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

Kayleigh Skene, Christine M. O’Farrelly, Elizabeth M. Byrne, Natalie Kirby, Eloise C. Stevens, Paul G. Ramchandani

Research output: Contribution to journalReview articlepeer-review

39 Citations (Scopus)
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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 (Ntotal = 3893; Mchildage = 1–8 years; Mgirls 49.8%; Methnicity 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.

Original languageEnglish
Pages (from-to)1162-1180
Number of pages19
JournalChild Development
Issue number4
Early online date12 Jan 2022
Publication statusPublished - Jul 2022

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