Learning through Play in Early Childhood: A Systematic Review

Abdi, A. S., & Cavus, N. (2019). Developing an Electronic Device to Teach English as a Foreign Language: Educational Toy for Pre-Kindergarten Children. International Journal of Emerging Technologies in Learning (iJET), 14(22), pp. 29–44.
https://doi.org/10.3991/ijet.v14i22.11747
Adbo, K., & Vidal, C. (2020). Learning About Science in Preschool: Play-Based Activities to Support Children’s Understanding of Chemistry Concepts. IJEC 52, 17–35. https://doi.org/10.1007/s13158-020-00259-3
Aksoy, P., & Baran, G. (2020). The Effect of Story Telling-Based and Play-Based Social Skills Training on Social Skills of Kindergarten Children: An Experimental Study. TED E??T?M VE B?L?M. 10.15390/EB.2020.8670.
Aldhafeeri, F., Palaiologou, I., & Folorunsho, A. (2016). Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: Teachers’ views, attitudes, and aptitudes. International Journal of Early Years Education, 24(3), 342-360. https://doi.org/10.1080/09669760.2016.1172477
Alemi, M., & Haeri, N. (2020). Robot-Assisted Instruction of L2 Pragmatics: Effects on Young EFL Learners' Speech Act Performance. Language, Learning and Technology. 24. 86-103.
Alkhede, M., & Holmqvist, M. (2021). Preschool Children’s Learning Opportunities Using Natural Numbers in Number Row Activities. Early Childhood Education Journal. 49. 1-15. 10.1007/s10643-020-01114-9.
Apostolou, Z., Stellakis, N., & Koustourakis, G. (2020). Pre-primary and first grade primary school teachers’ perceptions on the integration of pre-primary and first grade primary school curricula in Greece. L1-Educational Studies in Language and Literature. 20. 1-21. 10.17239/L1ESLL-2020.20.01.14.
Associates for Change. (2016). The impact assessment of the Untrained Teacher Diploma in Basic Education (UTDBE) in Ghana. Accra, Ghana. Available at https://docsend.com/view/dzwwrxy. Accessed 5 May 2022.
Atakpo, T. (2020). Early Childhood Developmental Experiences as a Tool for Combating Future Security Challenges in Nigeria. Journal of Educational and Social Research. 10. 198. 10.36941/jesr-2020-0018.
Bers, M. U. (2021). Coding, robotics, and socio-emotional learning: developing a palette of virtues. Pixel-Bit. Revista De Medios Y Educación, 62, 309-322.
https://doi.org/10.12795/pixelbit.90537
Blanchet-Cohen, N., & Elliot, E. (2011). Young children and educator’s engagement and learning outdoors: A basis for rights-based programming. Early Education and Development, 22(5), 757–777
Bollinger, C. B., & Myers, J. (2020). Young Children’s Writing in Play-Based Classrooms. Early Childhood Education Journal. 48. 10.1007/s10643-019-00990-0.
Bose, K., & Backman, K. (2020). Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden. South African Journal of Childhood Education. 10. 10.4102/sajce. v10i1.815.
Brandice, T. (2021). The Value of Play-Based Learning in Early Childhood Classrooms. Master’s Theses & Capstone Projects. Iowa: North-western College.
Brussoni, M., Olsen, L. L., Pike, I., & Sleet, D. A. (2012). Risky play and children’s safety: Balancing priorities for optimal child development. International Journal of Environmental Research and Public Health, 9(9), 3134–3148.
