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ERIC Number: EJ1341250
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Can Guidance during Play Enhance Children's Learning and Development in Educational Contexts? A Systematic Review and Meta-Analysis
Skene, Kayleigh; O'Farrelly, Christine M.; Byrne, Elizabeth M.; Kirby, Natalie; Stevens, Eloise C.; Ramchandani, Paul G.
Child Development, v93 n4 p1162-1180 Jul-Aug 2022
This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977-2020); 17 were included in meta-analysis (N[subscript total] = 3893; M[subscript childage] = 1-8 years; M[subscript girls] 49.8%; M[subscript ethnicity] White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A