1,598
Views
1
CrossRef citations to date
0
Altmetric
Articles

Participant engagement with play research – examples and lessons learned from the Centre for Play in Education, Development and Learning

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon show all

References

  • Adams, C. , Coke, R. , Crutchley, A. , Hesketh, A. , & Reeves, D. (2001). Assessment of comprehension and expression 6 - 11 . London: NFER-Nelson.
  • Amodia-Bidakowska, A. , Laverty, C. , & Ramchandani, P. G. (2020). Father-child play: A systematic review of its frequency, characteristics and potential impact on children’s development. Developmental Review , 57 , 100924. doi:10.1016/j.dr.2020.100924
  • Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners , 35 (4), 216–224. doi:10.1080/01944366908977225
  • Avornyo, E. A. , & Baker, S. (2018). The role of play in children’s learning: The perspective of Ghanaian early years stakeholders. Early Years , 38, 1–16. doi:10.1080/09575146.2018.1473344
  • Baker, S. (in press). Adult-child interactions in playful early science learning. In M. L. Peters & R. Heraud (Eds.), Encyclopedia of educational innovation (pp. 1–5). Springer.
  • Baker, S. , & Perry, N. (in press). Multiple influences on parental scaffolding for young children’s self-regulation. In M. McCaslin & T. Good (Eds.), Encyclopedia of education . Routledge.
  • Bercow, J. (2008). The Bercow report: A review of services for children and young people (0-19) with speech, language, and communication needs . DCSF Publications. www.dcsf.gov.uk/bercowreview
  • Booth, A. , O’Farrelly, C. , Hennessy, E. , & Doyle, O. (2019). ‘Be good, know the rules’: Children’s perspectives on starting school and self-regulation. Childhood , 26 (4), 509–524. doi:10.1177/0907568219840397
  • Brinton, B. , Fujiki, M. , & Higbee, L. M. (1998). Participation in cooperative learning activities by children with specific language impairment. Journal of Speech, Language, and Hearing Research , 41 (5), 1193–1206. doi:10.1044/jslhr.4105.1193
  • British Educational Research Association . (2018). Ethical guidelines for educational research . British Educational Research Association. https://www.bera.ac.uk/wp-content/uploads/2018/06/BERA-Ethical-Guidelines-for-Educational-Research_4thEdn_2018.pdf
  • British Psychological Society . (2018). Code of ethics and conduct The British Psychological Society.
  • Christensen, P. , & Prout, A. (2002). Working with ethical symmetry in social research with children. Childhood , 9 (4), 477–497. doi:10.1177/0907568202009004007
  • Clark, A. (2001). How to listen to very young children: The mosaic approach. Child Care in Practice , 7 (4), 333–341.
  • Clark, A. (2005). Listening to and involving young children: A review of research and practice. Early Child Development and Care , 175 (6), 489–505. doi:10.1080/03004430500131288
  • Colegrove, K. S.-S. , & Adair, J. K. (2014). Countering deficit thinking: Agency, capabilities and the early learning experiences of children of Latina/o immigrants. Contemporary Issues in Early Childhood , 15 (2), 122–135. doi:10.2304/ciec.2014.15.2.122
  • Conti-Ramsden, G. , Mok, P. L. H. , Pickles, A. , & Durkin, K. (2013). Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social, emotional and behavioral functioning. Research in Developmental Disabilities , 34 (11), 4161–4169. doi:10.1016/j.ridd.2013.08.043
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher , 38 (3), 181–199. doi:10.3102/0013189X08331140
  • Eckhoff, A. (2019). Participation takes many forms: Exploring the frameworks surrounding children's engagement in participatory research. In A. Eckhoff (Ed.), Participatory research with young children (pp. 3–19). Cham : Springer.
  • Einarsdottir, J. , Dockett, S. , & Perry, B. (2009). Making meaning: Children’s perspectives expressed through drawings. Early Child Development and Care , 179 (2), 217–232. doi:10.1080/03004430802666999
  • Elliot, J. (1991). Action research for educational change (Vol. 13). Open University Press. https://doi.org/10.1177/027046769301300149
  • Fink, E. , & Gibson, J. L. (2020). Learning in unexpected places. The Psychologist , 33 , 24–26.
  • Fink, E. , Mareva, S. , & Gibson, J. L. (2020). Dispositional playfulness in young children: A cross-sectional and longitudinal examination of the psychometric properties of a new child self-reported playfulness scale and associations with social behaviour. Infant and Child Development , 29 (4), e2181. doi:10.1002/icd.2181
  • Fisher, J. , & Wood, E. (2012). Changing educational practice in the early years through practitioner-led action research: An adult-child interaction project. International Journal of Early Years Education , 20 (2), 114–129. doi:10.1080/09669760.2012.715400
  • Frazier Norbury, C. , Tomblin, J. B. , & Bishop, D. V. M. (2008). Understanding developmental language disorders: From theory to practice . Psychology Press. https://doi.org/10.4324/9780203882580
  • Fujiki, M. , Brinton, B. , & Todd, C. M. (1996). Social skills of children with specific language impairment. Language, Speech, and Hearing Services in Schools , 27 (3), 195–202. doi:10.1044/0161-1461.2703.195
  • Furlong, J. (2014). Research and the teaching profession: Building the capacity for a self-improving education system. Final report of the BERA-RSA inquiry into the role of research in teacher education . London: British Educational Research Association.
  • General Assembly, U . (1989). Convention on the rights of the child.
  • Gibson, J. L. , Fink, E. , Torres, P. E. , Browne, W. V. , & Mareva, S. (2020). Making sense of social pretense: The effect of the dyad, sex, and language ability in a large observational study of children’s behaviors in a social pretend play context. Social Development , 29 (2), 526–543. doi:10.1111/sode.12420
  • Gore, J. M. , & Gitlin, A. D. (2004). [RE]Visioning the academic–teacher divide: Power and knowledge in the educational community. Teachers and Teaching , 10 (1), 35–58. doi:10.1080/13540600320000170918
  • Graber, K. , Byrne, E. M. , Goodacre, E. J. , Kirby, N. , Kulkarni, K. , O’Farrelly, C. , & Ramchandani, P. G. (2020). A rapid review of the impact of quarantine and restricted environments on children’s play and health outcomes . PsyArXiv, Preprints. doi:10.31234/osf.io/p6qxt
  • Greig, A. D. , Taylor, J. , & MacKay, T. (2007). Doing research with children (2nd ed.). SAGE. https://books.google.sk/books?id=g5k3XAf0ahoC
  • Groundwater-Smith, S. , Dockett, S. , & Bottrell, D. (2015). Participatory research with children and young people . SAGE. http://methods.sagepub.com/book/participatory-research-with-children-and-young-people
  • Guralnick, M. J. , Hammond, M. A. , & Connor, R. T. (2006). Nonsocial play patterns of young children with communication disorders: Implications for behavioral adaptation. Early Education and Development , 17 (2), 203–228. doi:10.1207/s15566935eed1702_1
  • Hargreaves, D. H. (1996). Teaching as a research-based profession: Possibilities and prospects. Teacher Training Agency Annual Lecture , 1996 .
  • Hargreaves, E. , Berry, R. , Lai, Y. C. , Leung, P. , Scott, D. , & Stobart, G. (2013). Teachers’ experiences of autonomy in continuing professional development: Teacher learning communities in London and Hong Kong. Teacher Development , 17 (1), 19–34. doi:10.1080/13664530.2012.748686
  • Harris, P. , & Manatakis, H. (2013). Young children's voices about their local communities. Australasian Journal of Early Childhood , 38 (3), 68–76. doi:10.1177/183693911303800309
  • Hart, R. A. (1992). Children's participation: From tokenism to citizenship (Vol. 4). UNICEF International Child Development Centre. https://books.google.sk/books?id=xcBoAAAAIAAJ
  • Hauge, K. (2019). Teachers’ collective professional development in school: A review study. Cogent Education , 6 (1), 1619223. doi:10.1080/2331186X.2019.1619223
  • Hillage, J. , Pearson, R. , Anderson, A. , & Tamkin, P. (1998). Excellence in research on schools, research report RR74 . Sudbury: DfEE Publications.
