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Journal articles on the topic 'Free to Play'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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1

&NA;. "Free Play." Nurse Practitioner 30, no. 6 (June 2005): 56. http://dx.doi.org/10.1097/00006205-200506000-00015.

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2

Hovey, Esther. "How Free is Free Play?" National Association of Early Childhood Teacher Educators Bulletin 10, no. 2 (April 1989): 6–8. http://dx.doi.org/10.1080/23752599.1989.11090058.

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3

Anderson, Nicole. "Free-play? Fair-play! Defending Derrida." Social Semiotics 16, no. 3 (September 2006): 407–20. http://dx.doi.org/10.1080/10350330600823989.

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4

Chase, Alisia Grace. "Review: Free Play." Afterimage 43, no. 5 (March 1, 2016): 18–19. http://dx.doi.org/10.1525/aft.2016.43.5.18.

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5

Brown, Daniel. ""Free Play" in Poetry." Hopkins Review 11, no. 2 (2018): 304–9. http://dx.doi.org/10.1353/thr.2018.0053.

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6

Siraj-Blatchford, John, and Lynnette Brock. "Schemas: Free flow play." Early Years Educator 17, no. 10 (February 2, 2016): 18–20. http://dx.doi.org/10.12968/eyed.2016.17.10.18.

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7

Wheway, Rob. "Opportunities for free play." International Journal of Play 4, no. 3 (September 2, 2015): 270–74. http://dx.doi.org/10.1080/21594937.2015.1106048.

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8

KimHeejin. "The Current Status of Play Plan-Play-Evaluation Activity during Free Play Examined from a Teaching-Learning Perspective." Journal of Korean Teacher Education 30, no. 4 (December 2013): 63–88. http://dx.doi.org/10.24211/tjkte.2013.30.4.63.

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9

Mahon, Eugene. "Play, Free Association, and Enactment." Psychoanalytic Quarterly 90, no. 1 (January 2, 2021): 77–104. http://dx.doi.org/10.1080/00332828.2021.1848208.

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10

Bozovic, Ratko. "Free time, play and game." Sociologija 50, no. 1 (2008): 97–109. http://dx.doi.org/10.2298/soc0801097b.

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Free time and play are mutually dependent categories that are always realized together. We either play because we have free time or we have free time because we play (E. Fink). Play, no matter whether it is children's or artistic play or a spontaneous sports game (excluding professional sports) most fully complements human existence and thereby realizes free time as a time in freedom and freedom of time. Therefore, free time exists and is most prominent in play. Moreover, one game releases its creative power and effort through another one, especially through games of leisurely character. The means that free time is realized through games and vice versa. That, first of all, happens by a realization of freedom through a game in a free creative act, but also through an entertaining as well as leisurely play.
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11

Stevens, Sara. "Creative Experiences in Free Play." Music Educators Journal 89, no. 5 (May 2003): 44. http://dx.doi.org/10.2307/3399919.

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12

Barber, Jenny. "What is free-flow play?" Practical Pre-School 2012, no. 138 (July 2012): 7–8. http://dx.doi.org/10.12968/prps.2012.1.138.7a.

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13

HODGES, EMILY. "Architecture and Embodied Free Play." Journal of Aesthetics and Art Criticism 78, no. 2 (March 2020): 219–34. http://dx.doi.org/10.1111/jaac.12718.

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14

Busby, Jenny. "The Importance of Free Play: A Research Study of ‘Free Play Time’ in aPlayground." Early Years 15, no. 1 (January 1994): 54–58. http://dx.doi.org/10.1080/0957514940150109.

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15

Thibo Karns, Jeanne. "Toddler play activities during small and large group free play." Infant Behavior and Development 21 (April 1998): 493. http://dx.doi.org/10.1016/s0163-6383(98)91706-4.

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16

Kim, Tae Young, and Jung Ae Ohm. "Play Intervention of Kindergarten Teachers During Indoor Free Play Time." Journal of Educational Studies 50, no. 3 (September 30, 2019): 1–32. http://dx.doi.org/10.15854/jes.2019.9.50.3.1.

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17

Hall, Dale. "Free Radicals - Play Ball (Fall 1997)." Electrochemical Society Interface 6, no. 3 (September 1, 1997): 15–16. http://dx.doi.org/10.1149/2.f02973if.

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18

Lucas, Anthony F., and Jasmine Nemati. "Free-play impact by customer segment." International Journal of Hospitality Management 84 (January 2020): 102316. http://dx.doi.org/10.1016/j.ijhm.2019.102316.

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19

Whitebread, David. "Free play and children's mental health." Lancet Child & Adolescent Health 1, no. 3 (November 2017): 167–69. http://dx.doi.org/10.1016/s2352-4642(17)30092-5.

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20

Burdette, Hillary L., and Robert C. Whitaker. "Resurrecting Free Play in Young Children." Archives of Pediatrics & Adolescent Medicine 159, no. 1 (January 1, 2005): 46. http://dx.doi.org/10.1001/archpedi.159.1.46.

