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

Autor: Skene K; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK., O'Farrelly CM; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK., Byrne EM; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK., Kirby N; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK., Stevens EC; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK., Ramchandani PG; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.
Jazyk: angličtina
Zdroj: Child development [Child Dev] 2022 Jul; Vol. 93 (4), pp. 1162-1180. Date of Electronic Publication: 2022 Jan 12.
DOI: 10.1111/cdev.13730
Abstrakt: 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 (N total  = 3893; M childage  = 1-8 years; M girls 49.8%; M ethnicity 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.
(© 2022 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.)
Databáze: MEDLINE
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