Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Édith Allard Caroline Bouchard et Richard, V.
(2025). Using guided constructive play to enhance instructional support in 4-year-old preschool classes.
Journal of Early Childhood Teacher Education, prepublication.
Fox, E.G., Lang, S.N. et Tebben, E.
(2025). Planning for Play in Early Childhood Classrooms.
Early Childhood Education Journal, 53(1), 233-244.
Henriksson, A., Leden, L., Fridberg, M. et Thulin, S.
(2025). Play-Activities with Scientific Content in Early Childhood Education.
Early Childhood Education Journal, 53(1), 261-270.
Iivonen, S., Kettukangas, T., Soini, A. et Viholainen, H.
(2025). Sand Play and 0- to 8-Year-Old Children's Physical, Cognitive and Socioemotional Outcomes: A Mixed-Methods Systematic Review.
Child: Care, Health and Development, 51(1), article e70034.
Lee, J., Yunus, S. et Lee, J.O.
(2025). Investigating Children's Programming Skills Through Play with Robots (KIBO).
Early Childhood Education Journal, 53(1), 109-117.
Ylikörkkö, E. M., Karjalainen, S. et Puroila, A. M.
(2025). Toddlers with the Doll Carriage: Children Doing Space of Participation in Early Childhood Education.
Early Childhood Education Journal, 53(1), 329-340.
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.
Karlsen, L., Rydland, V., Solheim Buøen, E., Vandell, D. L. et Lekhal, R.
(2024). The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers.
Journal of Early Childhood Research, 22(1), 106-121.
Sullu, B.
(2024). Children's access to play during the COVID-19 pandemic in the urban context in Turkey.
Children’s Geographies, 22(1), 182-187.
Beisly, A.
(2024). Exploration and Dramatizing: Theoretical Foundations for The Development of Approaches to Learning Through Play.
Early Childhood Education Journal, 52(4), 815-824.
Aguilar, S. F.
(2024). Play-based learning concept and development of teaching among kindergarten teachers.
European Journal of Education Studies, 11(6), 51-84.
Akdemir, K. et Sevimli-Celik, S.
(2024). Brick classroom & Block classroom: preschoolers’ spatial and architectural design skills during constructive play.
International Journal of Play, 13(1), 20-40.
Charalampous, A. et Sidiropoulou, T.
(2024). A threefold approach to children’s choice of play in the school and family environment.
European Journal of Education Studies, 11(5), 21-41.
Chu, C. P. Y., McLean, K. et Edwards, S.
(2024). Parents’ practices of co-play in a community playgroup.
Journal of Early Childhood Research, 22(2), 272-284.
Eboo Alwani, S., Day, N. et Kulkarni, K.
(2024). Making space for play in the global post-COVID landscape.
International Journal of Play, 13(1), 56-74.
Fast, A. A. et Riggs, A. E.
(2024). Preschoolers negatively evaluate conventional norm violations in pretend play.
Journal of Experimental Child Psychology, 241, article 105861.
Huang, H., Zhu, Y., Gu, J. et Xu, X.
(2024). Playfulness in Chinese preschoolers: the role of self- and other-oriented empathy and gender.
Early Child Development and Care, 194(3), 435-453.
Martín-García, A. et Rico-González, M.
(2024). The effect of free play on preschoolers’ physical activity level and motor, cognitive, and socioemotional competences: a systematic review of randomized controlled trials.
European Early Childhood Education Research Journal, 32(3), 429-447.
O’Síoráin, C. A., Kernan, M. et McArdle, F.
(2024). Disrupting the Aistear hour: working towards a play-based curriculum in early childhood classrooms in Irish primary schools.
International Journal of Early Years Education, 32(2), 288-302.
Thompson, K., Choi, E., Artis, J., Dubay, M., Baranek, G. T. et Watson, L. R.
(2024). An observational study of parental language during play and mealtime in toddlers at variable likelihood for autism.
Journal of Child Language, 51(3), 681-709.
Tympa, E., Karavida, V., Kanellopoulou, E. et Nousia, A.
(2024). Perspectives on intergenerational playing: viewpoints of grandparents and teachers in a Greek preschool context.
International Journal of Play, 13(1), 41-55.
Waks, L. J.
(2024). John Dewey on play. Theory and Pedagogy.
American Journal of Play, 16(1), 10-31.
Yunus, F. W., Idris, S., Asmuri, S. N., Fowler, B. et Romli, M. H.
(2024). Identifying Standardized Instruments for Measuring Play’s Effect on Child Development Findings from an Extension of a Systematic Review.
American Journal of Play, 16(1), 32-62.
Tamblyn, A., Sun, Y., North, A., Godsman, N., Boothby, C., Skouteris, H. et Blewitt, C.
(2024). Educators’ perspectives on the role the early childhood education and care environment plays in supporting children’s social and emotional development.
Australasian Journal of Early Childhood, 49(2), 140-154.
Thorne, A., Stagnitti, K. et Parson, J.
(2024). Pretend Play and Executive Function in Preschool-Aged Children with an Acquired Brain Injury.
American Journal of Play, 16(1), 63-96.
Weiszhaupt, K., Bastedo, K. et Macy, M.
(2024). Play-based assessment through a simulation-based widget: Reflection to practice.
Journal of Early Childhood Teacher Education, 45(2), 177-191.
Édith Allard Caroline Bouchard et Richard, V.
(2024). Vers une intégration de modèles de l’intervention enseignante dans le jeu des enfants à l’éducation préscolaire.
Canadian Journal of Education / Revue canadienne de l’éducation, 47(2), 302-331.
Barmak, E., Aysu, B., Aydoğdu, F., Aral, N. et Uysal, H. T.
