Chapter 2 – References

Arnott, L., & Yelland, N. J. (2020). Multimodal lifeworlds: Pedagogies for play inquiries and explorations. Journal of Early Childhood Education Research, 9(1), 124-146.

Campbell, C., Jobling, W., & Howitt, C. (Eds.). (2021). Science in early childhood. Cambridge University Press.

Curtis, D. & Carter, M. (2015). Designs for living and learning : Transforming early childhood environments. Redleaf Press.

Daly, L. & Beloglovsky, M. (2016). Loose parts 2 : Inspiring play with infants and toddlers. Redleaf Press.

Dockett, S. & Fleer, M. (2002). Play and pedagogy in early childhood: Bending the rules. Southbank Victoria: Thomson.

Duncan, R., Washburn, I.J., Lewis, K.M., Bavarian, N., DuBois, D.L., Acock, A.C., Vuchinich, S., & Flay, B.R. (2017). Can universal SEL programs benefit universally? Effects of the Positive Action Program on multiple trajectories of social-emotional and misconduct behaviors. Prevention Science, 18(2), 214-224. doi: 10.1007/s11121-016-0745-1

Durlak, J.A., Weissberg, R.P., Dymnicki, A., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. doi: 10.1111/j.1467-8624.2010.01564.x

Emfinger, K. (2009). Numerical conceptions reflected during multiage child-initiated pretend play. Journal of Instructional Psychology, 36(4), 326-334.

Fekonja, U., Umek, L. M., & Kranjc, S. (2005). Free play and other daily preschool activities as a context for child’s language development. Studia Psychologica, 47(2), 103-117.

Han, M., Moore, N., Vukelich, C., & Buell, M. (2010) Does Play Make a Difference?: How play intervention affects the vocabulary learning of at-risk preschoolers, American Journal of Play. 3(1), 82-105.

Jones, S.M. & Kahn, J. (2017). The evidence base for how we learn: Supporting students’ social, emotional, and academic development – Consensus statements of evidence from the Council of Distinguished Scientists. The Aspen Institute.

Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113.

Korat, O., Bahar, E., & Snapir, M. (2002). Sociodramatic play as opportunity for literacy development: The teacher’s role. The Reading Teacher, 56(4), 386-393.

Mashburn, A. J. (2008). Quality of social and physical environments in preschools and children’s development of academic, language, and literacy skills. Applied Development Science, 12(3), 113-127. doi: 10.1080/10888690802199392

Nicolopoulou, A., McDowell, J., & Brockmeyer, C. (2006). Narrative play and emergent literacy: Storytelling and story-acting meet journal writing. In D.G. Singer, R. Michnick, D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play= Learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 124-144). Oxford University Press.

Reikerås, E. (2020). Relations between play skills and mathematical skills in toddlers. ZDM, 52(4), 703-716. doi: 10.1007/s11858-020-01141-1

Rendon, T., & Gronlund, G. (2017). Saving play : Addressing standards through play-based learning in preschool and kindergarten. Redleaf Press.

Robertson, N., Yim, B., & Paatsch, L. (2020) Connections between children’s involvement in dramatic play and the quality of early childhood environments. Early child development and care, 190 (3), 376 – 389.

Roskos, K., & Christie, J. (2011). The play-literacy nexus and the importance of evidence-based techniques in the classroom. American Journal of Play, 4(2), 204-224.

Sliogeris, M., & Almeida, S. C. (2019). Young children’s development of scientific knowledge through the combination of teacher-guided play and child-guided play. Research in Science Education, 49(6), 1569-1593. doi: 10.1007/s11165-017-9667-6

Scott, J.P., & Panksepp, J., (2003). Brain-mind dynamics and emotional feelings. Journal of Psychophysiology, 17(4) 235-235.

Sharp, A. C., Escalante, D. L., & Anderson, G. T. (2012). Literacy instruction in kindergarten: Using the power of dramatic play. California English, 18(2), 16-18.

Stagnitti, K. E., Paatsch, L., Nolan, A., & Campbell, K. (2020). Identifying play skills that predict children’s language in the beginning of the first year of school. Early Years, 1-15. Doi: 10.1080/09575146.2020.1865280

Stagnitti, B., Bailey, A., Hudspeth, Stevenson, E., Reynolds, E., & Kidd, E. (2016). An investigation into the effect of play-based instruction on the development of play skills and oral language. Journal of Early Childhood. Research.14 (4).https://doi.org/10.1177/1476718X15579741

Department of Education and Training (DET). (2020). High Impact Teaching Strategies: (HITS) Excellence in teaching and learning. https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx

Sylva, K. (2010). Quality in early childhood settings. Early Childhood Matters Evidence from the Effective Pre-School and primary Education Project, Routledge.

Trawick-Smith, J., Swaminathan, S., & Liu, X. (2016). The relationship of teacher–child play interactions to mathematics learning in preschool. Early Child Development and Care, 186(5), 716-733. doi: 10.1080/03004430.2015.1054818

Van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511-534.

Weissberg, R.P., Durlak, J.A., Domitrovich, C.E., & Gullotta, T.P. (2015). Social and emotional learning: Past, present, and future. In J.A. Durlak, C.E. Domitrovich, R.P. Weissberg, & T.P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). Guilford Press.

Weisberg, D., & Zosh, J., & Hirsh-Pasek, K., & Golinkoff, R. (2013). Talking it up, play, language development, and the role of adult support. American Journal of Play, 6(1), 39-45.

Whitebread, D., Coltman, P., Jameson, H., & Lander, R. (2009). Play, cognition and self-regulation: What exactly are children learning when they learn through play?. Educational and Child Psychology, 26(2), 40-52.

Wieder, S. (2017). The power of symbolic play in emotional development through the DIR lens. Topics in Language Disorders, 37(3), 259-281.

Worthington, M., & van Oers, B. (2016). Pretend play and the cultural foundations of mathematics. European Early Childhood Education Research Journal, 24(1), 51–66. Doi: 10.1080/1350293X.2015.1120520

Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., … & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in psychology, 9, 1124.

Zosh, J. M, Hirsh-Pasek, K., Golinkoff, R. M., & Dore, R. A. (2017). Where learning meets creativity: The promise of guided play. In R. Beghetto and B. Sriraman (Eds.), Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives (pp. 165-180). Springer. doi: 10.1007/978-3-319-21924-0_10

Chapter 2 – Digital artefacts (videos, podcasts, interactives) reference details

David, N. & Fennelly, S. (Producers). (2022). Title of Chapter 2 intro to content – Title here [Video podcast]. In Play-based teaching approaches: Assessing learning through play series. Deakin University. URL for this

Morrisey, A.M & Morrisey, D. (2002). HITS 1: Setting Goals, HITS 2: Structuring lessons, HITS 3: Explicit teaching, HITS 4: Worked example, HITS 5: Collaborative learning, HITS 6: Multiple Exposures, HITS 7: Questioning, and HITS 9: Metacognitive strategies videos. In Cain, K., Bass, C, David, N. & Fennelly, S. (Producers) Interactive HITS video experiences interactive. URL for this

Robertson, R., David, N., and Cain, K. (Producers) (2021). Making connections: HITS strategies and play-based learning. Deakin.

David, N., Cain, K. & Fennelly, S. (Producers). (2022). title. Deakin University. URL for this

Robertson, N. & Paatsch, L. (Hosts). Bass, C., Fennelly, S., & David, N. (Producers) (2022). Title of this video or podcast here. Deakin University. URL here.