Play, self-regulation and early childhood education: what does research say? A lecture by Prof Clancy Blair of NYU Steinhardt & Prof Kathy Sylva of University of Oxford

Play, self-regulation and early childhood education: what does research say? A lecture by Prof Clancy Blair of NYU Steinhardt &amp; Prof Kathy Sylva of University of Oxford

Play, self-regulation and early childhood - What does research say?

PEDAL: Centre for Research on Play in Education, Development & Learning
Sponsored by the Lego Foundation

The guiding focus of the centre’s work is to develop substantial and compelling research concerned with the role of play and playfulness in young children’s learning and development, and the potential of play-based approaches within educational contexts. The kinds of skills and accomplishments that are widely recognised as being vital components of 21st century educational provision, including critical thinking, problem-solving, interpersonal abilities, emotional resilience and creativity, have all been linked theoretically and empirically to playfulness and playful learning.

Nevertheless, the play opportunities for children living in modern urban environments (now the majority of children world-wide) are increasingly curtailed, both within their homes and communities and within their schooling. At the same time, play remains a relatively under-researched area within developmental science, with many fundamental questions still unanswered.

It is the aim of the PEDAL research centre to contribute to the process of addressing these questions, and to work with educators and policy makers to inform practice and policy in relation to this evidence.

PEDAL: Centre for Research on Play in Education, Development & Learning Sponsored by the Lego Foundation The guiding focus of the centre’s work is to develop substantial and compelling research concerned with the role of play and playfulness in young children’s learning and development, and the potential of play-based approaches within educational contexts. The kinds of skills and accomplishments that are widely recognised as being vital components of 21st century educational provision, including critical thinking, problem-solving, interpersonal abilities, emotional resilience and creativity, have all been linked theoretically and empirically to playfulness and playful learning. Nevertheless, the play opportunities for children living in modern urban environments (now the majority of children world-wide) are increasingly curtailed, both within their homes and communities and within their schooling. At the same time, play remains a relatively under-researched area within developmental science, with many fundamental questions still unanswered. It is the aim of the PEDAL research centre to contribute to the process of addressing these questions, and to work with educators and policy makers to inform practice and policy in relation to this evidence.

PEDAL: Centre for Research on Play in Education, Development &amp; Learning
Sponsored by the Lego Foundation

The guiding focus of the centre’s work is to develop substantial and compelling research concerned with the role of play and playfulness in young children’s learning and development, and the potential of play-based approaches within educational contexts. The kinds of skills and accomplishments that are widely recognised as being vital components of 21st century educational provision, including critical thinking, problem-solving, interpersonal abilities, emotional resilience and creativity, have all been linked theoretically and empirically to playfulness and playful learning.

Nevertheless, the play opportunities for children living in modern urban environments (now the majority of children world-wide) are increasingly curtailed, both within their homes and communities and within their schooling. At the same time, play remains a relatively under-researched area within developmental science, with many fundamental questions still unanswered.

It is the aim of the PEDAL research centre to contribute to the process of addressing these questions, and to work with educators and policy makers to inform practice and policy in relation to this evidence.

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Play, self-regulation and early childhood - What does research say?

Play, self-regulation and early childhood - What does research say?

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