This study aims to bridge a gap between Vygotsky's seminal framework on the importance of make-believe play and adult scaffolding in children's cognitive development (e.g. executive function [EFs]) and research in cognitive neuroscience. Kindergarten children (N = 160) and teachers (N = 12) took part in the study. EFs skills and make-believe play…

This article is a condensed version of the author's research which explores the relationship between imaginative play and creativity in education, and examines the structures, approaches, benefits, and obstacles surrounding the topic of imaginative play and creativity. The photo collection is a reflection on the ponderings throughout the author's…

In 2021, more than 80 million people worldwide will have been forced to flee their homes. Upon arrival in their new country, families may endure numerous hardships, yet succumbing to these challenges is not their single story. To understand how migrant-background and refugee-background children imagine more liveable futures beyond social and…

Research Findings: Pretend play is an important context that supports young children's developing social-cognitive and creative abilities. The play behaviors of 70 sibling dyads in early and middle childhood were examined for the following indices of creativity in play: (a) play themes (set-up/organization, expected, creative), (b) object use…

The experiences of children's play have a profound impact on all areas of their growth and development. Memories of play can be vivid and detailed. These memories often have a treasured place in our hearts and minds. Educators and parents have a special opportunity to ask themselves, "What kind of memories of play do I hope for the children…

Preschool boys' pretense and coconstruction of shared meanings during two play sessions (superhero and generic toys) were investigated with 58 middle-class boys ("M" age = 54.95 mos.). The frequency of dyadic pretense and the coconstruction of shared meanings in the play were coded. The frequency of pretense did not vary across the two…

This revised Early Learning Framework is the culmination of a collaborative process that included early childhood educators, primary teachers, academics, Indigenous organizations, Elders, government, and other professionals. The first Early Learning Framework published in 2008 changed the landscape of early years practice in British Columbia. It…

The transition from kindergarten to Grade 1 is marked by a sudden decrease in children's play time (Brostrom, 2005; Hartmann & Rollett, 1994). This study sought to examine 69 Montreal-area Grade 1 children's beliefs about out of school play, as well as their parents' (N = 56) perceptions of their play. Findings indicate that parents value play…

This document, British Columbia's Early Learning Framework, is intended to guide and support early childhood educators, StrongStart BC facilitators, early years professionals, service providers, communities and governments in providing rich early learning experiences for children from birth to kindergarten. The document may also be of interest for…