Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta‐analysis Guided play systematic review SKENE et al.

Abstract

'Natalie Kirby' 'Eloise C. Stevens' 'Paul G. Ramchandani'] Title: Abstract This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977-2020); 17 were included in meta-analysis (Ntotal = 3893; Mchildage = 1-8 years; Mgirls 49.8%; Methnicity White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies.