Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis

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Skene, Kayleigh, O’Farrelly, Christine M., Byrne, Elizabeth M. ORCID: https://orcid.org/0000-0002-5018-5643, Kirby, Natalie, Stevens, Eloise C. and Ramchandani, Paul 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). pp. 1162-1180. ISSN 0009-3920

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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 (Ntotal = 3893; Mchildage = 1–8 years; Mgirls 49.8%; Methnicity 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.

Item Type: Article
Additional Information: Funding Information: This work was funded by an unrestricted donation from the LEGO Foundation.
Uncontrolled Keywords: pediatrics, perinatology, and child health,education,developmental and educational psychology ,/dk/atira/pure/subjectarea/asjc/2700/2735
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Faculty of Social Sciences > School of Psychology
UEA Research Groups: Faculty of Social Sciences > Research Groups > Developmental Science
Related URLs:
Depositing User: LivePure Connector
Date Deposited: 20 Jan 2023 10:30
Last Modified: 30 Apr 2024 09:30
URI: https://ueaeprints.uea.ac.uk/id/eprint/90660
DOI: 10.1111/cdev.13730

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