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dc.contributor.authorSkene, Kayleigh
dc.contributor.authorO'Farrelly, Christine
dc.contributor.authorByrne, Elizabeth
dc.contributor.authorKirby, Natalie
dc.contributor.authorStevens, Elosie
dc.contributor.authorRamchandani, Paul
dc.date.accessioned2021-12-18T00:31:05Z
dc.date.available2021-12-18T00:31:05Z
dc.date.issued2022-01-12
dc.identifier.issn0009-3920
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/331609
dc.description.abstractThis 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.
dc.description.sponsorshipLEGO Foundation
dc.publisherWiley
dc.rightshttp://creativecommons.org/licenses/by/4.0/
dc.rights.uriAttribution 4.0 International
dc.titleCan Guidance During Play Enhance Children’s Learning and Development in Educational Contexts? A Systematic Review and Meta-Analysis
dc.typeArticle
dc.publisher.departmentFaculty of Education
dc.date.updated2021-12-16T17:23:42Z
prism.publicationNameChild Development
dc.identifier.doi10.17863/CAM.79061
dcterms.dateAccepted2021-12-04
rioxxterms.versionofrecord10.1111/cdev.13730
rioxxterms.versionAM
dc.contributor.orcidKirby, Natalie [0000-0002-0541-550X]
dc.contributor.orcidRamchandani, Paul [0000-0003-3646-2410]
dc.identifier.eissn1467-8624
dc.publisher.urlhttps://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730
rioxxterms.typeJournal Article/Review
pubs.funder-project-idLEGO Foundation (PEDAL 2018-2023)
cam.issuedOnline2022-01-12
cam.orpheus.successTue Feb 01 19:02:31 GMT 2022 - The item has an open VoR version.*
cam.depositDate2021-12-16
pubs.licence-identifierapollo-deposit-licence-2-1
pubs.licence-display-nameApollo Repository Deposit Licence Agreement
rioxxterms.freetoread.startdate2100-01-01


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