How to communicate with children, according to Health Play Specialists in the United Kingdom: A qualitative study
Paulina Pérez-Duarte Mendiola
Moving toward a strengths-based understanding of autistic people’s play
How do autistic adults experience and view their play?
Book to Basics: Having fun with books and play
How can we use books in our play?
Four playful ways to help with anxiety
How can we use play to help our bodies recognise we are safe and reduce our anxiety level?
Scoping the evidence: Hands-on learning with physical manipulatives
How can physical manipulatives encourage children's active engagement in everyday learning?
‘Just fun’ – or fundamental? Finding fun in early adolescent self-concept
Is fun an integral part of young peoples' selves, or is it a frivolous extra?
Children bouncing back: How families can use play to help children transition to post-lockdown life
How can families use play to support their children as they transition to post-lockdown life?
A: Astronauts, play and COVID testing
How can we use play to help children engage with the COVID-19 swab?
B: Building Blocks: The power of the brick
How can block play support children's development?
C: Connected communication: Talking about play
What do we mean by ‘connected communication’ and what does it look like during children’s play?
D: Dolls, diggers, and dinosaurs: Do girls and boys like different toys?
Do girls and boys really like different toys?
E: Executive functions and their role in games
How do everyday activities and games use children's executive functions?
F: Fathers and Play
What impact does fathers’ involvement and play have on children’s development?
G: Games in the classroom: Creativity, cognition and the curriculum
How can games facilitate classroom engagement and children's learning?
H: Health, hospitals, and play: The Teddy Bear Hospitals
How can a playful visit to the Teddy Bear Hospital help children understand hospital care and procedures?
