575140903402881.
   Google Scholar
• Sundberg, Bodil, Sofie Areljung, Karin Due, Kenneth Ekström, Christina Ottander, and Britt Tellgren. 2016. “Understanding Preschool Emergent Science in a Cultural Historical Context Through Activity Theory.” European Early Childhood Education Research Journal 24 (4): 567–580. https://doi.org/10.1080/1350293X.2014.978557.
   Web of Science ®Google Scholar
• Sundsdal, Einar, and Maria Øksnes. 2015. “Til Forsvar for Barns Spontane lek.” Nordisk Tidsskrift for Pedagogikk og Kritikk 1 (April). https://doi.org/10.17585/ntpk.v1.89.
   Google Scholar
• Sutton-Smith, Brian. 1997. The Ambiguity of Play. Cambridge: Mass: Harvard University Press.
   Google Scholar
• Thorne, Sally, Louise Jensen, Margaret H. Kearney, George Noblit, and Margarete Sandelowski. 2004. “Qualitative Metasynthesis: Reflections on Methodological Orientation and Ideological Agenda.” Qualitative Health Research 14 (10): 1342–1365. https://doi.org/10.1177/1049732304269888.
   PubMed Web of Science ®Google Scholar
• Tsai, Chia-Yen. 2015. “Am I Interfering? Preschool Teacher Participation in Children Play.” Universal Journal of Educational Research 3 (12): 1028–1033.
   Google Scholar
• Tsai, Chia-Yen. 2017. “How Taiwanese Preschool Educators View Play and Apply It in Their Teaching.” International Education Studies 10 (4): 152–159.
   Google Scholar
• Vogt, Franziska, Bernhard Hauser, Rita Stebler, Karin Rechsteiner, and Christa Urech. 2018. “Learning Through Play–Pedagogy and Learning Outcomes in Early Childhood Mathematics.” European Early Childhood Education Research Journal 26 (4): 589–603. https://doi.org/10.1080/1350293X.2018.1487160.
   Web of Science ®Google Scholar
• Vong, Keang-ieng Peggy. 2012. “Play – a Multi-Modal Manifestation in Kindergarten Education in China.” Early Years 32 (1): 35–48. https://doi.org/10.1080/09575146.2011.635339.
   Google Scholar
• Vorkapic, Sanja Tatalovic, and Vesna Katic. 2015. “How Students of Preschool Education Perceive Their Play Competences–An Analysis of Their Involvement in Children’s Play.” Center for Educational Policy Studies Journal 5 (1): 111–130.
   Google Scholar
• Vu, Jennifer A., Myae Han, and Martha J. Buell. 2015. “The Effects of In-Service Training on Teachers’ Beliefs and Practices in Children’s Play.” European Early Childhood Education Research Journal 23 (4): 444–460. https://doi.org/10.1080/1350293X.2015.1087144.
   Web of Science ®Google Scholar
• Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Mass: Harvard University Press.
   Google Scholar
• Wager, Anita A., and Amy Noelle Parks. 2016. “Assessing Early Number Learning in Play.” ZDM: The International Journal on Mathematics Education 48 (7): 991–1002. https://doi.org/10.1007/s11858-016-0806-8.
   Google Scholar
• Wallerstedt, Cecilia, and Niklas Pramling. 2012. “Learning to Play in a Goal-Directed Practice.” Early Years 32 (1): 5–15. https://doi.org/10.1080/09575146.2011.593028.
   Google Scholar
• Walsh, Glenda, and John Gardner. 2006. “Teachers’ Readiness to Embrace Change in the Early Years of Schooling: A Northern Ireland Perspective.” European Early Childhood Education Research Journal 14 (2): 127–140. https://doi.org/10.1080/13502930285209961.
   Google Scholar
• Walsh, Glenda, Carol McGuinness, Liz Sproule, and Karen Trew. 2010. “Implementing a Play-Based and Developmentally Appropriate Curriculum in Northern Ireland Primary Schools: What Lessons Have We Learned?” Early Years 30 (1): 53–66. https://doi.org/10.1080/09575140903442994.
   Google Scholar
• Wang, Zhenlin, and LaiMing Hung. 2010. “Kindergarten Children’s Number Sense Development Through Board Games.” International Journal of Learning 17 (8): 19–31.
   Google Scholar
• Wood, Elizabeth. 2009a. “Conceptualizing a Pedagogy of Play: International Perspectives From Theory, Policy and Practice.” In From Children to Red Hatters: Diverse Images and Issues of Play. vol. 8, edited by D. Kuschner, 166–190. Lanham, MD: University Press of America Inc.
   Google Scholar
• Wood, Elizabeth. 2009b. “Developing a Pedagogy of Play.” In Early Childhood Education: Society and Culture, edited by Angela Anning, Joy Cullen, and Marilyn Fleer, 2nd ed., 27–38. Los Angeles, California: Sage.
   Google Scholar
• Wood, Elizabeth, and Neville Bennett. 1997. “The Rhetoric and Reality of Play: Teachers’ Thinking and Classroom Practice.” Early Years 17 (2): 22–27.
   Google Scholar
• Wood, David, Linnet McMahon, and Yvonne Cranstoun. 1980. Working with Under Fives. Vol. 5. Oxford Preschool Research Project. London: Grant McIntyre.
   Google Scholar
• Wu, Shu-Chen. 2014. “Practical and Conceptual Aspects of Children’s Play in Hong Kong and German Kindergartens.” Early Years: An International Journal of Research and Development 34 (1): 49–66. https://doi.org/10.1080/09575146.2013.818936.
   Google Scholar
• Wu, Shu-Chen, Stefan Faas, and 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): 229–245. https://doi.org/10.1080/1350293X.2018.1442034.
   Web of Science ®Google Scholar
• Wu, Shu-Chen, and Nirmala Rao. 2011. “Chinese and German Teachers’ Conceptions of Play and Learning and Children’s Play Behaviour.” European Early Childhood Education Research Journal 19 (4): 469–481. https://doi.org/10.1080/1350293X.2011.623511.
   Web of Science ®Google Scholar