Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Bitew, W. B. et Sewagegn, A. A.
(2024). Exploring pretend play and creativity development among preschool children in Northern Ethiopia: a collective case study.
Education 3-13, 52(2), 240-250.
Moon-Seo, S. K., Munsell, S. E. et Kim, N.
(2024). Mothers’ and Fathers’ Perceptions of Children’s Play.
Early Childhood Education Journal, 52(2), 373-385.
Serino, G., Mareschal, D., Scerif, G., Kirkham, N.
(2024). Playing hide and seek: Contextual regularity learning develops between 3 and 5 years of age.
Journal of Experimental Child Psychology, 238, article 105795.
Shamsudin, I. D., Kadar, M., Rasdi, H. F. M., Brown, T., Bacotang, J. et Dzainudin, M.
(2024). Pretend play of young children in the Malaysian context.
International Journal of Early Years Education, 32(1), 37-51.
Wu, A., Tian, Y., Chen, S. et Cui, L.
(2024). Do Playful Parents Raise Playful Children? A Mixed Methods Study to Explore the Impact of Parental Playfulness on Children’s Playfulness.
Early Education and Development, 35(2), 283-306.
Aksoy, M. et Aksoy, A. B.
(2023). An investigation on the effects of block play on the creativity of children.
Early Child Development and Care, 193(1), 139-158.
Allee, K. A., Clark, M. H., Roberts, S. K. et Hu, B.
(2023). Exploring Play, Executive Function, and Academic Achievement in Two Title I Kindergartens.
Journal of Research in Childhood Education, 37(2), 197-215.
Baker, S. T., Le Courtois, S. et Eberhart, J.
(2023). Making space for children’s agency with playful learning.
International Journal of Early Years Education, 31(2), 372-384.
Buldu, E. et Buldu, M.
(2023). Talking over children’s drawings about their favourite play times: how do children describe their play?
Early Child Development and Care, 193(6), 810-823.
Chen, J. J.
(2023). Leadership at Play in Preschool Children: A Systematic Synthesis of Nearly Nine Decades of Research.
Early Education and Development, 34(1), 1-26.
Coelho, V., Araújo, S. B., Sanches-Ferreira, M. et Vancraeyveldt, C.
(2023). PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships?
International Journal of Early Years Education, 31(2), 385-400.
Fleer, M. et Li, L.
(2023). Curriculum reforms as a productive force for the development of new play practices in rural Chinese kindergartens.
International Journal of Early Years Education, 31(1), 63-78.
Higginbottom, K., Newman, L., West-Sooby, K. et Wood, A.
(2023). Intentional teaching for risky play: Practitioner researchers move beyond their comfort zone ?
Autralasian Journal of Early Childhood, 48(1), 18-33.
Lewington, C., van Heerden, J. et du Preez, H.
(2023). The value of introducing sensopathic materials in a play pedagogy programme during the reception year.
International Journal of Early Years Education, 31(2), 338-352.
McLean, K. , Lake, G., Wild, M., Licandro, U. et Evangelou, M.
(2023). Perspectives of play and play-based learning: What do adults think play is?
Autralasian Journal of Early Childhood, 48(1), 5-17.
Niu, C.
(2023). Research on play-based kindergarten curriculum reform in China: based on the analysis of three typical play modes.
International Journal of Early Years Education, 31(2), 401-418.
Pedersen, L. D.
(2023). Playful choreographies and choreographies of play – New research in dance and play studies.
American Journal of Play, 15(1), 60-81.
Rentzou, K., Slutsky, R., Gol–Guven, M., Kragh-Müller, G., Tuul, M. et Paz-Albo, J.
(2023). A Cross-Cultural Study on Factors Affecting Children’s Agentic Action in Their Play.
International Journal of Early Childhood, 55, 89-112.
Samuelsson, I. P. et Björklund, C.
(2023). The relation of play and learning empirically studied and conceptualized.
International Journal of Early Years Education, 31(2), 309-323.
Sandseter, E. B. H., Kleppe, R. et Kennair, L. E. O.
(2023). Risky play in children’s emotion regulation, social functioning, and physical health: an evolutionary approach.
International Journal of Play, 12(1), 127-139.
Schmidtke, A.
(2023). A Qualitative Study of Kindergarten Teachers’ Perceptions About the Influences of Professional Learning on Their Implementation of Guided Play.
Journal of Research in Childhood Education, 37(1), 49-76.
Smith, P. K. et StGeorge, J. M.