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21

Lee, Seongjoo, and Youngsil Sung. "Exploration the aspects of young children’s play in free play of play-based curriculum." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 7 (April 15, 2021): 437–51. http://dx.doi.org/10.22251/jlcci.2021.21.7.437.

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22

Shin, Ji-Youn, Min-Jung Jung, and Won-Kyung Seo. "Children’s Cognitive-Social Play Behaviors in the Context of Forest Free Play and Indoor Free-Choice Activity." Early Childhood Education Research & Review 22, no. 6 (December 31, 2018): 197–222. http://dx.doi.org/10.32349/ecerr.2018.12.22.6.197.

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23

Maciaszek, Kamil. "Play in Poland. Promoting play in Gedania 1922 Preschool and CreoGedania alternative school." Homo Ludens, no. 1 (13) (December 15, 2020): 117–31. http://dx.doi.org/10.14746/hl.2020.13.7.

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This paper presents five years of introducing free play into Gedania 1922 preschool, based in Gdańsk (Poland). Attention is also drawn to the presence of play in Polish schools and the necessity of conducting changes in education, which would involve the introduction of free play in schools and increased emphasis on building soft skills in children. These skills could also be supported through free play.
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24

Grant, Anita. "Recovering through play." Nursery World 2021, no. 11 (November 2, 2021): 14. http://dx.doi.org/10.12968/nuwa.2021.11.14a.

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25

Lee, Jae-Young, and Hyang-Sook Kang. "Study on the Teacher’s Perception of Child Play Leadership in Free Play." Korean Journal of family welfare 27, no. 1 (March 30, 2022): 1–30. http://dx.doi.org/10.13049/kfwa.2022.27.1.1.

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26

Holt, Nicholas L., Homan Lee, Carolyn A. Millar, and John C. Spence. "‘Eyes on where children play’: a retrospective study of active free play." Children's Geographies 13, no. 1 (September 2, 2013): 73–88. http://dx.doi.org/10.1080/14733285.2013.828449.

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27

Ahn, Jee Hye. "Pre-service Teachers’ Approach to Free Play." Korean Society for Critical Inquiry of Childhood Education 9, no. 1 (April 30, 2019): 36–64. http://dx.doi.org/10.26834/kscice.2019.9.1.36.

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28

Ahn, Jee Hye. "Pre-service Teachers’ Approach to Free Play." Korean Society for Critical Inquiry of Childhood Education 9, no. 1 (April 30, 2019): 37–65. http://dx.doi.org/10.26834/kscice.2019.9.1.37.

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29

Smith, Eleanor S., David Elliott, Rebecca Killick, Trevor J. Crawford, Sayaka Kidby, and Vincent M. Reid. "Infants Oscillatory Frequencies change during Free-Play." Infant Behavior and Development 64 (August 2021): 101612. http://dx.doi.org/10.1016/j.infbeh.2021.101612.

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30

Barreiro, Joshua A., and Rick Howard. "Incorporating Unstructured Free Play into Organized Sports." Strength and Conditioning Journal 39, no. 2 (April 2017): 11–19. http://dx.doi.org/10.1519/ssc.0000000000000291.

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31

Cornwall, Francesca. "Technology can enhance learning during free play." Early Years Educator 20, no. 1 (May 2, 2018): 14–16. http://dx.doi.org/10.12968/eyed.2018.20.1.14.

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32

Greve, Werner, and Tamara Thomsen. "Evolutionary Advantages of Free Play During Childhood." Evolutionary Psychology 14, no. 4 (October 17, 2016): 147470491667534. http://dx.doi.org/10.1177/1474704916675349.

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33

Ivrendi, Asiye. "Early childhood teachers’ roles in free play." Early Years 40, no. 3 (November 21, 2017): 273–86. http://dx.doi.org/10.1080/09575146.2017.1403416.

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34

Lobas, L. G., and V. G. Khrebet. "Two-component pendulum systems with free play." International Applied Mechanics 29, no. 2 (February 1993): 157–63. http://dx.doi.org/10.1007/bf00846992.

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35

Kim, Heejin, and Gawon Lee. "The Effects of Teacher’s Restriction of Children’s Free Play on Children’s Pretend Play." Pacific Early Childhood Education Research Association 16, no. 1 (January 1, 2022): 31–51. http://dx.doi.org/10.17206/apjrece.2022.16.1.31.

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36

Palma, Míriam Stock, Beatriz Oliveira Pereira, and Nadia Cristina Valentini. "Guided play and free play in an enriched environment: Impact on motor development." Motriz: Revista de Educação Física 20, no. 2 (June 2014): 177–85. http://dx.doi.org/10.1590/s1980-65742014000200007.

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The purpose of this study was to investigate the effects of guided play and free play in an enriched environmentintervention programs using motor skill development in kindergarten children. Seventy-one children attending kindergarten classes were assigned to two experimental groups and one control group. Participants performed the Test of Gross Motor Development-2 before and after the intervention period. Results revealed that both boys and girls in the guided play group showed motor skill improvement, whereas no changes were observed in motor development in the boys and girls assigned to the free play in enriched environment group, nor in those in the control group. These findings indicate that the teacher's role in the guided play intervention was crucial to help preschool children to improve their performance.
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37

Holloway, Sarah L., and Helena Pimlott-Wilson. "Reconceptualising play: Balancing childcare, extra-curricular activities and free play in contemporary childhoods." Transactions of the Institute of British Geographers 43, no. 3 (March 26, 2018): 420–34. http://dx.doi.org/10.1111/tran.12230.