https://doi.org/10.3390/ijerph9093134
Carolan, P. L., McIsaac, J. L. D., Richard, B., Turner, J., & McLean, C. (2020). Familiesâ Experiences of a Universal Play-based Early Childhood Program in Nova Scotia: Implications for Policy and Practice. Journal of Research in Childhood Education, (), 1–17. doi:10.1080/02568543.2020.1773588
Campbell, S. (2018). Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices. Journal of Early Childhood Literacy, (), 146879841879100–. doi:10.1177/1468798418791001
Catalano, H., & Campbell-Barr, V. (2021). The occurrence of pretend play in early childhood education in Romania-an investigative study. Early Child Development and Care, 191(3), 349-359, DOI: 10.1080/03004430.2019.1621306
Coe, H. A. (2017). Embracing risk in the Canadian woodlands: Four children’s risky play and risk-taking experiences in a Canadian Forest Kindergarten. Journal of Early Childhood Research, 15(4), 374–388. https://doi.org/10.1177/1476718x15614042
Cohrssen, C., & Niklas, F. (2019). Using mathematics games in preschool settings to support the development of children’s numeracy skills. International Journal of Early Years Education, 27:3, 322-339, DOI: 10.1080/09669760.2019.1629882
Colliver, Y., Arguel, A., & Parrila, R. (2020). Formal literacy practices through play: exposure to adult literacy practices increases child-led learning and interest. International Journal of Early Years Education. 29. 1-19. 10.1080/09669760.2020.1779668.
Disney, L., Barnes, A., Ey, L., & Geng, G. (2019). Digital play in young children’s numeracy learning. Australasian Journal of Early Childhood, 44(2), 166–181. https://doi.org/10.1177/1836939119832084
Doris, B. (2015). Psychological Approaches to the study of Play. American Journal of Play, 7(3).
Duncan, L. G., Gollek, C., & Potter, D. D. (2020). eLIPS: Development and validation of an observational tool for examining early language in play settings. Frontiers in Psychology, 11, Article 1813. https://doi.org/10.3389/fpsyg.2020.01813
Dzamesi, F., & Heerden, J. (2020). A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana. South African Journal of Education. 40. 1-11. 10.15700/saje. v40n3a1793.
Edwards, S., & Birds, J. (2017). Observing and assessing young children’s digital play in the early years: Using the digital play framework. Journal of Early Childhood Research, 15(2), 158–173. https:// Doi. org/ 10. 1177/ 14767 18X15 579746
Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood. 42(2), 4–11.
Egan, S. M., & Beatty, C. (2021). To school through the screens: the use of screen devices to support young children's education and learning during the COVID-19 pandemic. Irish Educational Studies, 40(2), 275-283, DOI: 10.1080/03323315.2021.1932551
Fleer, M. (2010). Early Learning and Development: Cultural-Historical Concepts in Play. Port Melbourne, VIC: Cambridge University Press.
Gestwicki, C. (2014). Developmentally Appropriate Practice: Curriculum and Development in Early Education. Edisi ke-5. Belmont, CA: Wadsworth Cengage Learning.
Gibb, R., Coelho, L., Van Rootselaar, N. A., Halliwell, C., MacKinnon, M., Plomp, I., & Gonzalez, C. (2021). Promoting Executive Function Skills in Pre-schoolers Using a Play-Based Program. Frontiers in psychology, 12, 720225.
https://doi.org/10.3389/fpsyg.2021.720225
Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive: How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Res Sci Educa 49, 613–634. https://doi.org/10.1007/s11165-017-9631-5
Halimah, L., Arifin, R. R. M., Yuliariatiningsih, M. S., Abdillah, F., & Sutini, A., | Kruk R. (Reviewing editor) (2020). Storytelling through “Wayang Golek” puppet show: Practical ways in incorporating character education in early childhood. Cogent Education, 7(1), DOI: 10.1080/2331186X.2020.1794495
Handbook of Play and Learning in Early Childhood. edited by E. Brooker, M. Blaise, and S. Edwards, 204–215. London: Sage
Hesterman, S., & Targowska, A. (2020). The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners. Australasian Journal of Early Childhood, 45(1), 30–42.