(2023). Play fighting (rough-and-tumble play) in children: developmental and evolutionary perspectives.
International Journal of Play, 12(1), 113-126.
Vanderbilt, K. E. et Andreason, C.
(2023). The influence of popular media characters on children's object choices.
British Journal of Developmental Psychology, 41(1), 1-12.
Jaggy, A.-K., Kalkusch, I., Bossi, C. B., Weiss, B., Sticca, F. et Perren, S.
(2023). The impact of social pretend play on preschoolers’ social development: Results of an experimental study.
Early Childhood Research Quarterly, 64(3^rdquarter), 13-25.
Ng, R. et Lim, C.
(2023). Using LEGO Play and Storytelling to Promote Descriptive Language.
Childhood Education, 99(3), 66-73.
Orr, E. et Caspi, R.
(2023). The association between media consumption and children’s play tendencies and socioemotional skills.
European Early Childhood Education Research Journal, 31(3), 437-453.
Pyle, A., DeLuca, C., Wickstrom, H., Danniels, E. et Fesseha, E.
(2023). Play-based learning and assessment practices in early years: methodological explorations.
Educational Research, 65(2), 248-266.
Trawick-Smith, J., DeLapp, J., Bourdon, A., Flanagan, K. et Godina, F.
(2023). The Influence of Teachers, Peers, and Play Materials on Dual Language Learners’ Play Interactions in Preschool.
Early Childhood Education Journal, 51(6), 863-873.
Armstrong, F. et Gaul, D.
(2023). Review of the international play policies and their contribution to supporting a child's right to play.
Children & Society, 37(6), 2179-2195.
Bernstorff, B.
(2023). Self-organized communities of children.
Journal of Pedagogy, 14(1), 79-102.
Chang-Kredl, S., Mamlok, D. et Venkatesh, V.
(2023). Dark play and children’s dyadic constructions of self and other.
American Journal of Play, 15(2), 158-178.
Delfin, A. B. et Wang, W.
(2023). The influence of pretend ‘technologies’ on children’s cognitive development in symbolic play.
International Journal of Play, 12(3), 387-402.
Stéphanie Duval Noémie Montminy Lorie-Marlène Brault Foisy, Arapi, E. et Vézina, S.-A.
(2023). Examining the relation between adult scaffolding of make-believe play and children’s executive functions: an observational study conducted in a natural educational setting.
Early Child Development and Care, 193(8), 1022-1040.
Fung, W. K. et Chung, K. K. H.
(2023). Playfulness as the antecedent of kindergarten children’s prosocial skills and school readiness.
European Early Childhood Education Research Journal, 31(5), 797-810.
Han, M., Buell, M., Liu, D. et Pic, A.
(2023). Can an intensive professional development on play change child care providers’ perspectives and practice on play?
International Journal of Play, 12(2), 175-192.
Han, M., Whiteside-Mansell, L., Hustedt, J. T., Drain, D., Eubanks, R., Joe, C., Lawson, I. et Pic, A.
(2023). Relationships between play and learning practices among low-income families.
American Journal of Play, 15(2), 136-157.
Hansen, N. F.
(2023). Children’s play territories - Hideouts and play domains as protective spaces in childcare play culture.
American Journal of Play, 15(2), 196-222.
He, H., Jiang, Q., Tang, X. et Jiang, L.
(2023). Can a theme-based joint block play program promote preschoolers’ cooperative skills: evidence from Shanghai/China.
European Early Childhood Education Research Journal, 31(6), 884-899.
Jørgensen, H. H.
(2023). Encountering children’s perspectives in play: How a play experiment with animal cloaks became a research approach in ECEC.
Journal of Pedagogy, 14(1), 17-36.
King, P.
(2023). Flow and the play cycle - A theoretical consideration of the importance of flow in established play cycles.
American Journal of Play, 15(2), 179-195.
Lee, J. Y., Wright, C. A., Golinkoff, R. M. et Hirsh-Pasek, K.
(2023). Another case of the theory to practice gap: South Korean early childhood education and care.
Early Childhood Research Quarterly, 65(4), 385-395.
Legaard, J. F.
(2023). The wonder of play.
International Journal of Play, 12(3), 375-386.
Matafwali, B. et Mofu, M.
(2023). Exploring the feasibility of outdoor indigenous games and songs to enhance play-based pedagogy in early childhood education.
Journal of Childhood, Education & Society, 4(3), 391-405.
Olsson, M. R.
