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Books 

  • Supporting Play in Early Childhood: Environment, Curriculum, Assessment (Dorothy Justus Sluss, 2015)

    • Primary Ages: Infant-Kindergarten

  • Choice Time: How to Deepen Learning Through Inquiry and Play, PreK-2 (Renee Dinnerstein, 2016)

    • Explains how to set up centers for choice time that foster guided play and promote inquiry, along with ideas for classroom and schedule arrangement and curriculum integration

    • Primary Ages: PreK-2

  • From Play to Practice: Connecting Teachers' Play to Children's Learning (Bush, Nell, & Drew, 2013)

    • Describes play workshop experiences that give educators a deeper understanding of play-based learning and illustrate the power of play to change professional and personal lives. 
    • Primary Ages: PreK-2

  • Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day (Kristine Mraz, Alison Porcelli, & Cheryl Tyler, 2016)

    • Written by teachers for teachers, this book offers practical ways to use play and play-based learning in your classroom by offering tips on scaffolding play to promote social emotional development, classroom set-up ideas, and ideas to integrate play into academic lessons. The book also features descriptive examples and pictures from real classrooms.

    • Primary ages: K-2 

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Other Resources

  • Play | Act | Create | Transform (PACT) provides play workshops for teachers/school staff and students. Workshops can be tailored to school lessons and implemented over a 6 week (or longer) period. https://pactcreative.com/.

There is increased training needed in play-based learning and implementation of play with practical applications (Pyle & Danniels, 2017). 

Balow, C. (2018). Social-Emotional Learning vs. Mental Health: What’s the Difference?. [Blog] Illuminate. Available at: https://www.illuminateed.com/blog/2018/10/social-emotional-learning-vs-mental-health-whats-the-difference/ [Accessed 17 Oct. 2019].

 

Bitsko, R. H., Holbrook, J. R., Ghandour, R. M., Blumberg, S. J., Visser, S. N., Perou, R. T., & Walkup, J. (2018). Epidemiology and Impact of Health Care Provider–Diagnosed Anxiety and Depression Among US Children. Journal of Developmental & Behavioral Pediatrics, 39(5), 395-403.

 

Bray, B. (2018). The therapy behind play therapy: What makes play therapy so effective--and different from many other counseling methods--is that it places clients in the driver’s seat. American Counseling Association, 61(3), 18-25. Retrieved from EBSCOhost database.

Committee for Children (2015). Promoting Mental Health Through SEL. [Blog] Committee for Children Blog. Available at: https://www.cfchildren.org/blog/2015/01/promoting-mental-health-through-sel/ [Accessed 17 Oct. 2019].

 

Ewing, D. L., Monsen, J. J., & Kwoka, M. (2014). Behavioural and emotional well-being of children following non-directive play with school staff. Educational Psychology in Practice, 30(2), 192-203. Retrieved from EBSCOhost database.

 

Ghandour, R., Sherman, L., Vladutiu, C., Ali, M., Lynch, S., Bitsko, R., & Blumberg, S. (2019). Prevalence and Treatment of Depression, Anxiety, and Conduct Problems in US Children. The Journal of Pediatrics, 206, 256-267.

 

Gray, P. (2011). The Decline of Play and the Rise of Psychopathology in Children and Adolescents. American Journal of Play, 3(4), 443-463.

 

Hewes, J. (2014). Seeking Balance in Motion: The Role of Spontaneous Free Play in Promoting Social and Emotional Health in Early Childhood Care and Education. Children, 1(3), 280-301.

 

Meagher, S., Arnold, D., Doctoroff, G., Dobbs, J., & Fisher, P. (2009). Social-Emotional Problems in Early Childhood and the Development of Depressive Symptoms in School-Age Children. Early Education & Development, 20(1), 1–24. 

 

National Association of Elementary School Principals (2018). The Pre-K-8 School Leader in 2018: A 10-Year Study. [online] National Association of Elementary School Principals, p.84. Available at: https://www.naesp.org/sites/default/files/NAESP%2010-YEAR%20REPORT_2018.pdf [Accessed 17 Oct. 2019].

 

Promoting Young Children's Social Emotional Health. (n.d.). Retrieved November 11, 2019, from https://www.naeyc.org/resources/pubs/yc/mar2018/promoting-social-and-emotional-health.

 

Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education And Development, 28(3), 274-289.

 

The Case of Brain Science and Guided Play: A ... - NAEYC. (n.d.). Retrieved from https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play

 

The Decline of Play and Rise in Children's Mental Disorders. (n.d.). Retrieved from https://www.psychologytoday.com/us/blog/freedom-learn/201001/the-decline-play-and-rise-in-childrens-mental-disorders

 

Twenge, J., Cooper, A., Joiner, T., Duffy, M., & Binau, S. (2019). Age, Period, and Cohort Trends in Mood Disorder Indicators and Suicide-Related Outcomes in a Nationally Representative Dataset, 2005–2017. Journal of Abnormal Psychology, 128(3), 185-199.

 

Whitebread, D. (2017). Free play and children's mental health. The Lancet. Child & Adolescent Health, 1(3), 167-169. 

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