Play: the new renaissance

References

• Alexander, R. (2009). Children, their world, their education: Final report and recommendations of the Cambridge primary review. London: Routledge.
   Google Scholar
• Barker, J. E., Semenov, A. D., Michaelson, L., Provan, L. S., Snyder, H. R., & Munakata, Y. (2014). Less-structured time in children's daily lives predicts self-directed executive functioning. Frontiers in Psychology, 5, 593.
   PubMedGoogle Scholar
• Bateson, P., & Martin, P. (2013). Play, playfulness, creativity & innovation. Cambridge: Cambridge University Press.
   Google Scholar
• Broadhead, P., Howard, J., & Wood, E. (2010). Play & learning in the early years. London: Sage.
   Google Scholar
• Brooker, L., Blaise, M., & Edwards, S. (2014). The Sage handbook of play and learning in early childhood. London: Sage.
   Google Scholar
• Bruce, T., Hakkarainen, P., & Bredikyte, M. (2017). The Routledge international handbook of early childhood play. London: Routledge.
   Google Scholar
• Christie, J. F., & Roskos, K. A. (2006). Standards, science, and the role of play in early literacy education. In D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play=learning (pp. 57–73). Oxford: Oxford University Press.
   Google Scholar
• Cook, C., Goodman, N. D., & Schulz, L. E. (2011). Where science starts: Spontaneous experiments in preschoolers’ exploratory play. Cognition, 120, 341–349. doi: 10.1016/j.cognition.2011.03.003
   PubMed Web of Science ®Google Scholar
• DeLoache, J. S., Sugarman, S., & Brown, A. L. (1985). The development of error correction strategies in young children’s manipulative play. Child Development, 56(4), 928–939. doi: 10.2307/1130105
   PubMed Web of Science ®Google Scholar
• Fearn, M., & Howard, J. (2012). Play as a resource for children facing adversity: An exploration of indicative case studies. Children & Society, 26(6), 456–468. doi: 10.1111/j.1099-0860.2011.00357.x
   Web of Science ®Google Scholar
• Fromberg, D. P., & Bergen, D. (2015). Play from birth to twelve: Contexts, perspectives and meanings (3rd ed.). New York, NY: Routledge.
   Google Scholar
• Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182–191. doi: 10.1542/peds.2006-2697
   PubMed Web of Science ®Google Scholar
• Göncü, A., & Gaskins, S. (2006). Play and development: Evolutionary, sociocultural and functional perspectives. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Gruber, M., Gelman, B., & Ranganath, C. (2014). States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron, 84(2), 486–496. doi: 10.1016/j.neuron.2014.08.060
   PubMed Web of Science ®Google Scholar
• Howard, J., & McInnes, K. (2013). The essence of play: A practice companion for professionals working with children and young people. Abingdon: Routledge.
   Google Scholar
• Hughes, C., Daly, I., Foley, S., White, N., & Devine, R. T. (2015). Measuring the foundations of school readiness: Introducing a new questionnaire for teachers – the brief early skills and support index (BESSI). British Journal of Educational Psychology, 85(3), 332–356. doi: 10.1111/bjep.12076
   PubMed Web of Science ®Google Scholar
• Istomina, Z. M. (1975). The development of voluntary memory in preschool-age children. Soviet Psychology, 13, 5–64. doi: 10.2753/RPO1061-040513045
   Web of Science ®Google Scholar
• Karpov, Y. V. (2005). The neo-Vygotskian approach to child development. Cambridge: Cambridge University Press.
   Google Scholar
• Kestly, T. A. (2014). The interpersonal neurobiology of play: Brainbuilding interventions for emotional well-being. London: W.W.Norton.
   Google Scholar
• Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin, 139(1), 1. doi: 10.1037/a0029321
   PubMed Web of Science ®Google Scholar
• Lillemyr, O. F., Dockett, S., & Perry, B. (2013). Varied perspectives on play & learning. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Lindsay, S., Hounsell, K. G., & Cassiani, C. (2017). A scoping review of the role of LEGO® therapy for improving inclusion and social skills among children and youth with autism. Disability and Health Journal, 10(2), 173–182. doi: 10.1016/j.dhjo.2016.10.010
   PubMed Web of Science ®Google Scholar
• Liu, C., Solis, S. L., Jensen, H., Hopkins, E. J., Neale, D., Zosh, J. M., … Whitebread, D. (2017). Neuroscience and learning through play: A review of the evidence. Billund: The LEGO Foundation.