(2023). ‘I don’t think that it’s play. Because we have to play’. Norwegian six-year-old children’s understandings of play when they start in primary school.
International Journal of Play, 12(3), 321-336.
Strasser, K., Balladares, J., Grau, V., Marín, A. et Preiss, D.
(2023). Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms.
Early Childhood Research Quarterly, 65(4), 396-406.
Utami, A. D., Fleer, M. et Li, L.
(2023). The ‘Player’ Role of the Teacher in Playworld Creates New Conditions for Children’s Learning and Development.
International Journal of Early Childhood, 55(2), 169-186.
Whitlock, B., Eivers, A. et Walker, S.
(2023). The state of play-based learning in Queensland schools.
Australasian Journal of Early Childhood, 48(3), 247-262.
Yonzon, K.C., Fleer, M., Fragkiadaki, G. et Rai, P.
(2023). The Role of Props in Promoting Imagination during Toddlerhood.
International Journal of Early Childhood, 55(2), 223-240.
Cekaite, A. et Simonsson, M.
(2023). Guided Play Supporting Immigrant Children’s Participation and Bilingual Development in Preschools.
International Journal of Early Childhood, 55(3), 403-420.
Elisabeth Jacob, Pacmogda, P.Joanne Lehrer et Smith-Gilman, S., Ritchie, J. et Basile, J.
(2023). Perspective socioculturelle des jeux des enfants innus à l’éducation préscolaire.
Revue internationale de communication et socialisation, 10(2), 307-324.
Martin, M., Jelić, A. et Tvedebrink, T. D. O.
(2023). Children’s opportunities for play in the built environment: a scoping review.
Children’s Geographies, 21(6), 1154-1170.
Qiao, H. et Huang, J.
(2023). Investigating children’s mathematical learning during block play: a video observation research.
Early Child Development and Care, 193(13-14), 1445-1458.
Cohen, L.
(2023). A vygotskian framework for observing and teaching bilingual and English-only players.
American Journal of Play, 15(3), 333-358.
Fleer, M.
(2023). Are we play-proofing preschools, kindergartens, and schools? Conceptual playworlds as the source of children’s development of imagination and learning.
American Journal of Play, 15(3), 302-332.
Sawyer, J. E.
(2023). Can private speech and sociodramatic play promote perspective taking and reduce egocentrism? A post-Vygotskian reply to Piaget.
American Journal of Play, 15(3), 254-280.
Yudina, E.
(2023). Vygotskian analysis of fake play in preschools - What is it and how to distinguish it from real play.
American Journal of Play, 15(3), 281-301.
Nicholson, P. et Hendry, H.
(2022). A pedagogical meeting place or a problem space? Extending play-based pedagogy in Year One.
Education 3-13, 50(2), 184‑196.
Sette, S., Zava, F., Baumgartner, E., Laghi, F. et Coplan, R. J.
(2022). Exploring the Role of Play Behaviors in the Links between Preschoolers’ Shyness and Teacher-Child Relationships.
Early Education and Development, 33(2), 187‑203.
Al-Qinneh, D. et Abu-Ayyash, E. A. S.
(2022). The Play-based Behaviours of Emirati Preschool Children: Cultural Perspective into Early Childhood Education.
Child Care in Practice, 28(3), 394-410.
Andrási, K., Schvajda, R. et Királi, I.
(2022). Young children expect pretend object identities to be known only by their partners in joint pretence.
British Journal of Developmental Psychology, 40(3), 398-409.
Ata, S. et Macun, B.
(2022). Play tendency and prosociality in early childhood. 
Early Child Development and Care, 192(13), 2087-2098.
Ban, M. et Uchiyama, I.
(2022). Developmental changes in toy preferences during pretend play in toddlerhood.
Early Child Development and Care, 192(7), 1069-1078.
Brėdikytė, M.
(2022). Adult participation in the creation of narrative playworlds : Challenges and contradictions.
International Journal of Early Years Education, 30(3), 595‑609.
Chen, J. J. et Kacerek, C. R.
(2022). Leaders and Followers during Sociodramatic Play: A Study of Racial/Ethnic Minority Preschool Children from Socioeconomically Disadvantaged Backgrounds.
Journal of Research in Childhood Education, 36(3), 517-540.
Critten, V., Hagon, H. et Messer, D.
(2022). Can Pre-school Children Learn Programming and Coding Through Guided Play Activities ? A Case Study in Computational Thinking.
Early Childhood Education Journal, 50(6), 969‑981.
Fisher, J.