https://doi.org/10.1177/1836939119885305
Howe, N., Perlman, M., Bergeron, C., & Burns, S. (2021). Scotland Embarks on a National Outdoor Play Initiative: Educator Perspectives. Early Education and Development, 1–15. doi:10.1080/10409289.2020.1822079
Hyun, S., McWayne, C. M., & Smith, M. J. (2021). “I See Why They Play”: Chinese immigrant parents and their beliefs about young children's play. Early Childhood Research Quarterly, 56, 272–280. https://doi.org/10.1016/j.ecresq.2021.03.014
Isabelle, Aaron. D, Russo, L., & Velazquez-Rojas, A. (2021). Using the engineering design process (EDP) to guide block play in the kindergarten classroom: exploring effects on learning outcomes. International Journal of Play, 10(1), 43-62, DOI: 10.1080/21594937.2021.1878772
Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) curriculum in WA. Australian Journal of Teacher Education, 43(1)
Josephidou, J. (2020). A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play. Early Years: An International Journal of Research and Development, 40(1), 95–108. https://doi.org/10.1080/09575146.2019.1655713
Karabon, A. (2019). The use of mathematics in early childhood classroom transitions to foster co-construction of knowledge, negotiation, and cultural mediation. Learning, Culture and Social Interaction. 22. 100320. 10.1016/j.lcsi.2019.100320.
Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachersâ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, (), 1–4. doi:10.1080/02607476.2020.1724656
Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. doi:10.1007/s10643-019-00956-2
Kewalramani, S., & Havu-Nuutinen, S. (2019). Preschool Teachers’ Beliefs and Pedagogical Practices in the Integration of Technology: A Case for Engaging Young Children in Scientific Inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), –. doi:10.29333/ejmste/109949
Kewalramani, S., Palaiologou, I., & Dardanou, M. (2020). Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics). Eurasia Journal of Mathematics, Science and Technology Education, 16(3), em1830. https://doi.org/10.29333/ejmste/113247
Kewalramani, S., Kidman, G., & Palaiologou, J. (2021). Using Artificial Intelligence (AI)-interfaced robotic toys in early childhood settings: a case for children’s inquiry literacy. European Early Childhood Education Research Journal, 29(5), 652-668, DOI: 10.1080/1350293X.2021.1968458
King, H., & Garcia-R., Jose-C., & Noakes, S. (2020). Promoting children-nature relations through play-based learning in ecotourism sites. Journal of Teaching in Travel & Tourism. 20. 1-12. 10.1080/15313220.2020.1797612.
Lange A. A., Brenneman K., & Sareh N. (2021). Using Number Games to Support Mathematical Learning in Preschool and Home Environments. Early Education and Development, 32(3), 459-479, DOI: 10.1080/10409289.2020.1778386
LEGO Foundation. (2019). White paper. Learning through play at school. Retrieved from https://aisa.or.ke/wp-content/uploads/resources/early-years/all-early-years/learning-through-play-at-school-230820.pdf
Lenhart, L. A., Roskos, K. A., Brueck J., & Liang X. (2019). Does Play Help Children Learn Words? Analysis of a Book Play Approach Using an Adapted Alternating Treatments Design. Journal of Research in Childhood Education, 33(2), 290-306, DOI: 10.1080/02568543.2019.1577776
Leung, S. K. Y., & Choi, K., Yuen, M. (2020). Video art as digital play for young children. British Journal of Educational Technology. 51. 531-554. 10.1111/bjet.12877.
Li, L., Fleer, M., & Yang, N. (2022). Studying teacher professional development: how a Chinese kindergarten teacher brings play practices into the program. Early Years, 42:1, 104-118, DOI: 10.1080/09575146.2021.2000942
Lindeman, S., Svensson, M., & Enochsson, A. (2021). Digitalisation in early childhood education: a domestication theoretical perspective on teachers’ experiences. Education and Information Technologies. 26. 10.1007/s10639-021-10501-7.
