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The essence of play: a practice companion for professionals working with children and young people

1, 2013

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Playful learning in the early years - through the eyes of children

Education 3-13, 2019-10, Vol.47 (7), p.796-805

McInnes, Karen

2019

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Investigating and learning from toddler play in a children's museum

Early child development and care, 2018-03, Vol.188 (3), p.399-409

2018

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Differences in practitioners' understanding of play and how this influences pedagogy and children's perceptions of play

Early years (London, England), 2011-07, Vol.31 (2), p.121-133

2011

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The nature of adult-child interaction in the early years classroom: Implications for children's perceptions of play and subsequent learning behaviour

European early childhood education research journal, 2013-06, Vol.21 (2), p.268-282

2013

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Enabling Theory into Practice: Making Sense of the ‘Why’ and the ‘How’ in the Early Years

International Journal for Cross-Disciplinary Subjects in Education, 2018-09, Vol.9 (3), p.3483-3850

2018

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Planning and using time in the foundation stage: Early years

2005

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Attachment Aware Schools: Working with Families to Enhance Parental Engagement and Home-School Relationships

The open family studies journal, 2017-10, Vol.9 (1), p.160-171

2017

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Play in UK Primary Schools

Play Across Childhood, 2021, p.73-95

2021

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Behavioural differences exhibited by children when practising a task under formal and playful conditions

Educational and child psychology, 2009-03, Vol.26 (2), p.31-39

2009

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British Psychological Society Psychology of Education Section Annual Conference 2008 Milton Keynes Bursary Testimonials

The psychology of education review (Online), 2009-09, Vol.33 (2), p.30-31

2009

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What are the Educational Experiences of 4-Year-Olds? A comparative study of 4-year-olds in nursery and reception settings

Early years (London, England), 2002-09, Vol.22 (2), p.119-127

McInnes, Karen

2002

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Being a playful therapist

Becoming and Being a Play Therapist, 2019, p.98-109

1, 2019

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Differences in adult-child interactions during playful and formal practice conditions: An initial investigation

The psychology of education review (Online), 2010, Vol.34 (1), p.14-20

2010

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The role of playful practice for learning in the early years

McInnes, Karen Elizabeth

2010

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The role of playful practice for learning in the early years

McInnes, Karen Elizabeth

2010

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Young children as scientists, designers and technologists - theories of learning

Teaching Science and Technology in the Early Years (3-7), 2019, p.17-35

3, 2019

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Inclusive play practice

The Essence of Play, 2013, p.81-100

1, 2013

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The play environment

The Essence of Play, 2013, p.64-80

1, 2013

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Exploring play and child development

The Essence of Play, 2013, p.16-38

1, 2013

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Observation and assessment through play

The Essence of Play, 2013, p.101-120

1, 2013

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Theoretical perspectives on play

The Essence of Play, 2013, p.6-15

1, 2013

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Conclusion

The Essence of Play, 2013, p.133-137

1, 2013

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Introduction

The Essence of Play, 2013, p.1-5

1, 2013

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Playfulness

The Essence of Play, 2013, p.39-48

1, 2013

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The essence of play: a practice companion for professionals working with children and young people

Playful learning in the early years - through the eyes of children

Investigating and learning from toddler play in a children's museum

Differences in practitioners' understanding of play and how this influences pedagogy and children's perceptions of play

The nature of adult-child interaction in the early years classroom: Implications for children's perceptions of play and subsequent learning behaviour

Enabling Theory into Practice: Making Sense of the ‘Why’ and the ‘How’ in the Early Years

Planning and using time in the foundation stage: Early years

Attachment Aware Schools: Working with Families to Enhance Parental Engagement and Home-School Relationships

Play in UK Primary Schools

Behavioural differences exhibited by children when practising a task under formal and playful conditions

British Psychological Society Psychology of Education Section Annual Conference 2008 Milton Keynes Bursary Testimonials

What are the Educational Experiences of 4-Year-Olds? A comparative study of 4-year-olds in nursery and reception settings

Being a playful therapist

Differences in adult-child interactions during playful and formal practice conditions: An initial investigation

The role of playful practice for learning in the early years

The role of playful practice for learning in the early years

Young children as scientists, designers and technologists - theories of learning

Inclusive play practice

The play environment

Exploring play and child development

Observation and assessment through play

Theoretical perspectives on play

Conclusion

Introduction

Playfulness

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