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Kazamias, David – FORUM: for promoting 3-19 comprehensive education, 2023
Play and playfulness have been central to progressive pedagogies since the birth of the kindergarten. Yet their position in many contemporary education discourses is often ambivalent and at times fragile. In the Global North, many critics warn of a 'play crisis' and 'play deficit'. This essay attempts to trace a cultural and intellectual history…
Descriptors: Play, Reflection, Kindergarten, Young Children
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Suzannie K. Y. Leung; Joseph Wu; Jenny Wanyi Li – Early Child Development and Care, 2024
This study investigated the development of computational thinking (CT) in young children within the specific context of Hong Kong. The researchers utilized an unplugged digital arts activity to explore the CT knowledge exhibited by children and document their developmental trajectories. A sample of 23 children aged 3 to 6 years participated in an…
Descriptors: Foreign Countries, Young Children, Play, Computational Linguistics
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Esinam Ami Avornyo; Sara Baker – Early Years: An International Journal of Research and Development, 2024
This study adopted a qualitative approach and analysed interviews from seven parents with children enrolled in nursery and kindergarten in Ghana. The interviews examined parents' descriptions of play and learning and how they perceive the value of play in children's learning. The findings revealed that the parents generally have doubts about the…
Descriptors: Young Children, Kindergarten, Parents, Parent Attitudes
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Jennifer C. Bancroft; Erin Barton; Lauren E. Schulte – Journal of Early Intervention, 2024
Play skills are a behavioral cusp as they provide the foundation for the development of other related skills in young children. Children with developmental disabilities often demonstrate significant delays in their play skills. When children do not engage in play at the same rates or in the same ways as their peers or siblings, their ability to…
Descriptors: Young Children, Preschool Children, Developmental Disabilities, Play
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Grace Buckalew; Alexus G. Ramirez; Julie M. Schneider – Journal of Speech, Language, and Hearing Research, 2024
Purpose: This study examined how mothers' question-asking behavior relates to their child's syntactic skills. One important aspect of maternal question-asking behavior is the use of complex questions when speaking with children. These questions can differ based on both their purpose and structure. The purpose may be to seek out information, to…
Descriptors: Mothers, Syntax, Questioning Techniques, Young Children
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Brian Stone – International Journal of the Whole Child, 2024
Early experiences in STEM education can contribute to positive cognitive development in young children. When students have the opportunities to play, inquire, follow their interests/curiosities, develop STEM identities, be creative, and operate within concrete/contextualized STEM explorations, they will experience expansive cognitive growth.…
Descriptors: Early Childhood Education, STEM Education, Child Development, Cognitive Development
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Melanie Mackinder – Education 3-13, 2024
Forest School in England is the practice of young children playing outside, rooted in the outdoor kindergartens of Scandinavia and more especially Denmark. Using observation and semi-structured interviews with children and adults in two settings, this case study approach allowed an in-depth look at where, how and what children played in a Forest…
Descriptors: Foreign Countries, Kindergarten, Young Children, Outdoor Education
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Zachariou, Antonia; Bonneville-Roussy, Arielle; Hargreaves, David; Neokleous, Rania – Metacognition and Learning, 2023
Self-regulation and metacognition are important for lifelong functioning and can be strengthened with intervention at a young age. Research proposes that musical play enables self-regulatory development, but lacks rigorous approaches to investigate whether a causal relationship between the two exists. We introduced a musical play intervention in a…
Descriptors: Self Management, Metacognition, Music, Play
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Anna Henriksson; Lotta Leden; Marie Fridberg; Susanne Thulin – Early Childhood Education Journal, 2025
This article attempts to address the challenge that preschool teachers face, when integrating a specific content area, science, with play. The study builds on the theoretical framework of Play-Responsive Early Childhood Education and Care (PRECEC), in which teaching, and play are understood as a mutual activity. In this mutual activity, teachers…
Descriptors: Play, Early Childhood Education, Preschool Teachers, Young Children
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Lina Zhang; Peijia Lian; Yu Xue; Nianyang Wu – Early Education and Development, 2024
"Research Findings:" Although the importance of block play to children's spatial ability has been recognized globally, little is known about children's use of spatial frames of reference during spatial processing. This study investigated the intervention with guided block play to promote children's use of their intrinsic frame of…
Descriptors: Foreign Countries, Young Children, Kindergarten, Preschool Children
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Chengan Yuan; Lanqi Wang; Zuxuan Huo; Qiuyu Min – Journal of Developmental and Physical Disabilities, 2024
The present study aimed to examine the effectiveness of a multi-component intervention on cooperative behaviors in children with autism spectrum disorder (ASD). In this study, three dyads comprising six boys aged between 4.5 and 7 years with ASD participated, following a randomized multiple baseline design. The participants were asked to construct…
Descriptors: Autism Spectrum Disorders, Young Children, Males, Cooperation
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Li, Liang; Disney, Leigh – Mathematics Education Research Journal, 2023
In the literature in recent years, a number of developmental studies have demonstrated the importance of children entering the school environment with a solid foundation of mathematical content knowledge and argued that problem solving, as an important mathematical process, should be acknowledged in early childhood mathematical education. However,…
Descriptors: Young Children, Mathematics Education, Problem Solving, Thinking Skills
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Marilyn Fleer – American Journal of Play, 2023
The author draws on Lev S. Vygotsky's conception of play and Gunilla Lindqvist's methodology concerning the aesthetics of play to discuss play practice in early childhood classrooms. Based on the study of an educational experiment at a primary school, she discusses how children in a school setting simultaneously engage in developed forms of…
Descriptors: Preschool Children, Kindergarten, Young Children, Imagination
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Fung, Wing Kai; Chung, Kevin Kien Hoa – European Early Childhood Education Research Journal, 2023
This study examined the interrelationships among playfulness, prosocial skills, and school readiness of Hong Kong kindergarten children across time. Participants were 106 local children (55.6% boys, mean age = 60.0 months) and their parents and teachers. At time 1, parents reported their child's age, gender, and playfulness. Six months later at…
Descriptors: Play, Kindergarten, Young Children, Prosocial Behavior
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Melissa Gresalfi; Madison Knows; Jamie Vescio – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
Many scholars have argued that mathematics classrooms often offer narrow conceptions of mathematical excellence, recognizing only some kinds of thinking and some kinds of people as valuable, and conflating mathematical aptitude with overall intelligence. Play offers the potential to disrupt such classroom mathematical practices, by offering new…
Descriptors: Play, Personal Autonomy, Kindergarten, Young Children
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