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PEDAL Hub Library

We’ve rounded up a set of high-quality play resources for you to explore. The library houses a collection of links that will take you to peer-reviewed publications, videos of play experts, and websites that may be of interest to you.

You can use the filters below to find the resources that best match your interests. The library can be sorted by format (journal papers, videos, blogs etc.), child age, and type of play.

Happy exploring!

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Structured Parent-Child Observations Predict Development of Conduct Problems: the Importance of Parental Negative Attention in Child-Directed Play
Title: Structured Parent-Child Observations Predict Development of Conduct Problems: the Importance of Parental Negative Attention in Child-Directed Play
Abstract:
Author/s: , ,
Publication year: 2017
Link: https://doi.org/10.1007/s11121-016-0672-1
Date: 01/04/2017
Volume: 18
Page/s: 257-267
An Examination of the Behavioral Correlates of Subtypes of Nonsocial Play Among Chinese Preschoolers
Title: An Examination of the Behavioral Correlates of Subtypes of Nonsocial Play Among Chinese Preschoolers
Abstract:
Author/s: , , , ,
Publication year: 2012
Link: https://www.jstor.org/stable/23098063
Date: 28/07/2022
Volume: 58
Page/s: 77-109
Roles of Initiation and Responsiveness in Access and Participation for Children With Specific Language Impairment
Title: Roles of Initiation and Responsiveness in Access and Participation for Children With Specific Language Impairment
Abstract:
Author/s: ,
Publication year: 2005
Link: https://pubs.asha.org/doi/full/10.1044/1092-4388%282005/060%29
Date: 01/08/2005
Volume: 48
Page/s: 868-883
Differences in Theory of Mind and Pretend Play Associations in Children with and Without Specific Language Impairment

Children with specific language impairment (SLI) have difficulty engaging in social pretend play, which cannot be explained exclusively by their deficient language skills. Alternatively, the ability to represent mental states (Theory of Mind [ToM]) might be important in appreciating peers’ perspectives during pretend play. This study investigated whether ToM was associated with pretend play abilities […]
Title: Differences in Theory of Mind and Pretend Play Associations in Children with and Without Specific Language Impairment
Abstract:

Children with specific language impairment (SLI) have difficulty engaging in social pretend play, which cannot be explained exclusively by their deficient language skills. Alternatively, the ability to represent mental states (Theory of Mind [ToM]) might be important in appreciating peers’ perspectives during pretend play. This study investigated whether ToM was associated with pretend play abilities in children with and without SLI. Forty-four children (22 with SLI, 22 with typical development [TD]) between 4 and 6 years of age participated in ToM tasks and a dyadic role play activity. Children with SLI performed significantly more poorly on ToM tasks than children with TD; however, there were no significant group differences in children’s role play abilities. Partial correlations revealed a positive and significant association between ToM and social pretend play in children with TD but a negative and not significant association in children with SLI. These findings suggest that not all forms and aspects of pretend play require mental representation in order to understand or engage in pretend play. Further, children with SLI may differ in their mental representational abilities from children with TD. Copyright © 2015 John Wiley & Sons, Ltd.
Author/s: ,
Publication year: 2016
Link: https://onlinelibrary.wiley.com/doi/abs/10.1002/icd.1912
Date: 28/07/2022
Volume: 25
Page/s: 24-42
Nonsocial Play Patterns of Young Children With Communication Disorders: Implications for Behavioral Adaptation
Title: Nonsocial Play Patterns of Young Children With Communication Disorders: Implications for Behavioral Adaptation
Abstract:
Author/s: , ,
Publication year: 2006
Link: http://www.tandfonline.com/doi/abs/10.1207/s15566935eed1702_1
Date: 06/01/2006
Volume: 17
Page/s: 203-228
The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children
Title: The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children
Abstract:
Author/s: , , , , , , ,
Publication year: 2018
Link: https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01152/full
Date: 28/07/2022
Volume: 9
Guided Play: Principles and Practices
Title: Guided Play: Principles and Practices
Abstract:
Author/s: , , , ,
Publication year: 2016
Link: https://doi.org/10.1177/0963721416645512
Date: 01/06/2016
Volume: 25
Page/s: 177-182
Learning from explaining: Does it matter if mom is listening?
Title: Learning from explaining: Does it matter if mom is listening?
Abstract:
Author/s: , ,
Publication year: 2008
Link: http://www.sciencedirect.com/science/article/pii/S002209650700135X
Date: 01/07/2008
Volume: 100
Page/s: 215-224
Use of LEGO as a Therapeutic Medium for Improving Social Competence
Title: Use of LEGO as a Therapeutic Medium for Improving Social Competence
Abstract:
Author/s:
Publication year: 2004
Date: 28/07/2022
Page/s: 15
The role of guidance in children’s discovery learning
Title: The role of guidance in children’s discovery learning
Abstract:
Author/s: ,
Publication year: 2012
Link: https://onlinelibrary.wiley.com/doi/abs/10.1002/wcs.1199
Date: 28/07/2022
Volume: 3
Page/s: 615-622
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