Kayleigh Skene|Christine O’Farrelly|Elizabeth Byrne|Natalie Kirby|Eloise Stevens|Paul Ramchandani
Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta?analysis
University of Cambridge|University of Cambridge|University of Cambridge|University of Cambridge|University of Cambridge|University of Cambridge
systematic review metaanalysis considered evidence guided play compared direct instruction free play support childrens learning development interventions 39 studies reviewed published 19772020 17 included metaanalysis ntotal 3893 mchildage 18 years mgirls 498 methnicity white 41 african americanblack 28 hispanic 19 guided play greater positive effect direct instruction early maths skills g 024 shape knowledge g 063 task switching g 040 free play spatial vocabulary g 093 differences identified key outcomes narrative synthesis highlighted heterogeneity conceptualization implementation guided play across studies