  • Hilppö, J. , Lipponen, L. , Kumpulainen, K. , & Rajala, A. (2017). Visual tools as mediational means: A methodological investigation. Journal of Early Childhood Research , 15 (4), 359–373. doi:10.1177/1476718x15617795
  • Involve . (2016). Involving children and young people in research: top tips and essential key issues for researchers. http://www.invo.org.uk/wp-content/uploads/2016/01/involvingcyp-tips-keyissues-January2016.pdf
  • James, A. , & James, A. L. (2001). Childhood: Toward a theory of continuity and change. The Annals of the American Academy of Political and Social Science , 575 , 25–37. http://www.jstor.org/stable/1049178
  • James, A. , & Prout, A. (1990). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood . Falmer Press. https://books.google.sk/books?id=ZyoyvgAACAAJ
  • Janik Blaskova, L. , & Gibson, J. L. (in press). Reviewing the link between language abilities and the social and emotional development of children with developmental language disorder: The importance of children’s own perspectives. Autism & Developmental Language Impairments .
  • Jenks, C. (1996). The postmodern child. In J. Brannen & M. O’Brien (Eds.), Children in families: Research and policy (pp. 13–25). London: Falmer Press.
  • Kittredge, A. , Day, N. , Janik Blaskova, L. , Zhang, H. , & Baker, S. (in press). Teachers coresearching child-led approaches: Supporting self-regulated learning in early science classrooms. Teaching and Teacher Education .
  • Lave, J. , & Wenger, E. (1991). Legitimate peripheral participation in communities of practice. Situated learning: Legitimate peripheral participation . Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
  • Laws, S. , & Mann, G. (2004). SoYouWant to Involve Children in Research? A toolkit supporting children’s meaningful and ethical participation in research relating to violence against children (No. ISBN 91-7321-088-9. https://www.savethechildren.org.uk/content/dam/global/reports/education-and-child-protection/so-you-want-to-involve-children-in-research.pdf
  • Le Courtois, S. (2019). True grit? Maybe teaching zest is best. Times Education Supplement, 42–43.
  • Le Courtois, S. , & Baker, S. (2020, April 17–21). Stepping-stones for children's autonomy: A community of practice project in English classrooms [Structured Poster Session]. AERA Annual Meeting [Conference cancelled], San Francisco, CA. http://tinyurl.com/y3zv9xg8
  • Markham, C. , van Laar, D. , Gibbard, D. , & Dean, T. (2009). Children with speech, language and communication needs: Their perceptions of their quality of life. International Journal of Language & Communication Disorders , 44 (5), 748–768. doi:10.1080/13682820802359892
  • Marulis, L. M. , Baker, S. T. , & Whitebread, D. (2020). Integrating metacognition and executive function to enhance young children’s perception of and agency in their learning. Early Childhood Research Quarterly , 50 , 46–54.
  • McCabe, P. C. , & Meller, P. J. (2004). The relationship between language and social competence: How language impairment affects social growth. Psychology in the Schools , 41 (3), 313–321. doi:10.1002/pits.10161
  • McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education , 35 (3), 357–382. doi:10.1080/03057640500319065
  • McLaughlin, C. , Black-Hawkins, K. , & Mcintyre, D. (2006). Researching teachers, researching schools, researching networks: A review of the literature . Cambridge: University of Cambridge.
  • McNally, S. A. , & Slutsky, R. (2017). Key elements of the Reggio Emilia approach and how they are interconnected to create the highly regarded system of early childhood education. Early Child Development and Care , 187 (12), 1925–1937. doi:10.1080/03004430.2016.1197920
  • Merrick, R. (2014). Picture me: Children’s views of speech, language and communication needs . Guildford: J&R Press.
  • Mitchell, I. (1999). Chapter 4: Bridging the Gulf between research and practice. In J. Loughran (Ed.), Researching teaching: Methodologies and practices for understanding pedagogy (pp. 44–64). Falmer Press. https://books.google.sk/books?id=BFWfGuX_ib8C
  • Morrow, V. , & Richards, M. (1996). The ethics of social research with children: An overview. Children & Society , 10 (2), 90–105.
  • Murray, E. , & Harrison, L. J. (2005). Children's perspectives on their first year of school: Introducing a new pictorial measure of school stress. European Early Childhood Education Research Journal , 13 (1), 111–127. doi:10.1080/13502930585209591
  • Neale, D. (2020). A golden age of play for adults. The Psychologist , 33 , 28–31.
  • O’Farrelly, C. (2020). Bringing young children’s voices into programme development, randomized controlled trials and other unlikely places. Children & Society , 34 , 1–14.
