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Play is how children thrive. In our paper 'Learning Through Play: a review of the evidence' we look at the science behind the power of play - showing how it helps children pick up the skills to take on the 21st century.
Aug 6, 2014 · David Gilkey/NPR. This week, NPR Ed is focusing on questions about why people play and how play relates to learning. When it comes to brain development, time in the classroom may be less...
- Introduction
- Summary
- Symbolic play
- Summary
- Games with rules
- Summary
- Closing thoughts
- What we know:
- What we don’t know:
There is a considerable body of research which is indicative, relating children’s play and aspects of their learning and development. This evidence includes work in evolutionary and developmental psychology, anthropology, neuroscience and educational studies. However, while researchers in these fields have hypothesised about how play might enhance ...
The evidence base for conclusions on physical play is not extensive. In addition to the studies reviewed here, we found a further 8 studies which were mostly small scale, exploratory case studies. This adds up to little more than 20 studies, and the majority of these are with quite small samples of less than a hundred children. there is good eviden...
We now come to types of play which are engaged in only by humans, mainly because they rely on our incomparable symbolic representational abilities. The first of the types, which we are referring to as symbolic play, concerns play with the various symbolic representational systems we use to make and communicate meaning. For this reason, an alternati...
Here follows a revised version of the list provided at the beginning of the pretend play section in this review: pretend play is one way of developing children’s reasoning skills, but there are other ways of achieving the same result that are just as efective; pretend play may be a way of developing children’s social skills and awareness of others’...
Young children are strongly motivated by the need to make sense of their world and, as part of this, they are very interested in rules. From a very young age children begin to enjoy games with rules, and to invent their own. These include physical games such as chasing games, hide-and-seek, throwing and catching etc. As children mature, electronic ...
board games (particularly those with numbers and linear number sequences) lead to improvements in numeracy/mathematics ability; physical games with rules help children (and especially boys) adapt to formal schooling; games with rules may act as a proxy for an adult scafolding and guiding children’s learning, while also giving the child freedom and ...
When and how is play more efective than other contexts for learning? As outlined in the previous sections, there is evidence, among other things, that: physical play is linked to motor development, and some tentative evidence that it is linked to social development; unstructured breaks from cognitive tasks improve learning and attention, though it ...
Perceiving an activity as play seems to lead to higher levels of joy and active engagement. Social interaction during play is sometimes linked to improved learning outcomes. Pretending may lead to improved outcomes because children make more meaningful links to their own knowledge and experience. Iterative play may lead to more creative, innovative...
What is the relative contribution of joy and active engagement to learning through play? Are they both required for learning to occur? What is it about social interaction that can improve learning outcomes? Is it the knowledge transmitted by the play partner, increases in confidence and communication skills, or something else? Does pretence make ch...
Aug 11, 2006 · As a general matter, evidence seems to play a mediating role vis-a-vis our efforts to arrive at an accurate picture of the world: we seek to believe what is true by means of holding beliefs that are well-supported by the evidence, and we seek to avoid believing what is false by means of not holding beliefs that are not well-supported by the ...
It considers the theoretical roles that evidence plays, with a view towards determining what sort of entity evidence can be—an experience, a proposition, an object, and so on. In doing so, it also considers the extent to which evidence is implicated in justified belief (and by extension, knowledge, if knowledge requires justified belief).
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Nov 1, 2017 · Learning through play: a review of the evidence. November 2017. DOI: 10.13140/RG.2.2.16823.01447. Authors: Jennifer M. Zosh. Pennsylvania State University, Brandywine. Emily J Hopkins. The...