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38

Kybartas, Tyler, Jake T. Ramsey, and Dawn P. Coe. "Physical Activity and Play Behaviors during Indoor and Outdoor Free Play in Toddlers." Medicine & Science in Sports & Exercise 50, no. 5S (May 2018): 320. http://dx.doi.org/10.1249/01.mss.0000536135.09110.a7.

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39

Wood, Elizabeth Ann. "Free choice and free play in early childhood education: troubling the discourse." International Journal of Early Years Education 22, no. 1 (September 2, 2013): 4–18. http://dx.doi.org/10.1080/09669760.2013.830562.

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40

Li, Sixian, Qianyi Jiang, and Chenyu Deng. "The Development and Validation of an Outdoor Free Play Scale for Preschool Children." International Journal of Environmental Research and Public Health 20, no. 1 (December 26, 2022): 350. http://dx.doi.org/10.3390/ijerph20010350.

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Children’s outdoor free play, which is characterized by intensive physical engagement and diverse social interactions, plays a unique role in early childhood development and education. However, existing scales cannot comprehensively measure children’s performance in outdoor free play. The research purpose of this study was to develop and validate an Outdoor Free Play Scale for Children-Preschool Version (OFPS-P) with good reliability and validity, in order to provide a practical tool for teachers to understand the level of children’s outdoor free play. Based on the review of existing scales of children’s play and the uniqueness of children’s outdoor free play, we developed a scale with 12 items and validated the scale with two samples of preschool children with exploratory (nsample1 = 140) and confirmatory (nsample2 = 241) factor analyses. Four factors were identified in this scale: physical fitness, approaches to learning, social interaction, and imagination. The results indicated good reliability and validity of OFPS-P, which can be used to evaluate preschool children’s performance on outdoor free play and to support teachers’ effective support in outdoor play activities in kindergartens.
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41

Qi, Ruoyang, Haoran Zhang, Jiancun Gao, Liuguo Yin, and Gui-Lu Long. "Loophole-free plug-and-play quantum key distribution." New Journal of Physics 23, no. 6 (June 1, 2021): 063058. http://dx.doi.org/10.1088/1367-2630/ac0478.

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42

Barnett, L. A. "Young children's free play and problem‐solving ability." Leisure Sciences 7, no. 1 (January 1985): 25–46. http://dx.doi.org/10.1080/01490408509512106.

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43

Keaney, Gerald. "Free Play and the Foreclosure of New Babylon." Environment and Planning D: Society and Space 30, no. 3 (January 2012): 418–33. http://dx.doi.org/10.1068/d12210.

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44

Siraj-Blatchford, John, and Lynnette Brock. "How to scaffold learning through free-flow play." Early Years Educator 21, no. 3 (July 2, 2019): 31–33. http://dx.doi.org/10.12968/eyed.2019.21.3.31.

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45

Kannass, Kathleen N., John Colombo, and Susan E. Carlson. "Maternal DHA Levels and Toddler Free-Play Attention." Developmental Neuropsychology 34, no. 2 (March 2, 2009): 159–74. http://dx.doi.org/10.1080/87565640802646734.

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46

Holin Lin and Chuen-Tsai Sun. "Cash Trade in Free-to-Play Online Games." Games and Culture 6, no. 3 (May 2011): 270–87. http://dx.doi.org/10.1177/1555412010364981.

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47

Sharpe, L. L., T. H. Clutton-Brock, P. N. M. Brotherton, E. Z. Cameron, and M. I. Cherry. "Experimental provisioning increases play in free-ranging meerkats." Animal Behaviour 64, no. 1 (July 2002): 113–21. http://dx.doi.org/10.1006/anbe.2002.3031.

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48

Shin, Ji-Youn. "Aspects of child-led free play through the operation of an unstructured play environment." Korea Association for Early Childhood Education and Educare Welfare 25, no. 3 (September 30, 2021): 323–54. http://dx.doi.org/10.22590/ecee.2021.25.3.323.

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49

Rim, Hyo-Shin, and Jong-Hay Rha. "Free Play Activities in the Curricula of Childcare Centers and Teachers' Perceptions of Play." Journal of the Korean Home Economics Association 49, no. 2 (February 28, 2011): 27–36. http://dx.doi.org/10.6115/khea.2011.49.2.027.

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50

Hatzigianni, Maria, Athanasios Gregoriadis, Ioanna Karagiorgou, and Sofia Chatzigeorgiadou. "Using tablets in free play: The implementation of the digital play framework in Greece." British Journal of Educational Technology 49, no. 5 (July 2, 2018): 928–42. http://dx.doi.org/10.1111/bjet.12620.

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