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Accessing the Inaccessible: Redefining Play as a Spectrum.

Jennifer M Zosh1, Kathy Hirsh-Pasek2,3, Emily J Hopkins2

  • 1The Pennsylvania State University Brandywine, Media, PA, United States.

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Summary

Researchers propose viewing play as a spectrum, from free play to guided play, to better understand its connection to learning. This approach integrates insights from the Science of Learning across various contexts.

Keywords:
childrencognitive developmentgamespedagogyplayplayful learning

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Area of Science:

  • Education
  • Developmental Psychology
  • Cognitive Science

Background:

  • The concept of
  • play
  • has historically been difficult to define and operationalize in research.

Purpose of the Study:

  • To propose a new conceptual framework for understanding play and its relationship to learning.
  • To integrate insights from the Science of Learning to explain how play supports development.

Main Methods:

  • Theoretical review of existing literature on play and learning.
  • Conceptual analysis to propose a spectrum model of play.

Main Results:

  • Viewing play as a spectrum, from free play to guided play and games, offers a more comprehensive understanding.
  • This spectrum model reconciles previous research findings and suggests new research directions.

Conclusions:

  • A spectrum-based conceptualization of play better captures its essence and clarifies its role in learning.
  • Understanding play through this lens enhances our knowledge of learning across social and academic domains and various age groups.