Can guidance during play enhance children's learning and development in educational contexts? A systematic review and meta-analysis

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.

Automated summary

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.