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

doi:10.1111/cdev.13730

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 journal › Review article › peer-review

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Abstract

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.

Original language	English
Pages (from-to)	1162-1180
Number of pages	19
Journal	Child Development
Volume	93
Issue number	4
Early online date	12 Jan 2022
DOIs	https://doi.org/10.1111/cdev.13730
Publication status	Published - Jul 2022

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Child Development - 2022 - Skene - Can guidance during play enhance children s learning and development in educationalFinal published version, 968 KBLicence: CC BY

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abstract = "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.",

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AU - Skene, Kayleigh

AU - O’Farrelly, Christine M.

AU - Byrne, Elizabeth M.

AU - Kirby, Natalie

AU - Stevens, Eloise C.

AU - Ramchandani, Paul G.

N1 - Funding Information: This work was funded by an unrestricted donation from the LEGO Foundation.

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N2 - 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.

AB - 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.

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

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