Lindsay, G. (2020). Visual arts pedagogy in early childhood contexts: The baggage of self-efficacy beliefs, pedagogical knowledge and limited pre-service training. Australasian Journal of Early Childhood, (), 183693912097906–. doi:10.1177/1836939120979061
Manal, A., & Mona, A. (2020). The Importance of Learning Through Play in Early Childhood Education: Reflection on The Bold Beginnings Report. International Journal of Whole Person Care. 5. 9-17.
Marbina, L., Church, A., & Tayler, C. (2011). Victorian early years learning and development framework: Evidence paper, Practice principle 6: Integrated teaching and learning approaches. Parkville: University of Melbourne.
Matsui, G. (2021). Reflection on the Professional Development of Early Childhood Education and Care Teachers in Japan Based on Children’s Voices. International Journal of Early Childhood. 53. 10.1007/s13158-021-00306-7.
Matsumoto, H., Nishiu H., Taniguchi, M., Kataoka, M., & Matsui, G. (2021). Pedagogical photo documentation for play in early childhood education and care. Early Years, DOI: 10.1080/09575146.2021.2017407
Moe, R. (2019). How to Teach Kindergarten Teacher Education Students about Play? The Perspective of Academic Pedagogy Teachers. Universal Journal of Educational Research. 7. 60-67. https://doi.org/10.13189/ujer.2019.071307
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. (2009). Group Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS Med 6: e1000097. Open medicine: a peer-reviewed, independent, open-access journal. 3. e123-30. 10.1016/j.jclinepi.2009.06.005.
Nakawa, N. (2020). Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children. South African Journal of Childhood Education 10(1), a802. https://doi.org/10.4102/sajce.v10i1.802
Nieuwmeijer, C., Marshall, N., & Bert van Oers B. van. (2019). Dutch early years classroom teachers facilitating and guiding musical play: problems and opportunities. European Early Childhood Education Research Journal, DOI: https:10.1080/1350293X.2019.1678926
Nieuwmeijer C., Marshall, N., & Oers, B. V. (2021). Musical play in the early years: the impact of a professional development programme on teacher efficacy of early years generalist teachers. Research Papers in Education, DOI: 10.1080/02671522.2021.1998207
Nordin, M., & Romarzila, O. (2022). Early Childhood Curriculum. Penerbit Universiti Pendidikan Sultan Idris, Tanjong Malim. Perak.
Norsuhaily, A. B., Normadiah, D., Nadhirah, N., & Abdul H. A. (2015). Developing integrated pedagogical approaches in play pedagogy: Malaysian experience.
O'Connor, D., Robinson, C., Treasure, T., Cranley, L., & Wynne, S. (2019). Play-based learning in Western Australian schools: Contributing to the process from policy to practice. 12th International Conference of Education, Research, and Innovation.
O’Keeffe, C., & McNally, S. (2021). ‘Uncharted territory’: teachers’ perspectives on play in early childhood classrooms in Ireland during the pandemic. European Early Childhood Education Research Journal, (), –. doi:10.1080/1350293x.2021.1872668
Outhwaite, L. A., Faulder, M., Gulliford, A., & Pitchford, N. J. (2019). Raising early achievement in math with interactive apps: A randomized control trial. Journal of Educational Psychology, 111(2), 284-298. http://dx.doi.org/10.1037/edu0000286
Palaiologou, I. (2016). Children under five and digital technologies: Implication for early years pedagogy. The European Early Childhood Research Journal, 24(1), 5-24. https://doi.org/10.1080/1350293X.2014.929876
Parker, R., Thomsen, & Berry, B. S. A. (2022). Learning Through Play at School: A Framework for Policy and Practice. Journal of Frontiers in Education, 7, DOI=10.3389/feduc.2022.751801. ISSN:2504-284X
Parrott, H. M., Lynn, E., & Cohen L. E. (2021). Advantages of mixed-age free play in elementary school: perceptions of students, teachers, and parents. International Journal of Play, 10(1), 75-92, DOI: 10.1080/21594937.2021.1878774
Peppler, K., Wohlwend, K., Thompson, N., Tan V., & Thomas, A. (2019). Squishing Circuits: Circuitry Learning with Electronics and Playdough in Early Childhood. Journal of Science Education and Technology. 28. 10.1007/s10956-018-9752-2.
