Play-based learning

Developmentally appropriate practices like play-based learning are valuable for strengthening many areas of development and learning. This topic aims to show how play-based learning can help support young children’s learning of social-emotional skills, general cognitive development, and self-regulation abilities. It also helps to clarify the relationship between play and academic learning.

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Development

Defining Play-based Learning

Erica Danniels, MEd, Angela Pyle, PhD

OISE University of Toronto, Canada

February 2018

The Role of Make-Believe Play in Development of Self-Regulation

Laura E. Berk, PhD

Illinois State University, USA

February 2018

Play-Based Learning and Social Development

Emily N. Daubert, PhD Student, Geetha B. Ramani, PhD, Kenneth H. Rubin, PhD

University of Maryland, USA

February 2018

Cognitive Development in Play-Based Learning

Doris Bergen, PhD, Distinguished Professor of Educational Psychology, Emerita

Miami University, USA

February 2018

Services

How Guided Play Promotes Early Childhood Learning

¹Deena Skolnick Weisberg, PhD, ²Jennifer M. Zosh, PhD

¹University of Pennsylvania, USA

²Pennsylvania State University, USA

February 2018

Assessment in Play-Based Learning

Christopher DeLuca, PhD

Queen’s University, Canada

February 2018

Playing to Learn Mathematics

¹Brenna Hassinger-Das, PhD, ²Jennifer M. Zosh, PhD, ³Kathy Hirsh-Pasek, PhD, ⁴Roberta M. Golinkoff, PhD

¹Pace University, USA

²Pennsylvania State University, USA

³Temple University, USA

⁴University of Delaware, USA

February 2018

Digital Play

Susan Edwards, PhD

Learning Sciences Institute Australia, Australian Catholic University, Australia

February 2018

Moving Beyond False Dichotomies in the Play-Based Learning Domain: Overall Commentary

Charles E. Pascal, PhD

Ontario Institute for Studies in Education, University of Toronto, Canada

February 2018

Negotiating a Holistic View of Play-Based Learning: A Commentary

Angela Pyle, PhD

OISE, University of Toronto, Canada

May 2018

Topic Editor:

Angela Pyle, PhD, OISE, University of Toronto, Canada

Last update: February 2018

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