(2024). Investigation of play skills of children with typical development and language and speech disorders according to demographic variables.
European Early Childhood Education Research Journal, 32(4), 672-686.
Fedewa, M., Watkins, L., Barber, A. et Baggett, J.
(2024). Supporting Social Play of Preschoolers With and Without Autism: A Collaborative Approach for Special Educators and Speech Language Pathologists.
Early Childhood Education Journal, 52(6), 1023-1033.
Elisabeth Jacob Annie Charron et Joanne Lehrer
(2024). La documentation pédagogique comme support aux apprentissages réalisés lors des jeux libres et à la pratique réflexive d’une enseignante.
Multimodalité(s) : Revue de recherches en littératie médiatique multimodale, 19, 7-35.
Le, V.-N., Schaack, D. et Gottfried, M.
(2024). Play, PE, Paint, and Performance: What Gets Left Behind When Teaching Academic Content in Kindergarten.
The Elementary School Journal, 124(4), 542-562.
Loizou, E. et Olymbiou, M.
(2024). Constructive play: Exploring pre-service early childhood teachers’ play involvement.
Journal of Early Childhood Research, 22(3), 329-342.
Pyle, A., Wickstrom, H., Gross, O. et Kraszewski, E.
(2024). Supporting literacy development in kindergarten through teacher-facilitated play.
Journal of Early Childhood Research, 22(3), 428-441.
Rüdisüli, C., Duss, I., Lannen, P. et Wustmann Seiler, C.
(2024). Relations between teacher-child interaction quality and children’s playfulness.
Early Child Development and Care, 194(7-8), 883-897.
Shin, M.
(2024). Draw and Tell: Uncovering Korean Infant Teachers’ Play Experiences and Their Views in Supporting Infants’ Play.
International Journal of Early Childhood, 56(2), 237-254.
Tisborn, K. et Seehagen, S.
(2024). 2-Year-olds’ free play during the COVID-19 pandemic.
Infancy, 29(4), 608-630.
Visser, K., Van Aalst, I. et Meijer, M.
(2024). Creating environments for risky play: Understanding the interplay between parents, play professionals and policymakers.
Children & Society, 38(6), 2071-2088.
Wang, Z., Wong, R. K. S., Wong, P. Y. H., Ho, F. C. et Cheng, D. P. W.
(2024). Play and theory of mind in early childhood: a Hong Kong perspective.
Early Child Development and Care, 187(9), 1389-1402.
Abdolmalaki, S., Khosravi, M., Nouri, N. et Ghaderi, M.
(2024). A model for play in the preschool curriculum: A phenomenological study.
Journal of Early Childhood Research, 22(4), 540-555.
Cankaya, O., Leach, J. et Akdemir, K.
(2024). The Journey of Loose Parts across Educational Landscapes and History. The Role of Materials, Relationships, Space, and Time in Children’s Loose Parts Play.
American Journal of Play, 16(2-3), 210-245.
Cao, X. et Kong, K.
(2024). Balancing play and collective teaching: experiences of preschool teachers from two public kindergartens in Southeast China.
International Journal of Play, 13(4), 379-394.
Chookah, H. A., Agbenyega, J. S., Santos, I. M. et Habak, C.
(2024). Play Affordances of Natural and Non-natural Materials in Preschool Children’s Playful Learning Tasks.
International Journal of Early Childhood, 56(3), 585-603.
de Sanchez, G. A. et Bishop, M.
(2024). Assembling kindergarteners’ agency during classroom free play time.
International Journal of Play, 13(4), 361-378.
Hoyne, C. et Egan, S. M.
(2024). Exploring the role of home play and learning activities in socioemotional development at 36-months: Findings from a large birth cohort study.
Infant Behavior and Development, 77, article 102000.
Lähdesmäki, S., Maunumäki, M. et Nurmi, T.
(2024). Play is the Base! ECEC Leaders’ Views on the Development of Digital Pedagogy.
Early Childhood Education Journal, 52(8), 1897-1910.
Montoya-Fernández, C., Losada-Puente, L., Gómez-Barreto, I. M. et Gil-Madrona, P.
(2024). Developmental play-based assessment in early childhood education: a systematic review.
European Early Childhood Education Research Journal, 32(5), 788-813.
Timmins, S. et King, P.
(2024). An exploratory study into the perceived benefits of, and barriers to, the pedagogical use of puppet play in the early years.
Journal of Early Childhood Research, 22(4), 584-597.
Tsujitani, M.
(2024). Early Childhood Practitioners’ Perceptions of Children’s Risky Play Based on Childhood and Present Practice: A Questionnaire Survey in Japan.
Early Childhood Education Journal, 52(8), 2009-2020.
Veraksa, A.N., Veresov, N.N., Sukhikh, V.L., Gavrilova, M. N. et Plotnikova, V. A.
(2024). Play to Foster Children’s Executive Function Skills: Exploring Short-and Long-Term Effects of Digital and Traditional Types of Play.
International Journal of Early Childhood, 56(3), 687-709.
Yin, H., Cheung, A. C. K., Tam, W. W. Y. et Lau, E.
(2024). Facilitating Hong Kong Kindergarten Teachers’ Perceptions of Enactment of Play-Based Learning for Whole-Child Development: The Potential of Personal and Organizational Enablers.
Early Education and Development, 35(8), 1773-1788.
Young, S., Edwards, S. et Nuttall, J.
(2024). Teacher participation in young children’s dramatic play.
Journal of Early Childhood Research, 22(4), 598-611.
Wiggins, S., Willemsen, A. et Cromdal, J.
(2024). Eating Prickly Peas: Sharing Play Worlds During Preschool Meals.
International Journal of Early Childhood, 56(3), 479-496.
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.
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