Piasta, S. B., McDonald-Connor, C., & Fishman, B. J. (2006). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading 13(3), 224–248.
Pollitt, R., Cohrssen, C., & Seah, W. T. (2020). Assessing spatial reasoning during play: educator observations, assessment, and curriculum planning. Mathematics Education Research Journal. 32. 10.1007/s13394-020-00337-8.
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.
Ramani, G. B., & Scalise, N. R. (2020). It’s more than just fun and games: Play-based mathematics activities for Head Start families. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2018.07.011
Ramani, G. B., Daubert, E. N., Lin G. C., Kamarsu, S., Wodzinski A., & Jaeggi, S. M. (2019). Racing dragons and remembering aliens: Benefits of playing number and working memory games on kindergartners' numerical knowledge. Developmental Science, doi:10.1111/desc.12908
Reikeras, E. (2020). Relations between play skills and mathematical skills in toddlers. ZDM. 52. 10.1007/s11858-020-01141-1.
Rodriguez-Meehan, M. (2021). “Could that be Play?”: Exploring Pre-service Teachers’ Perceptions of Play in Kindergarten. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01257-3
Rouse, E. (2015). Mixed-age grouping in early childhood-creating the outdoor learning environment. Early Child Development and Care. 185. 10.1080/03004430.2014.953138.
Ryan, S., & Northey-Berg. K. (2014). Professional Preparation for a Pedagogy of Play. In The SAGE.
Sakr, M., & Scollan, A. (2019). The screen and the sand-timer: The integration of the interactive whiteboard into an early years free-flow learning environment. Journal of Early Childhood Research, 17(3), 190–204.
https://doi.org/10.1177/1476718X19851538
Sharifah, N. P., & Aliza, A. (2013). Belajar Melalui bermain. Prinsip Utama Pendidikan Awal Kanak-kanak. Utusan Publications & Distribution Sdn. Bhd.
Sibanda, R., & Kajee, L. (2019). Home as a primary space: Exploring out-of-school literacy practices in early childhood education in a township in South Africa. South African Journal of Childhood Education. 9. 10.4102/sajce. v9i1.686.
Simoncini, K., Forndran, A., Manson, E., Sawi, J., Philip, M., & Kokinai, C. (2020). The Impact of Block Play on Children’s Early Mathematics Skills in Rural Papua New Guinea. International Journal of Early Childhood. 52. 10.1007/s13158-020-00261-9.
Subaramaniam, K., & Mon, C. (2020). Understanding the requirement of a 3D aided augmented reality mobile app dictionary for children. International Journal of Technology Enhanced Learning. 12. 447. 10.1504/IJTEL.2020.10028431.
Tang, D. D., Mogana, D., & Nazri, M. A. R. (2021). Unveiling Malaysian Parents’ Perspectives on Existing Quality of Early Childhood Cara and Education. ??????????? ????? ? ???????????, 1 (49), 318-328.
Thai, K. P., Bang, H. J., & Li, L. L. (2021). Accelerating Early Math Learning with Research-Based Personalized Learning Games: A Cluster Randomized Controlled Trial. Journal of Research on Educational Effectiveness, 15(1), 28-51, DOI: 10.1080/19345747.2021.1969710
Theodotou, E. (2019). Using different art forms to investigate the impact on children’s involvement in literacy activities. Education 3-13, 47(6), 637-651, DOI: 10.1080/03004279.2018.1515969
Theodotou, E. (2020). An empirical study comparing different art forms to develop social and personal skills in early years education. Education 3-13. 48. 1-12. 10.1080/03004279.2019.1618890.
