Journal
CHILD DEVELOPMENT
Volume 93, Issue 4, Pages 1162-1180Publisher
WILEY
DOI: 10.1111/cdev.13730
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Funding
- LEGO Foundation
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This systematic review and meta-analysis compared the effects of guided play, direct instruction, and free play on children's learning and development. The findings showed that guided play had a positive impact on early maths skills, shape knowledge, and task switching, outperforming direct instruction. It also had a greater effect on spatial vocabulary compared to free play. However, there was heterogeneity in the conceptualization and implementation of guided play across studies.
This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977-2020); 17 were included in meta-analysis (N-total = 3893; M-childage = 1-8 years; M-girls 49.8%; M-ethnicity White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies.
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