(2022). To play or not to play : Teachers’ and headteachers’ perspectives on play-based approaches in transition from the Early Years Foundation Stage to Key Stage 1 in England.
International Journal of Primary, Elementary and Early Years Education, 50(6), 803‑815.
Heikkilä, M.
(2022). Boys, weapon toys, war play and meaning-making: prohibiting play in early childhood education settings?
Early Child Development and Care, 192(11), 1830-1841.
Holmes, R. M., Kohm, K., Genise, S., Koolidge, L., Mendelson, D., Romeo, L. et Bant, C.
(2022). Is there a connection between children’s language skills, creativity, and play?
Early Child Development and Care, 192(8), 1178-1189.
Kalkusch, I., Jaggy, A.-K., Burkhardt Bossi, C., Weiss, B., Sticca, F. et Perren, S.
(2022). Fostering children’s social pretend play competence and social skills through play tutoring : What is the mechanism of change?
International Journal of Behavioral Development, 46(5), 461‑471.
Kangas, J., Harju-Luukkainen, H., Brotherus, A., Gearon, L. F. et Kuusisto, A.
(2022). Outlining play and playful learning in Finland and Brazil: A content analysis of early childhood education policy documents.
Contemporary Issues in Early Childhood, 23(2), 153-165.
Kaplan, E. B., Rachwani, J., Tamis-LeMonda, C. S. et Adolph, K. E.
(2022). The process of learning the designed actions of toys.
Journal of Experimental Child Psychology, 221, article 105442.
King, P.
(2022). A Theoretical Expansion of the Play Cycle -Jakob von Uexküll’s Functional Cycle and the Perceptual Cue.
Journal of Play, 14(2), 173-187.
Köngäs, M., Määttä, K. et Uusiautti, S.
(2022). Participation in play activities in the children’s peer culture.
Early Child Development and Care, 192(10), 1533‑1546.
Kotsopoulos, D., Floyd, L., Dickson, B. A., Nelson, V. et Makosz, S.
(2022). Noticing and Naming Computational Thinking During Play.
Early Childhood Education Journal, 50(4), 699-708.
Leach, J., Howe, N. et DeHart, G.
(2022). Children's connectedness and shared meanings strategies during play with siblings and friends.
Infant and Child Development, 31(6), e2365.
Liu, J. et Birkeland, Å.
(2022). Perceptions of Risky Play among Kindergarten Teachers in Norway and China.
International Journal of Early Childhood, 54(3), 339-360.
Loizou, E. et Loizou, E. K.
(2022). Creative play and the role of the teacher through the cultural-historical activity theory framework.
International Journal of Early Years Education, 30(3), 527‑541.
Orr, E.
(2022). Role and trends in voluntary action repetition during infants’ object play. 
Early Child Development and Care, 192(13), 2036-2045.
Papandreou, M. et Tsiouli, M.
(2022). Noticing and understanding children’s everyday mathematics during play in early childhood classrooms.
International Journal of Early Years Education, 30(4), 730-747.
Parlatan, M. E. et Sığırtmaç, A. D.
(2022). Preschool children’s behaviours in competitive games: are these games really harmful to social-emotional development?
Early Child Development and Care, 192(14), 2200-2212.
Pompert, B., van der Meer-Wijnands, S. L. et De Waard, H.
(2022). Professionalisation in a play-based curriculum.
International Journal of Early Years Education, 30(3), 610‑625.
Rodriguez-Meehan, M.
(2022). “Could that be Play?”: Exploring Pre-service Teachers’ Perceptions of Play in Kindergarten.
Early Childhood Education Journal, 50(8), 1303-1316.
Sandseter, E. B. H., Storli, R. et Sando, O. J.
(2022). The relationship between indoor environments and children’s play – confined spaces and materials.
The relationship between indoor environments and children’s play – confined spaces and materials. Education 3-13, 50(5), 551-563.
Sidhu, J., Barlas, N. et Lifter, K.
(2022). On the Meanings of Functional Play : A Review and Clarification of Definitions.
Topics in Early Childhood Special Education, 42(2), 189‑201.
Siskind, D., Conlin, D., Hestenes, L., Kim, S.-A., Barnes, A. et Yaya-Bryson, D. 
(2022). Balancing technology and outdoor learning: Implications for early childhood teacher educators.
Journal of Early Childhood Teacher Education, 43(3), 389-405.
Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C. et Ramchandani, P. G.
