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Related Resources

Online Resources

• Play: Essential for All Children
  This position paper emphasizes the crucial role of play in the optimal growth, learning, and development of children.
  http://www.acei.org/playpaper.htm
• The Nature of Children's Play
  This ERIC Digest suggests that play is a way children develop an understanding of themselves and others, knowledge of the world around them, and communication skills. It suggests that adults can support children’s play.
  http://www.ericdigests.org/pre-9211/nature.htm
• Better Kid Care: Play is the Business of Kids
  This resource notes that children learn to play and play to learn and that appropriate play and toys change as children grow.
  http://www.nncc.org/Curriculum/better.play.html
• Play Activities for Children Birth to Nine Years
  This article suggests age-appropriate play activities for children.
  http://www.nncc.org/Curriculum/play.activities.html
  Spanish: Actividades Recreativas para Ninos de Hasta 9 Anos de Edad
  http://www.nncc.org/Curriculum/sp.activ.recr.html
• Creative Play Helps Children Grow!
  The creative play activities discussed in this resource include games, movement, and questioning.
  http://www.nncc.org/Curriculum/create.play.grow.html
• Which Toy for Which Child?
  This consumer’s guide to choosing toys is from the U.S. Consumer Product Safety Commission.
  http://www.cpsc.gov/cpscpub/pubs/285.pdf
• Choosing Age-Appropriate Playthings
  This resource notes that the best toys are those that can be played with in lots of different ways and that are age-appropriate in terms of safety.
  http://pbskids.org/rogers/parentsteachers/theme/1486_p_art.html
• The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds
  This report emphasizes the benefits of play, lists factors that have reduced play time, and offers guidelines on how to advocate for play time for children.
  http://www.aap.org/pressroom/playFINAL.pdf
• The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children
  Scroll down to "Friday" for this audio transcript.
  http://www.will.uiuc.edu/AM/aftmag/archives/07/070212.htm

Illinois Early Learning Tip Sheets

• Young Children Need to Play!
  http://illinoisearlylearning.org/tipsheets/importanceofplay.htm
• Time to Play, Time to Dream: Unscheduling Your Child
  http://illinoisearlylearning.org/tipsheets/unstructured.htm
• Fun at Home with Preschoolers: Play with Light and Shadow
  http://illinoisearlylearning.org/tipsheets/fun-light.htm
• Games for All Young Children
  http://illinoisearlylearning.org/tipsheets/games.htm
• Make Room for Blocks!
  http://illinoisearlylearning.org/tipsheets/blocks.htm
• What Makes a Good Toy?
  http://illinoisearlylearning.org/tipsheets/goodtoy.htm

Additional Resources

• Children’s Play
  Author(s): Scarlett, W. George; Naudeau, Sophie C.; Salonius-Pasternak, Dorothy; Ponte, Iris C.
  Publication Date: 2005
  Availability: Thousand Oaks, CA: Sage
• Teaching in the Key of Life
  Author(s): Chenfeld, Mimi Brodsky
  Publication Date: 1993
  Availability: Washington, DC: NAEYC
• To Play or Not to Play: Is it Really a Question?
  Author(s): Ferguson, Christine Jeandheur; Dettore, Jr.(Eds.).
  Publication Date: 2007
  Availability: Olny, MD: ACEI

ERIC Database: Selected Records

To search the ERIC database for resources on this topic, use this search strategy: search on descriptors young children or preschool children or preschool education or early childhood education or early experience or infants or toddlers or kindergarten children. Combine with descriptor play.

How to Obtain ERIC Documents and Journal Articles:

References identified with an ED (ERIC document)or EJ (ERIC journal) are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available in full text from ERIC at no cost at the ERIC Web site: http://www.eric.ed.gov. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.

If you would like to conduct your own free ERIC database searches via the Internet, go directly to http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=advanced

• ERIC Journal No.: EJ729198
  Children's Categorization of Play and Learning Based on Social Context
  Author(s): Howard, Justine; Jenvey, Vickii; Hill, Carly
  Source: Early Child Development and Care, v176 n3-4 p379-393 May 2006
  Publication Date: May 2006
  Abstract: While much time has been spent deliberating about the definition of play, little emphasis has been placed on what children themselves perceive as play. The aim of the present study was to examine social context as a cue for children's perceptions of play and learning.
• ERIC Journal No.: EJ679720
  Preschoolers' Emotional Competence: Links to Pretend and Physical Play
  Author(s): Lindsey, Eric W.; Colwell, Malinda J.
  Source: Child Study Journal, v33 n1 p39-52 2003
  Publication Date: 2003
  Abstract: This article examined associations between preschoolers' play and emotional competence with peers.
• ERIC Document No.: ED482302
  Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers
  Author(s): Rideout, Victoria J.; Vandewater, Elizabeth A.; Wartella, Ellen A.
  Publication Date: 2003
  Available from: full text available online through search at http://www.eric.ed.gov/
  Abstract: Despite the plethora of new electronic media aimed at very young children, little is known about which media are available to children and whether or how children engage with them.
• ERIC Journal No.: EJ670574
  The Effects of Stereotyped Toys and Gender on Play Assessment in Children Aged 18-47 Months.
  Author(s): Cherney, Isabelle D.; Kelly-Vance, Lisa; Glover, Katrina Gill; Ruane, Amy; Ryalls, Brigette Oliver
  Source: Educational Psychology: An International Journal of Experimental Educational Psychology, v23 n1 p95-106 Jan 2003
  Publication Date: 2003
  Abstract: This article presents a study in which children, ages 18-47 months (n = 30), were observed for 30 minutes in a playroom to determine whether (1) stereotyped toys impact children's play, (2) their behavior influences cognitive development, and (3) which toys are appropriate for the assessment sessions.
• ERIC Journal No.: EJ663358
  Children's Play Is the Origin of Social Activity
  Author(s): Riihela, Monika
  Source: European Early Childhood Education Research Journal, v10 n1 p39-53 2002
  Publication Date: 2002
  Abstract: To study children's thoughts and collaborative behavior, researchers videotaped 1- to 6-year-olds' day care routines and adults' work after extensive consultation on the Storycrafting method. They found that children's viewpoints are elicited when they play an active role and when educational work is directed by telling stories, playing, and doing research.
• ERIC Journal No.: EJ606991
  Creative Construction: Unit Blocks
  Source: Texas Child Care, v23 n1 p16-21 Sum 1999
  Publication Date: 1999
  Abstract: This article describes the use of unit blocks with young children in early childhood education (ECE) settings to expand all areas of the curriculum. It discusses the origin of blocks in ECE programs, presents developmental stages of block play, describes children's building styles, and makes recommendations for getting started in block play for children of different ages
• ERIC Journal No.: EJ552763
  Some Implications of Cognitive Styles on Young Children's Play
  Author(s): Saracho, Olivia N.
  Source: Early Child Development and Care, v131 p19-30 Apr 1997
  Publication Date: 1997
  Abstract: This article describes young children's social behaviors, including their social orientation, people-versus-object orientation, social factors, cognitive performance, social competence, and age and sex differences.
• ERIC Journal No.: EJ431684
  Thinking about Play: A Tool for Self-Assessment
  Source: Child Care Information Exchange, n80 p55-56 Jul-Aug 1991
  Publication Date: 1991
  Abstract: This article presents a set of questions that can be used to (1) assess the classroom or center as a play-promoting environment, (2) set goals for the play portion of the curriculum, (3) begin a discussion of play with other staff members, or (4) help teachers think about the play of particular children.

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