The theoretical and methodological opportunities afforded by guided play with young children

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Copyright © 2018 Yu, Shafto, Bonawitz, Yang, Golinkoff, Corriveau, Hirsh-Pasek and Xu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Date Issued
2018-07-17
Publisher Version
10.3389/fpsyg.2018.01152
Author(s)
Yu, Yue
Shafto, Patrick
Bonawitz, Elizabeth
Yang, Scott C.-H.
Golinkoff, Roberta M.
Corriveau, Kathleen H.
Hirsh-Pasek, Kathy
Xu, Fel
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https://hdl.handle.net/2144/42040
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Published version
Citation (published version)
Yue Yu, Patrick Shafto, Elizabeth Bonawitz, Scott C-H Yang, Roberta M Golinkoff, Kathleen H Corriveau, Kathy Hirsh-Pasek, Fel Xu. 2018. "The Theoretical and Methodological Opportunities Afforded by Guided Play With Young Children." FRONTIERS IN PSYCHOLOGY, Volume 9, pp. ? - ? (8). https://doi.org/10.3389/fpsyg.2018.01152
Abstract
For infants and young children, learning takes place all the time and everywhere. How children learn best both in and out of school has been a long-standing topic of debate in education, cognitive development, and cognitive science. Recently, guided play has been proposed as an integrative approach for thinking about learning as a child-led, adult-assisted playful activity. The interactive and dynamic nature of guided play presents theoretical and methodological challenges and opportunities. Drawing upon research from multiple disciplines, we discuss the integration of cutting-edge computational modeling and data science tools to address some of these challenges, and highlight avenues toward an empirically grounded, computationally precise and ecologically valid framework of guided play in early education.
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Copyright © 2018 Yu, Shafto, Bonawitz, Yang, Golinkoff, Corriveau, Hirsh-Pasek and Xu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
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