  • O’Farrelly, C. , Booth, A. , Tatlow-Golden, M. , & Barker, B. (2020). Reconstructing readiness: Young children’s priorities for their early school adjustment. Early Childhood Research Quarterly , 50 , 3–16. doi:10.1016/j.ecresq.2018.12.001
  • Palincsar, A. , Magnusson, S. J. , Marano, N. , Ford, D. , & Brown, N. (1998). Designing a community of practice: Principles and practices of the GIsML community. Teaching and Teacher Education , 14 , 5–19.
  • Pascal, C. , & Bertram, T. (2012). Praxis, ethics and power: Developing praxeology as a participatory paradigm for early childhood research. European Early Childhood Education Research Journal , 20 (4), 477–492. doi:10.1080/1350293X.2012.737236
  • Perry, N. E. , Walton, C. , & Calder, K. (1999). Teachers developing assessments of early literacy: A community of practice project. Teacher Education and Special Education , 22 (4), 218–233. doi:10.1177/088840649902200404
  • Rainio, A. P. , & Hilppö, J. (2017). The dialectics of agency in educational ethnography. Ethnography and Education , 12 (1), 78–94. doi:10.1080/17457823.2016.1159971
  • Ramchandani, P. G. (2020). Why fun is so important and how we benefit from play. New Scientist , 3264. https://www.newscientist.com/article/mg24532641-700-why-fun-is-so-important-and-how-we-benefit-from-play/
  • Rao, Z. , Fink, E. , & Gibson, J. L. (2020). Dyadic association between aggressive pretend play and children’s anger expression. British Journal of Developmental Psychology , Advance online publication. doi:10.1111/bjdp.12352
  • Rao, Z. , & Gibson, J. L. (2019). The role of pretend play in supporting young children’s emotional development. In D. Whitebread , V. Grau , K. Kumpulainen , M. M. McClelland , N. Perry , & D. Pino-Pasternak (Eds.), The SAGE handbook of developmental psychology and early childhood education (pp. 63–79). London: SAGE.
  • Raven, J. , Court, J. H. , & Raven, J. C. (2004). Raven's progressive matrices and vocabulary scales . Oxford: Oxford Psychologists Press.
  • Robinson, T. N. (2010). Stealth interventions for obesity prevention and control: Motivating behavior change. In L. Dubé , A. Bechara , A. Dagher , A. Drewnowski , J. Lebel , P. James , & R. Y. Yada (Eds.), Obesity prevention (pp. 319–327). Academic Press. https://doi.org/10.1016/B978-0-12-374387-9.00025-8
  • Roulstone, S. , & Lindsay, G. (2012). The perspectives of children and young people who have speech, language and communication needs, and their parents Bristol speech & language therapy . London: Department for Education.
  • Rycroft-Smith, L. , & Dutaut, J.-L. (2017). Flip the system UK: A teachers’ manifesto . London: Routledge.
  • Schultz, D. , Izard, C. E. , & Bear, G. (2004). Children's emotion processing: Relations to emotionality and aggression. Development and Psychopathology , 16 (2), 371–387. doi:10.1017/s0954579404044566
  • St Clair, M. C. , Forrest, C. L. , Yew, S. G. K. , & Gibson, J. L. (2019). Early risk factors and emotional difficulties in children at risk of developmental language disorder: A population cohort study. Journal of Speech, Language, and Hearing Research , 62 (8), 2750–2771. doi:10.1044/2018_JSLHR-L-18-0061
  • Stenhouse, L. (1975). An Introduction to Curriculum research and development . London: Pearson Education. https://books.google.sk/books?id=LQsNAQAAIAAJ
  • Swennen, A. , Lunenberg, M. , & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching , 14 (5-6), 531–542. doi:10.1080/13540600802571387
  • Vangrieken, K. , Meredith, C. , Packer, T. , & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education , 61 , 47–59. doi:10.1016/j.tate.2016.10.001
  • Williamson, B. , & Morgan, J. (2009). Educational reform, enquiry-based learning and the re-professionalisation of teachers. The Curriculum Journal , 20 (3), 287–304. doi:10.1080/09585170903195894
  • Wrigley, T. , Thomson, P. , & Lingard, R. (2011). Changing schools: Alternative ways to make a world of difference . Abingdon: Routledge.
  • Zhao, V. Y. , Kulkarni, K. , Gibson, J. , Baker, S. , & Ramchandani, P. G. (2019). Introducing the Play in education, Development and Learning (PEDAL) Research centre. International Journal of Play , 8 (3), 308–319. doi:10.1080/21594937.2019.1684144

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.