Can Guidance During Play Enhance Children’s Learning and Development in Educational Contexts? A Systematic Review and Meta-Analysis
Authors
Skene, Kayleigh
O'Farrelly, Christine
Byrne, Elizabeth
Stevens, Elosie
Publication Date
2022-01-12Journal Title
Child Development
ISSN
0009-3920
Publisher
Wiley
Type
Article
This Version
AM
Metadata
Show full item recordCitation
Skene, K., O'Farrelly, C., Byrne, E., Kirby, N., Stevens, E., & Ramchandani, P. (2022). Can Guidance During Play Enhance Children’s Learning and Development in Educational Contexts? A Systematic Review and Meta-Analysis. Child Development https://doi.org/10.1111/cdev.13730
Abstract
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 total = 3,893; M childage = 1 – 8 years; M girls 49.8%; M 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 conceptualisation and implementation of guided play across studies.
Sponsorship
LEGO Foundation
Funder references
LEGO Foundation (PEDAL 2018-2023)
Embargo Lift Date
2100-01-01
Identifiers
External DOI: https://doi.org/10.1111/cdev.13730
This record's URL: https://www.repository.cam.ac.uk/handle/1810/331609
Rights
http://creativecommons.org/licenses/by/4.0/
Licence URL: Attribution 4.0 International
Statistics
Total file downloads (since January 2020). For more information on metrics see the
IRUS guide.