(2022). Can guidance during play enhance children’s learning and development in educational contexts ? A systematic review and meta-analysis.
Child Development, 93(4), 1162‑1180.
Stanley, M., Allen, P., Tunks, T.-A., Davenport, M. et Cartmel, J.
(2022). Ageless play : Sustaining intergenerational playgroup programmes.
Journal of Early Childhood Research, 20(3), 370‑382.
Storli, R., Tobiassen, M. L. et Sandseter, E. B. H.
(2022). Nonplay in Norwegian Early Childhood Education and Care Institutions.
Journal of play, 14(3), 254-276.
Tok, E.
(2022). Early childhood teachers’ roles in fostering creativity through free play.
International Journal of Early Years Education, 30(4), 956-968.
Vallorani, A., Brown, K. M., Fu, X., Gunther, K. E., MacNeill, L. A., Ermanni, B., Hallquist, M. N. et Pérez-Edgar, K.
(2022). Relations between social attention, expressed positive affect and behavioral inhibition during play. 
Developmental Psychology, 58(11), 2036-2048.
Veraksa, A., Sukhikh, V., Veresov, N. et Almazova, O.
(2022). Which play is better ? Different play types and development of executive functions in early childhood.
International Journal of Early Years Education, 30(3), 560‑576.
Veraksa, N. E., Veresov, N. N. et Sukhikh, V. L.
(2022). The play matrix : A tool for assessing role-play in early childhood.
International Journal of Early Years Education, 30(3), 542‑559.
Višnjić Jevtić, A., Sadownik, A. R. et Halavuk, A.
(2022). Early Childhood Education teachers’ attitudes towards risky play as developed through teacher education and impeded by safety procedures. A report from Croatia.
Journal of Adventure Education and Outdoor Learning, 22(2), 135-147.
Woodward, A. M., Horen, L. A., Knoll, S. J. et Beier, J. S.
(2022). Children’s developing views of social excluders: A dissociation between social evaluation and partner preference.
British Journal of Developmental Psychology, 40(3), 410-421.
Wynberg, E. R., van der Wilt, F., Boland, A., Raijmakers, M. E. J. et van der Veen, C.
(2022). How young children explore, follow and impose rules during object-oriented play : A multiple case study.
International Journal of Early Years Education, 30(3), 577‑594.
Yin, H., Keung, C. P. C. et Tam, W. W. Y.
(2022). What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning?
Early Childhood Education Journal, 50(4), 555-566.
Cooke, M., Wong, S. et Press, F.
(2021). Towards a re-conceptualisation of risk in early childhood education.
Contemporary Issues in Early Childhood, 22(1), 5-19.
King, P. et Newstead, S.
(2021). Understanding the adult role in the Play Cycle—An empirical study.
Child Care in Practice,27(3), 212-223.
Ottersland Myhre, C.
(2021). LEGO intermezzo : Exploring territories of playfulness in kindergarten.
Contemporary Issues in Early Childhood, 22(3), 207-220.
Catalano, H. et Campbell-Barr, V.
(2021). The occurrence of pretend play in early childhood education in Romania - an investigative study.
Early Child Development and Care, 191(3), 349-359.
Cederborg, A.-C.
(2021). Power relations in pre-school children’s play.
Early Child Development and Care, 191(4), 612-623.
de Chambrier, A.-F., Baye, A., Tinnes-Vigne, M., Tazouti, Y., Vlassis, J., Poncelet, D., Giauque, N., Fagnant, A., Luxembourger, C., Auquière, A., Kerger, S. et Dierendonck, C.
(2021). Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home : A quasi-experimental study.
Early Childhood Research Quarterly, 54, 164‑178.
Dumais, C., Soucy, E. et Robitaille, C.
(2021). Maintenir le jeu vivant…à distance!
Revue Préscolaire, Hors série.
Elliott, H.
(2021). Whether the weather be cold, or whether the weather be hot … children’s play preferences outdoors across a year in one private pre-school setting.
International Journal of Play, 10(1), 25-42.
Graber, K. M., Byrne, E. M., Goodacre, E. J., Kirby, N., Kulkarni, K., O’Farrelly, C. et Ramchandani, P. G.
(2021). A rapid review of the impact of quarantine and restricted environments on children’s play and the role of play in children’s health.
Child: Care, Health and Development, 47(2), 143-153.
Hempel, A. C.
(2021). Using Visual Q-Methodology to Explore Danish Children’s Outdoor Play Preferences.
Children, Youth and Environments, 31(1), 88-115.