   Google Scholar
• Milteer, R. M., Ginsburg, K. R., & Mulligan, D. A. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129(1), e204–e213. doi: 10.1542/peds.2011-2953
   PubMed Web of Science ®Google Scholar
• Pellegrini, A. D. (2009). The role of play in human development. New York, NY: Oxford University Press.
   Google Scholar
• Pellegrini, A. D. (2011). The Oxford handbook of the development of play. New York, NY: Oxford University Press.
   Google Scholar
• Pellis, S., & Pellis, V. (2009). The playful brain: Venturing to the limits of neuroscience. Oxford: Oneworld Publications.
   Google Scholar
• Sahlberg, P. (2012). Finnish lessons: What can the world learn about educational change in Finland? New York, NY: Teachers College Press.
   Google Scholar
• Singer, D. G., Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Play=learning: How play motivates and enhances children’s cognitive and socio-emotional growth. New York, NY: Oxford University Press.
   Google Scholar
• Takeuchi, H., Taki, Y., Sassa, Y., Hashizume, H., Sekiguchi, A., Fukushima, A., & Kawashima, R. (2010). Regional gray matter volume of dopaminergic system associate with creativity: Evidence from voxel-based morphometry. NeuroImage, 51(2), 578–585. doi: 10.1016/j.neuroimage.2010.02.078
   PubMed Web of Science ®Google Scholar
• Taneja, V., Sriram, S., Beri, R. S., Sreenivas, V., Aggarwal, R., & Kaur, R. (2002). ‘Not by bread alone’: Impact of a structured 90-minute play session on development of children in an orphanage. Child: Care, Health and Development, 28(1), 95–100.
   PubMed Web of Science ®Google Scholar
• Thibodeau, R. B., Gilpin, A. T., Brown, M. M., & Meyer, B. A. (2016). The effects of fantastical pretend-play on the development of executive functions: An intervention study. Journal of Experimental Child Psychology, 145, 120–138. doi: 10.1016/j.jecp.2016.01.001
   PubMed Web of Science ®Google Scholar
• Vygotsky, L. S. (1967). Play and Its role in the mental development of the child. Soviet Psychology, 5, 6–18. doi: 10.2753/RPO1061-040505036
   Web of Science ®Google Scholar
• White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2017). The ‘batman effect’: Improving perseverance in young children. Child Development, 88(5), 1563–1571. doi: 10.1111/cdev.12695
   PubMed Web of Science ®Google Scholar
• Whitebread, D. (2014). The importance of self-regulation for learning from birth. In H. Moylett (Ed.), Characteristics of effective learning: Helping young children become learners for life (pp. 15–35). Maidenhead: Open University Press.
   Google Scholar
• Whitebread, D. (2017). Free play and children’s mental health. The Lancet Child & Adolescent Health, 1, 167–169. doi: 10.1016/S2352-4642(17)30092-5
   Google Scholar
• Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2012). The importance of play: A report on the value of children’s play with a series of policy recommendations. Brussels: Toys Industries for Europe.
   Google Scholar
• Whitebread, D., & Coltman, P. (2016). Ensuring developmentally appropriate practice in the early years of primary schooling. In P. Gronn & J. Biddulph (Eds.), A university’s challenge: Cambridge’s primary school for the nation (pp. 119–139). Cambridge: Cambridge University Press.
   Google Scholar
• Whitebread, D., Kuvalja, M., & O’Connor, A. (2015). Quality in early childhood education – an international review and guide for policy makers. Report for the world innovation summit for education. Dohar: WISE.
   Google Scholar
• Wolfgang, C., Stannard, L., & Jones, I. (2010). Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics. Early Child Development and Care, 173(5), 467–475. doi: 10.1080/0300443032000088212
   Google Scholar