References: Free Choice

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References

Adair, J. K., Phillips, L., Ritchie, J., & Sachdeva, S. (2017). Civic action and play: Examples from Maori, Aboriginal Australian and Latino communities. Early Child Development and Care, 187(5-6), 798-811.

Anderson, B. (2018). Young children playing together: A choice of engagement. European early childhood education research journal, 26(1), 142-155.

Chu, J., & Schulz, L. E. (2020). Play, curiosity, and cognition. Annual Review of Developmental Psychology, 2, 317-343.

Colliver, Y., Harrison, L. J., Brown, J. E., & Humburg, P. (2022). Free play predicts self-regulation years later: Longitudinal evidence from a large Australian sample of toddlers and preschoolers. Early Childhood Research Quarterly, 59, 148-161.

DiCarlo, C. F., Baumgartner, J. J., Ota, C., & Geary, K. (2016). Child sustained attention in preschool-age children. Journal of Research in Childhood Education, 30(2), 143-152.

Doebel, S., & Lillard, A. S. (2023). How does play foster development? A new executive function perspective. Developmental Review, 67, 101064.

Goble, P., & Pianta, R. C. (2017). Teacher–child interactions in free choice and teacher-directed activity settings: Prediction to school readiness. Early education and development, 28(8), 1035-1051.

Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163.

Kotsopoulos, D., Floyd, L., Dickson, B. A., Nelson, V., & Makosz, S. (2022). Noticing and naming computational thinking during play. Early Childhood Education Journal, 50(4), 699-708.

Ledin, P., & Samuelsson, R. (2017). Play and imitation: Multimodal interaction and second-language development in preschool. Mind, Culture, and Activity, 24(1), 18-31.

Leggett, N. (2017). Early childhood creativity: Challenging educators in their role to intentionally develop creative thinking in children. Early Childhood Education Journal, 45(6), 845-853.

Møller, S. J. (2015). Imagination, playfulness, and creativity in children's play with different toys. American Journal of Play, 7(3), 322.

Normand, S., Soucisse, M. M., Melançon, M. P. V., Schneider, B. H., Lee, M. D., & Maisonneuve, M. F. (2019). Observed free-play patterns of children with ADHD and their real-life friends. Journal of Abnormal Child Psychology, 47, 259-271.

O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3–8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.

Parrott, H. M., & Cohen, L. E. (2020). Advocating for Play: The Benefits of Unstructured Play in Public Schools. School Community Journal, 30(2), 229-254.

Paulick, J. H. (2019). Articulating high quality free choice time in Head Start preschools: A framework to support professional development and classroom observations. HS Dialog: The Research to Practice Journal for the Early Childhood Field, 22(1).

Ramani, G.B., & Eason, S.H. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96(1), 27–32.

Sim, Z. L., & Xu, F. (2017). Learning higher-order generalizations through free play: Evidence from 2- and 3-year-old children. Developmental Psychology, 53(4), 642–651. https://doi.org/10.1037/dev0000278

Tok, E. (2022). Early childhood teachers' roles in fostering creativity through free play. International Journal of Early Years Education, 30(4), 956-968.

Timmons, K., Pelletier, J., & Corter, C. (2016). Understanding children's self-regulation within different classroom contexts. Early Child Development and Care, 186(2), 249-267.

Veresov, N., Veraksa, A., Gavrilova, M., & Sukhikh, V. (2021). Do children need adult support during sociodramatic play to develop executive functions? Experimental evidence. Frontiers in Psychology, 12, 779023.

Wasik, B. A., & Jacobi-Vessels, J. L. (2017). Word play: Scaffolding language development through child-directed play. Early Childhood Education Journal, 45, 769-776.

Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152.