Luke, J. J., Rivera, N. R., Colbert, L. A. et Scharon, C. J.
(2021). The problem of play in children’s museums.
International Journal of Play, 10(1), 63-74.
Nilsen, T. R.
(2021). Pedagogical intentions or practical considerations when facilitating children’s play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment.
International Journal of Child Care and Education Policy, 15(1), article 1.
Obee, P., Sandseter, E. B. H., Gerlach, A. et Harper, N. J.
(2021). Lessons Learned from Norway on Risky Play in Early Childhood Education and Care (ECEC).
Early Childhood Education Journal, 49(1), 99‑109.
Sandseter, E. B. H., Kleppe, R. et Sando, O. J.
(2021). The Prevalence of Risky Play in Young Children’s Indoor and Outdoor Free Play.
Early Childhood Education Journal, 49(2), 303-312.
Singh, P.
(2021). Affordance-based framework of object perception in children’s pretend play: a nonrepresentational alternative.
International Journal of Play, 10(1), 109-123.
Dowd, A. J. et Stjerne Thomsen, B.
(2021). Learning Through Play : Increasing impact, Reducing inequality.
White paper. Lego Foundation.
Hyun, S., McWayne, C. M. et Mendez Smith, J.
(2021). “I See Why They Play”: Chinese immigrant parents and their beliefs about young children’s play.
Early Childhood Research Quarterly, 56, 272-280.
Kalkusch, I., Jaggy, A.-K., Burkhardt Bossi, C., Weiss, B., Sticca, F. et Perren, S.
(2021). Promoting Social Pretend Play in Preschool Age: Is Providing Roleplay Material Enough?
Early Education and Development, 32(8), 1136‑1152.
Kim, S., Kristen-Antonow, S. et Sodian, B.
(2021). A longitudinal study of early pretense: Metarepresentational or not.
International Journal of Behavioral Development, 45(4), 345-354.
King, P., Atkins, L. et Burr, B.
(2021). Piloting the Play Cycle Observation Method in ‘real time’: Recording children’s Play Cycles in pre-school provision.
Journal of Early Childhood Research, 19(3), 298-308.
Orr, E.
(2021). Mouthing and fingering affect the achievement of play milestones.
Early Child Development and Care, 191(6), 837-846.
Rhijn, T. van, Osborne, C., Ranby, S., Maich, K., Hall, C., Rzepecki, L. et Hemmerich, A.
(2021). Peer Play in Inclusive Child Care Settings: Assessing the Impact of Stay, Play, & Talk, a Peer-Mediated Social Skills Program.
Child Care in Practice, 27(3), 224-238.
Sando, O. J., Kleppe, R. et Sandseter, E. B. H.
(2021). Risky Play and Children’s Well-Being, Involvement and Physical Activity.
Child Indicators Research, 14(4), 1435-1451.
Sawyer, J. E. et Brooks, P. J.
(2021). Sociodramatic play enhances preschoolers’ private speech and motivation across activities.
Cognitive Development, 59, article 101073.
Slutsky, R., Kragh-Müller, G., Rentzou, K., Tuul, M., Guven, M. G., Foerch, D. et Paz-Albo, J.
(2021). A cross-cultural study on technology use in preschool classrooms: early childhood teacher’s preferences, time-use, impact and association with children’s play.
Early Child Development and Care, 191(5), 713-725.
St George, J. M., Campbell, L. E., Hadlow, T. et Freeman, E. E.
(2021). Quality and Quantity: A Study of Father–Toddler Rough-and-Tumble Play.
Journal of Child and Family Studies, 30(5), 1275-1289.
Sturdivant, T. D. et Alanis, I.
(2021). “I’m Gonna Cook My Baby in a Pot”: Young Black Girls’ Racial Preferences and Play Behavior.
Early Childhood Education Journal, 49(3), 473-482.
Sumiya, M. et Nonaka, T.
(2021). Does the Spatial Layout of a Playground Affect the Play Activities in Young Children? A Pilot Study.
Frontiers in Psychology, 12, article 627052.
Wu, S.
(2021). A co-constructed picture of learning in play by teachers and parents.
Journal of Early Childhood Research, 19(1), 84-97.
Beresin, A. (dir.).
(2021). The Play Scholarship of Yrjö Hirn.
International Journal of Play, 10(2), numéro thématique.
Bautista, A., Yu, J., Lee, K. et Sun, J.
(2021). Play in Asian preschools? Mapping a landscape of hindering factors.
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