Thomas, L., Warren, E., & deVries, E. (2011). Play-Based Learning and Intentional Teaching in Early Childhood Contexts. Australasian Journal of Early Childhood, 36(4), 69–75. https://doi.org/10.1177/183693911103600410
Timmons, K., Cooper, A., Braund, H., & Bozek, E. (2020). Examining the implementation and impact of the COVID-19 remote teaching initiative in Ontario early primary education contexts. Retrieved from
https://static1.squarespace.com/static/5e7bd9fe0ebfc91090d87abc/t/5f4eb540f01a8727d196b418/1598994109562/SUMMARY+REPORT+.pdf
Timmons, K., Cooper, A., Bozek, E., & Braund, H. (2021). The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2. Early Child Educ J, 49(5), 887-901. doi: 10.1007/s10643-021-01207-
UNICEF. (2018). Conceptual Framework on Building a Strong Pre-Primary Sub-Sector (in development).
Vanbecelaere, S., Berghe, K., Cornillie, F., Sasanguie, D., Reynvoet, B., & Depaepe, F. (2019). The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes. Computers & Education. 143. 103680. 10.1016/j.compedu.2019.103680.
Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2018). Learning through play–pedagogy and learning outcomes in early childhood mathematic. European Early Childhood Education Research Journal, 26(4), 589-603, DOI: 10.1080/1350293X.2018.1487160
Walan, S., & Enochsson, Ann-Britt. (2019). The potential of using a combination of storytelling and drama, when teaching young children science. European Early Childhood Education Research Journal, 27(6), 821-836, DOI: 10.1080/1350293X.2019.1678923
Walsh, G., McGuinness, C., & Sproule, L. (2019). It’s teaching?…?but not as we know it: using participatory learning theories to resolve the dilemma of teaching in play-based practice. Early Child Development and Care, 1–12.
doi:10.1080/03004430.2017.1369977
Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7, 104–112. https://doi.org/10.1111/mbe.12015
Williams-Pierce, C., & Thevenow-Harrison, J. T. (2021). Zones of mathematical play. Journal of the Learning Sciences, 30(3), 509-527, DOI: 10.1080/10508406.2021.1913167
Wishart, L., & Rouse, E. (2018). Pedagogies of outdoor spaces: an early childhood educator professional learning journey. Early Child Development and Care, 1–15. doi:10.1080/03004430.2018.1450250
Wu, S. C. (2019). Researching children’s learning and play in a Chinese context: children’s perspectives on their play and learning. European Early Childhood Education Research Journal, 27(4), 551-565, DOI: 10.1080/1350293X.2019.1634241
Wu, S. (2021). A co-constructed picture of learning in play by teachers and parents. Journal of Early Childhood Research, 19(1), 84–97.
https://doi.org/10.1177/1476718X20971316
Yin, H. B., Keung, P. C. C., & Tam, W.Y. W. (2021). What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning? Early Childhood Education Journal, doi:10.1007/s10643-021-01176-3
Zhu, J., Yeung, P. S., & Hsieh, W. Y. (2021). Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play. European Early Childhood Education Research Journal, 29(5), 747-763, DOI: 10.1080/1350293X.2021.1933118
Zhu ??? (2014). ??????? YOUER YOUXI YU ZHIDAO. ???????. Post & Telecom Press.
Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., & Hirsh-Pasek, K. (2017). Learning through play: A review of the evidence. Denmark: LEGO Foundation.
Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., & Neale, D. (2018). Accessing the Inaccessible: redefining Play as a Spectrum. Front. Psychol. 9, 1124. Doi: 10.3389/fpsyg.2018.01124

In-Text Citation: (Yee et al., 2022)
To Cite this Article: Yee, L. J., Radzi, N. M. M., & Mamat, N. (2022). Learning through Play in Early Childhood: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 11(4), 917–961.

Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode