School Play and Children's Social-Emotional Development: Cross-Cultural Perspectives

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Early Childhood Education".

Deadline for manuscript submissions: 31 August 2024 | Viewed by 315

Special Issue Editor


E-Mail Website
Guest Editor
Early Childhood, School of Education, Liverpool Hope University, Liverpool L16 9JD, UK
Interests: parenting; early childhood play-based curriculum; child play behaviors/characteristics; social-emotional development

Special Issue Information

Dear Colleagues,

Drawing on various theories highlighting the importance of play in children’s social-emotional competence, early childhood curricula in many countries and cultures adopted play as one of the core approaches to promote children’s social and emotional development. Despite the general awareness of its importance, the implementation of play-based curricula or play pedagogy is still facing obstacles including parental endorsement, teachers’ beliefs and competence, and a lack of empirical evidence supporting their effectiveness. Further, the fundamental issue of what is meant by play (e.g., free play, guided play) from children’s, parents’, and practitioners’ perspectives is another matter that may lead to confusion and ambivalence.

This Special Issue will offer an up-to-date account of the impacts of play on children’s social-emotional competence in early-years settings (e.g., nursery, preschools, kindergartens, childcare centers) across different cultural contexts. The articles in this Issue will examine the empirical evidence in relation to the roles of play in children’s early social and emotional development through a cultural lens. We also welcome investigations of how various sociocultural factors (e.g., children’s voice, parental belief and support, school environment, practitioners’ ideologies, social policy) impact the implementation of play-based curricula, using qualitative, quantitative, and mixed-methods approaches. The articles in this Issue will inform the theoretical framework and best practices of play-based curricula in early childhood education.

Suggested themes:

  • Play and children’s social-emotional development in early years settings across cultures;
  • How children, parents, and practitioners define play and understand its role in social-emotional development in early childhood education;
  • The impacts of sociocultural factors on the implementation of play-based curricula/play pedagogy.

Dr. Wing Kai Fung
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • play
  • play-based curricula
  • social-emotional competence
  • early-years education
  • cross-cultural

Published Papers

This special issue is now open for submission.
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