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

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

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

Afiliación

Skene K; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.
O'Farrelly CM; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.
Byrne EM; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.
Kirby N; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.
Stevens EC; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.
Ramchandani PG; Faculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.

Child Dev ; 93(4): 1162-1180, 2022 07.

Article en En | MEDLINE | ID: mdl-35018635

Asunto(s)

Aprendizaje; Vocabulario; Negro o Afroamericano; Niño; Femenino; Humanos; Conocimiento; Matemática

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Texto completo: 1 Banco de datos: MEDLINE Asunto principal: Vocabulario / Aprendizaje Tipo de estudio: Guideline / Systematic_reviews Límite: Child / Female / Humans Idioma: En Revista: Child Dev Año: 2022 Tipo del documento: Article País de afiliación: Reino Unido

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