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Direct linkLauren Brown Adams – Dimensions of Early Childhood, 2025
In the Fall of 2018, the author embarked on her dissertation research, focusing on the critical issue of enhancing early childhood programs through the lens of early literacy development facilitated by play. At that time, many districts' early childhood curricula were heavily skewed towards academics, such as English/Language Arts (ELA) and Math,…
Descriptors: Play, Emergent Literacy, Child Development, Early Childhood Education
Kimberly Squires; Tricia van Rhijn; Debra Harwood; Jess Haines; Kim Barton – Early Childhood Education Journal, 2025
Access to playful experiences outdoors is critical for children's learning and development. With a significant amount of young children attending early childhood education and care (ECEC) settings (OECD, OECD Publishing, 2023), these programs have an important role in furthering children's equitable access to outdoor play. As part of a larger…
Descriptors: Early Childhood Teachers, Teacher Attitudes, Learning Processes, Child Development
Sophie Carruthers; Tony Charman; Kathy Leadbitter; Ceri Ellis; Lauren Taylor; Heather Moore; Carol Taylor; Kirsty James; Matea Balabanovska; Sophie Langhorne; Catherine Aldred; Vicky Slonims; Vicki Grahame; Patricia Howlin; Helen McConachie; Jeremy Parr; Richard Emsley; Ann Le Couteur; Jonathan Green; Andrew Pickles; PACT-G Trial Group – Journal of Autism and Developmental Disorders, 2025
We investigated autistic children's generalisation of social communication over time across three settings during a play-based assessment with different adults and explore the potential moderating effects on generalisation of age, nonverbal IQ and level of restricted and repetitive behaviours. The social communication abilities of 248 autistic…
Descriptors: Generalization, Interpersonal Communication, Interpersonal Competence, Communication Skills
Junqing Zhai; Simone Miranda Blom; Justin Dillon; Shanghao Wu; Xiaomei Yan – Environmental Education Research, 2025
Engagement with nature is crucial for child development and kindergarten educators' pedagogical beliefs about nature play significantly affect children's access to and experiences of nature in kindergarten. This study examines the role of nature play in children's holistic development, engaging 12 Chinese kindergarten educators through in-depth…
Descriptors: Foreign Countries, Play, Kindergarten, Preschool Teachers
Gisella Rossini; Federico Manzi; Cinzia Di Dio; Antonio Iannaccone; Antonella Marchetti; Davide Massaro – European Journal of Psychology of Education, 2025
In the field of educational robotics, it is important to understand the processes trough which child-robot interactions are established during play activities. In terms of socio-material characteristics, robots can vary widely, from more mechanical robots to more anthropomorphic ones. Research has shown that the degree of anthropomorphization of…
Descriptors: Preschool Children, Preschool Education, Toddlers, Robotics
Developmental Evaluation of the HIPPY Age 3 Program for Socially Disadvantaged Families in Australia
Amy Graham; Jan Matthews; Catherine Wade – Australasian Journal of Early Childhood, 2025
Home-based parenting interventions foster positive parent-child relationships and parenting skills that reduce risks to child outcomes associated with social disadvantage. This article extends evidence about the value of one such program -- the Home Interaction Program for Parents and Youngsters (HIPPY) -- through qualitative examination of a new…
Descriptors: Foreign Countries, Program Evaluation, Child Rearing, Disadvantaged
Sara Colaianni; Madison M. Walsh; Sara Onnivello; Miranda E. Pinks; Chiara Marcolin; Kaylyn Van Deusen; Elisa Rossi; Nathaniel R. Riggs; Francesca Pulina; Lisa Daunhauer; Deborah J. Fidler; Silvia Lanfranchi – Journal of Applied Research in Intellectual Disabilities, 2025
Background: People with Down syndrome (DS) are predisposed to challenges with executive functions (EF), which are crucial for adaptive outcomes and academic success. Early interventions targeting EF are therefore critical. The present study analysed Italian data on the acceptability, enjoyability and household implementation of EXPO (EXecutive…
Descriptors: Foreign Countries, Down Syndrome, Parent Role, Intervention
Marija Karacic; Sandra Kadum; Antonija Vukašinovic – European Early Childhood Education Research Journal, 2025
Play is an indispensable component of the human experience, and it is as old as humanity itself. Considering the academic perspective of early childhood education as the first step in education, the understanding of play is imposed as a challenge in the perception and analysis of play in the formal education of future ECEC teachers. In order to…
Descriptors: Foreign Countries, Play, Early Childhood Education, Preservice Teacher Education
Deniz Kahriman-Pamuk; Farhana Borg – European Early Childhood Education Research Journal, 2025
In this study, we compared how sustainability, children's agency, and play are addressed in preschool curricula in Sweden and Turkey. Content analysis was used to analyse, interpret, and compare the content. The findings indicated that sustainability is explicitly integrated into the Swedish curriculum but only partly mentioned in the Turkish…
Descriptors: Sustainability, Play, Preschool Education, Comparative Analysis
Michelle E. E. Bauer; Ian Pike – Journal of Adventure Education and Outdoor Learning, 2025
Children's microcultures consist of small peer communities that they develop with distinct rules and roles operating outside of traditional daily activities. Presently, there is little understanding for how children may develop microcultures during competitive play, where they attempt to outperform their peers. In this study, we address the…
Descriptors: Competition, Outdoor Education, Play, Gender Differences
Seongmi Lim – International Journal of Early Years Education, 2025
Identifying preservice teachers' perspectives about play and their role as a teacher in play is critical because their perspectives are related to how they organise and involve play in early childhood education. However, very few empirical studies have been conducted to examine how preservice teachers view play. In the present study, 46 preservice…
Descriptors: Preschool Teachers, Teacher Attitudes, Preschool Education, Child Development
Carly K. Y. Ng; Angela F. Y. Siu – Journal of Early Childhood Research, 2025
Risky play provides various benefits to child growth and development. The culture of overprotection among Hong Kong parents have decreased young children's opportunities to engage in play that involves physically challenges. This study expanded our understanding of parents' views and behaviors on allowing their preschool children opportunities for…
Descriptors: Foreign Countries, Risk, Play, Parents
Nesrin Isikoglu; Kadriye Selin Budak; Müzeyyen Guzen – Early Childhood Education Journal, 2025
The current study aims to identify changing trends in digital play addiction tendencies among young children and parental guidance strategies before, during, and after the COVID-19 pandemic. In light of the bioecological model of development, it was hypothesized that the pandemic would have a significant impact on the addiction to digital play…
Descriptors: Young Children, Play, Addictive Behavior, Parent Role
Download full textAustralian Education Research Organisation Limited, 2025
Large-scale research such as the Effective Provision of Pre-School Education (EPPE) study (Sylva et al., 2004) confirms the significance of educator and teacher practices for improvement in learning outcomes for young children. The quality of instruction children receive in early childhood education and care (ECEC) settings and programs can…
Descriptors: Play, Early Childhood Education, Educational Quality, Child Care
Xinxin Wang; Chun Bun Lam; Pingzhi Ye; Tianqi Qiao – European Early Childhood Education Research Journal, 2025
Story-time serves as an interactive linguistic tool through which parents encourage their children to share narratives. Grounded in sociocultural and narrative theories, this study employed a visual ethnographic approach to explore how parents perceive and engage in story-time interactions within 33 Chinese families. Data were collected through…
Descriptors: Cognitive Processes, Video Technology, Parent Child Relationship, Story Reading
