Academic literature on the topic 'Hussaini Encyclopedia'

Seismic status in Bangladesh has been investigated using earthquake data recorded by the global network of USGS during 1980 to 2016. Seismicity parameters such as magnitude completeness Mc, b-value and a-value are being estimated. It has observed that the overall b-value in and around Bangladesh is of 0.84 which is seemed to be seismically active zone. As, reliable b-value assessment can lead to better seismic hazard analysis, reliable magnitude of completeness Mc can lead to b-value assessment of an area, this work has dealt and estimated magnitude of completeness Mc using various techniques for the whole region for a reliable estimation. Estimated Mc is obtained to be around 3.9-4.7, which lead to b-value of 0.93. Spatial variations of Mc and b-value have been investigated for 1ox1o horizontal and vertical rectangular regions for the study area between 18-29°N and 84-95°E. Estimated Mc and b-value along with b-value are then averaged for the common regions in the pair of horizontal and vertical regions. Results are then being presented in the form of maps. The findings resemble as, the Mc is low at the border line of N-W Bangladesh, and a line from Cox’s bazaar to Sylhet through Hill tracts. Remain parts belong to the Mc value of 4.1-4.2, thus the b-value obtained is varying from 0.68 to 1.2, where, the value is higher at region in Chittagong and Barisal division that extends toward north through part of Dhaka to Sylhet and lower at Rajshahi, Rangpur and part of Khulna division, while a-value is varying from 5.0 to 7.2 mostly from west to east.ReferencesAbercrombie R.E., and Brune J.N., 1994. Evidence for a constant b-value above magnitude 0 in the southern San Andreas, San Jacinto, and San Miguel fault zones and at the Long Valley caldera, California. Geophys. Res. Lett., 21(15), 1647-1650.Aki K., 1965. Maximum likelihood estimate of b in the formula log N=a-b M and its confidence limits. Bull. Earthquake Res Inst., Tokyo Univ., 43, 237-239.Aki S., 1987. On nonparametric tests for symmetry. Ann. Inst. Statist. Math., 39, 457-472.Al-Hussaini T.M., 2006. Seismicity and Seismic Hazard Assessment in Bangladesh: Reference to Code Provisions. Meeting on Seismic Hazard in Asia ICTP, Trieste, Dec. 4-8.Amorese D., 2007. Applying a change-point detection method on frequency-magnitude distributions. Bull. Seismol. Soc. Am., 97(5), 1742-1749. Doi:10.1785/0120060181.Banglapedia, 2012. The National Encyclopedia of Bangladesh. http://en.banglapedia.org/index.php?title=Tectonic_Framework, retrieved on 31 Aug 2017.Cao A.M., and Gao S.S., 2002. Temporal variations of seismic b-values beneath northeastern Japan island arc. Geophys. Res. Lett., 29(9), 481-483. Doi:10.1029/2001GL013775.Das R., Wason H.R., and Sharma M.L., 2012. Temporal and spatial variations in the magnitude of completeness for homogenized moment magnitude catalogue for northeast India. J. Earth Syst. Sci., 121(1), 19-28.Felzer K.R., 2008. Simulated aftershock sequences for a M 7.8 earthquake on the southern San Andreas fault. Seismol. Res. Lett., 80, 21-25.GSB, 2018. Seismic Zone Map of Bangladesh. http://gsb.portal.gov.bd/sites/default/files/files/gsb.portal.gov.bd/common_document/a6e75ad2_5acd_4fe3_911d_c9d25a7e349e/BD_Sciesmic-zonemap(NBC).pdf, retrieved on 31 March 2018.Gutenberg B., and Richter C.F., 1944. Frequency of earthquakes in California, Bull. Seismol. Soc. Am., 34, 184-188.Gutenberg B., and Richter C.F., 1956. Earthquake magnitude, intensity, energy and acceleration (second paper). Bull. Seismol Soc. Am., 46(2), 105-145.Hafiez H.E.A., 2015. Estimating the magnitude of completeness for assessing the quality of earthquake catalogue of the ENSN. Egypt. Arab J. Geosci., 8(1), 9315-9323. Doi:10.1007/s12517-015-1929-x.Hunting Geology and Geophysics Ltd., (1981), Interpretation and Operations report on an aeromagnetic survey in Bangladesh, Borehamwood, Hertfordshire, England.Iwata T., 2008. Low detection capability of global earthquakes after the occurrence of large earthquakes: investigation of the Harvard cmt catalogue. Geophys. J. Int., 174(3), 849-856. Doi:10.1111/j.1365-246X.2008.03864.x.Kagan Y.Y., 2002. Seismic moment distribution revisited: I. statistical results. Geophys. J. Int., 148(3), 520-541. Doi: 10.1046/j.1365-246x.2002.01594.x.Khan P.K., Ghosh M., Chakraborty P.P., and Mukherjee D., 2011. Seismic b-Value and the Assessment of Ambient Stress in Northeast India. Pure Appl. Geophys., 168(10), 1693-1706. Doi:10.1007/s00024-010-0194-x.Kolathayar S., Sitharam T.G., and Vipin K.S., 2012. Spatial variation of seismicity parameters across India and adjoining areas. Nat Hazards, 60(3), 1365-1379. Doi:10.1007/s11069-011-9898-1.Lomnitz-Adler J., and Lomnitz C., 1979. A modified form of the Gutenberg-Richter magnitude-frequency relation. Bull. Seism. Soc. Am., 69(4), 1209-1214.Marsan D., 2003. Triggering of seismicity at short timescales following Californian earthquakes. J. Geophys. Res., 108, B5, 2266. Doi:10.1029/2002JB001946.Mignan A., 2011. Retrospective on the Accelerating Seismic Release (ASR) hypothesis: Controversy and new horizons. Tectonophysics, 505(1), 1-16. Doi:10.1016/j.tecto.2011.03.010.Mignan A., and Woessner J., 2012. Estimating the magnitude of completeness for earthquake catalogs, Community Online Resource for Statistical Seismicity Analysis. Swiss Seismological Service, ETH Zurich, 145p. Doi:10.5078/corssa-00180805. Available at http://www.corssa.org.Naylor M., Orfanogiannaki, K., and Harte D., 2010. Exploratory data analysis: magnitude, space, and time. Community Online Resource for Statistical Seismicity Analysis, 42p. Doi:10.5078/corssa-92330203. Available at http://www.corssa.org.Ogata Y., and Katsura K., 1993. Analysis of temporal and spatial heterogeneity of magnitude frequency distribution inferred from earthquake catalogues. Geophys. J. Int., 113(3), 727-738. Doi:10.1111/j.1365-246X.1993.tb04663.x.Ogata Y., and Katsura K., 2006. Immediate and updated forecasting of aftershock hazard. Geophys. Res. Lett., 33, 10, L10305. Doi:10.1029/2006GL025888.Rashid H., 1991. Geography of Bangladesh, University Press Ltd, Bangladesh; 2nd edition, 545p.Reimann K.U., 1993. Geology of Bangladesh. Gerbruder Bornt Ramerg, Berlin, Germany, 160p.Siddique S., 2015. Gutenberg-Richter recurrence law to seismicity analysis of Bangladesh. IABSE-JSCE Joint Conference on Advances in Bridge Engineering-III, August 21-22, Dhaka, Bangladesh.Shi Y., and Bolt B.A., 1982. The standard error of the magnitude-frequency b-value. Bull. Seismol. Soc. Am., 72(5), 1667-1687.USGS, 2012. Earthquake Hazards Program. https://earthquake.usgs.gov/earthquakes/search/, USA, retrieved on 20 April 2017.Utsu T., 1999. Representation and analysis of the earthquake size distribution: a historical review and some new approaches. Pure Appl. Geophys., 155(2), 509-535.Wiemer S., and Wyss M., 2000. Minimum magnitude of complete reporting in earthquake catalogs: examples from Alaska, the western United States, and Japan. Bull. Seismol. Soc. Am., 90, 859-869. Doi:10.1785/0119990114.Woessner J., and Wiemer S., 2005. Assessing the quality of earthquake catalogues: Estimating the magnitude of completeness and its uncertainty. Bull. Seismol. Soc. Am., 95(2), 684-698. Doi:10.1785/012040007.Wyss M., Hasegawa A., Wiemer S., and Umino N., 1999. Quantitative mapping of precursory seismic quiescence before the 1989, M7.1 off-Sanriku earthquake, Japan. Annali Di Geoflsica, 42(5), 851-869.Zuniga F.R., and Wyss M., 1995. Inadvertent changes in magnitude reported in earthquake catalogs: Their evaluation through b-value estimates. Bull. Seismol. Soc. Am., 85, 1858-1866..Zuniga F.R., and Wiemer S., 1999. Seismicity patterns: Are they always related to natural causes? Pure Appl. Geophys., 155(2), 713-726.

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources.
 Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning
 References
 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044
 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776.
 Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools. Journal of Primary Education, 9(3), 238–247. https://doi.org/10.15294/jpe.v9i3.39950
 Badmus, O. (2018). Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap. In Contemporary Issues in Science, Technology, Engineering, Arts and Mathematics Teacher Education in Nigeria.
 Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art. International Journal of Early Years Education, 25(2), 98–111. https://doi.org/10.1080/09669760.2017.1287061
 Broadhead, P. (2003). Early Years Play and Learning. In Early Years Play and Learning. https://doi.org/10.4324/9780203465257
 Canning, N. (2010). The influence of the outdoor environment: Den-making in three different contexts. European Early Childhood Education Research Journal, 18(4), 555–566. https://doi.org/10.1080/1350293X.2010.525961
 Clapp, E. P., Solis, S. L., Ho, C. K. N., & Sachdeva, A. R. (2019). Complicating STEAM: A Critical Look at the Arts in the STEAM Agenda. Encyclopedia of Educational Innovation, 1–4. https://doi.org/10.1007/978-981-13-2262-4_54-1
 Colucci, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA Research Commission, August, 1–105. https://doi.org/10.13140/RG.2.2.22452.76161
 Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to Monitor Creativity. Creativity Research Journal, 30(3), 233–240. https://doi.org/10.1080/10400419.2018.1488195
 Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning. Creativity Research Journal, 31(3), 284–295. https://doi.org/10.1080/10400419.2019.1641678
 Cook, K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3–4), 93–103. https://doi.org/10.1111/ssm.12268
 Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. https://doi.org/10.1080/10632913.2017.1292973
 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, Issue February, pp. 1–5). OISE University of Toronto.
 DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878
 Dell’Erba, M. (2019). Policy Considerations for STEAM Education. Policy Brief, 1–10.
 Doyle, K. (2019). The languages and literacies of the STEAM content areas. Literacy Learning: The Middle Years, 27(1), 38–50. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=133954204&site=ehost-live&scope=site
 Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood, 42(2), 4–11. https://doi.org/10.23965/ajec.42.2.01
 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91.
 Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361–377. https://doi.org/10.1080/09669760.2016.1174105
 Finch, C. R., Frantz, N. R., Mooney, M., & Aneke, N. O. (1997). Designing the Thematic Curriculum: An All Aspects Approach MDS-956. 97.
 Gess, A. H. (2019). STEAM Education. STEAM Education, November, 2011–2014. https://doi.org/10.1007/978-3-030-04003-1
 Gronlund, G. (n.d.). “ Addressing Standards through Play-Based Learning in Preschool and Kindergarten .”
 Gronlund, G. (2015). Planning for Play-Based Curriculum Based on Individualized Goals to Help Each Child Thrive in Preschool and Kindergarten Gaye Gronlund.
 Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Education, 6(3), 37–52.
 Hapidin, Pujianti, Y., Hartati, S., Nurani, Y., & Dhieni, N. (2020). The continuous professional development for early childhood teachers through lesson study in implementing play based curriculum (case study in Jakarta, Indonesia). International Journal of Innovation, Creativity and Change, 12(10), 17–25.
 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, April, 1–76. gov.nl.ca/edu
 Henriksen, D. (2017). Creating STEAM with Design Thinking: Beyond STEM and Arts Integration. Steam, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.11
 Inglese, P., Barbera, G., La Mantia, T., On, P., Presentation, T., Reid, R., Vasa, S. F., Maag, J. W., Wright, G., Irsyadi, F. Y. Al, Nugroho, Y. S., Cutter-Mackenzie, A., Edwards, S., Moore, D., Boyd, W., Miller, E., Almon, J., Cramer, S. C., Wilkes-Gillan, S., … Halperin, J. M. (2014). Young Children’s Play and Environmental Education in Early Childhood Education. PLoS ONE, 2(3), 9–25. https://doi.org/10.1586/ern.12.106
 Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, FEBRUARY 2011, 163. https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf
 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), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7
 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12.
 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. https://doi.org/10.1007/s10643-019-00956-2
 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656
 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration.
 Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873
 Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321
 Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of Play Equipment and Loose Parts on Preschool Children’s Outdoor Play Behavior: An Observational Study and Design Intervention. Children, Youth and Environments, 18(2), 37–63.
 McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. Early Childhood Folio, 22(1), 33. https://doi.org/10.18296/ecf.0050
 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8
 Milara, I. S., Pitkänen, K., Laru, J., Iwata, M., Orduña, M. C., & Riekki, J. (2020). STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26, 100197. https://doi.org/10.1016/j.ijcci.2020.100197
 Moomaw, S. (2012). STEM Begins in the Early Years. School Science and Mathematics, 112(2), 57–58. https://doi.org/10.1111/j.1949-8594.2011.00119.x
 Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543
 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1
 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. https://doi.org/10.1080/10409289.2016.1220771
 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201
 Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children’s Geographies, 10(1), 49–65. https://doi.org/10.1080/14733285.2011.638176
 Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). Steam Integration in Chemistry Learning for Developing 21st Century Skills. MIER Journail of Educational Studies, Trends & Practices, 7(2), 184–194.
 Rolling, J. H. (2016). Reinventing the STEAM Engine for Art + Design Education. Art Education, 69(4), 4–7. https://doi.org/10.1080/00043125.2016.1176848
 Sancar-Tokmak, H. (2015). The effect of curriculum-generated play instruction on the mathematics teaching efficacies of early childhood education pre-service teachers. European Early Childhood Education Research Journal, 23(1), 5–20. https://doi.org/10.1080/1350293X.2013.788315
 Sawangmek, S. (2019). Trends and Issues on STEM and STEAM Education in Early Childhood. Képzés És Gyakorlat, 17(2019/3-4), 97–106. https://doi.org/10.17165/tp.2019.3-4.8
 Science, A. I. (n.d.). STEM Project-Based Learning.
 Spencer, R., Joshi, N., Branje, K., Lee McIsaac, J., Cawley, J., Rehman, L., FL Kirk, S., & Stone, M. (2019). Educator perceptions on the benefits and challenges of loose parts play in the outdoor environments of childcare centres. AIMS Public Health, 6(4), 461–476. https://doi.org/10.3934/publichealth.2019.4.461
 Taylor, J., Bond, E., & Woods, M. (2018). A Multidisciplinary and Holistic Introduction.
 Varun A. (2014). Thematic Approach for Effective Communication in Early Childhood Education Thematic Approach for effective communication in ECCE. International Journal of Education and Psychological Research (IJEPR), 3(3), 49–51. https://www.researchgate.net/publication/289868193
 Wang, X., Xu, W., & Guo, L. (2018). The status quo and ways of STEAM education promoting China’s future social sustainable development. Sustainability (Switzerland), 10(12). https://doi.org/10.3390/su10124417
 Whitebread, D. D. (2012). The Importance of Play. Toy Industries of Europe, April, 1–55. https://doi.org/10.5455/msm.2015.27.438-441
 Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298
 Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Whitebread, Solis, S. L., & David. (2017). Learning through play : a review of the evidence (Issue November). The LEGO Foundation.


 
 
 Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play.
 Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education
 Reference
 Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic
 
 
 
 
 
 
 Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8
 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044
 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8
 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110.
 Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167
 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x
 Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003
 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto.
 Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898
 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91.
 Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091
 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu
 Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449
 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), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7
 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3.
 Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972
 
 
 
 
 
 
 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425
 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp
 Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org.
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