Chapter 4 – References

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Clements, D. H., Sarama, J., Layzer, C., Unlu, F., & Fesler, L. (2020). Effects on mathematics and executive function of a mathematics and play intervention versus mathematics alone. Journal for Research in Mathematics Education, 51(3), 301-333. https://doi.org/10.5951/jresemtheduc-2019-0069

Cohrssen, C. (2018, June 6). Assessing children’s understanding during play-based maths activities. The Spoke: Early Childhoods Australia’s Blog. https://thespoke.earlychildhoodaustralia.org.au/assessing-childrens-understanding-during-play-based-maths-activities/

Department of Education and Training (DET). (2020a). Module 3.4 Assessment of play. State Government of Victoria. https://www.education.vic.gov.au/school/teachers/profdev/Pages/Module-3-4-Assessment-of-play.aspx

Department of Education and Training (DET). (2020b). Module 3.6 Assessing numeracy and mathematics. State Government of Victoria. https://www.education.vic.gov.au/school/teachers/profdev/Pages/Module-3-6-Assessing-numeracy-and-mathematics.aspx

Department of Education and Training (DET). (2020c). Module 3.7 Assessing Personal and Social Capability. State Government of Victoria. https://www.education.vic.gov.au/school/teachers/profdev/Pages/Module-3-6-Assessing-numeracy-and-mathematics.aspx

Department of Education and Training (DET). (2022). High Impact Teaching Strategies (HITS). State Government of Victoria. https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx

Karpov, Y. V. (2005). The neo-Vygotskian approach to child development. Cambridge University Press.

Lee, J. S., & Ginsburg, H. P. (2009). Early childhood teachers’ misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 37-45. https://doi.org/10.1177/183693910903400406

Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: a review of the evidence. Psychological bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321

Perry, B., & Dockett, S. (2010). What makes mathematics play?. Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, Fremantle, Western Australia, Australia.

Reunamo, J., Lee, H.C., Wang, L.C., Ruokonen, I., Nikkola, T., & Malmstrom, S. (2014). Children’s creativity in day care. Early Child Development & Care, 184(3), 617–632. https://doi.org/10.1080/03004430.2013.806495

Stagnitti, K. (2021). Learn to play therapy: principles, process and practical activities. Learn to Play.

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

Thompson, B. N., & Goldstein, T. R. (2019). Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense. Developmental Review, 52, 24-41. https://doi.org/10.1016/j.dr.2019.100867

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.

Worthington, M. (2020). Mathematical Signs and Their Cultural Transmission in Pretend Play. In A. MacDonald, L. Danaia, & S. Murphy (Eds.), STEM Education Across the Learning Continuum. Springer. https://doi.org/10.1007/978-981-15-2821-7_4