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Developmental play-based assessment in early childhood education: a systematic review.

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Title: Developmental play-based assessment in early childhood education: a systematic review.
Authors: Montoya-Fernández, Carlos1 Carlos.Montoya@uclm.es, Losada-Puente, Luisa2, Gómez-Barreto, Isabel María1, Gil-Madrona, Pedro1
Source: European Early Childhood Education Research Journal. Oct2024, Vol. 32 Issue 5, p788-813. 26p.
Subject Terms: *Early childhood education, *Social development, *Cognitive ability, Psychometrics, Clinical trials
Abstract: This systematic review aims to identify the dimensions operationalized in different instruments that assess the developmental domains in Early Childhood Education through play. Research between 2015 and 2021 that dealt with quantitative developmental assessment instruments from 2 to 7 years of age were included. Instruments without psychometric properties or clinical use were excluded. Fifty-six studies were analysed. Forty-one instruments published between 1981 and 2020 were identified, of which 32 assessed the effects of play interventions, and nine used games. Seven studied the psychomotor domain, five the socioemotional, and 19 the cognitive. The results show the need for an interdisciplinary play-based developmental assessment instrument for Early Childhood Education, which can be used by teachers to guide teaching and learning processes focused on developmentally appropriate practices, and by the fields of research and psychopedagogy. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Developmental play-based assessment in early childhood education: a systematic review.
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  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Oct2024, Vol. 32 Issue 5, p788-813. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+trials%22">Clinical trials</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This systematic review aims to identify the dimensions operationalized in different instruments that assess the developmental domains in Early Childhood Education through play. Research between 2015 and 2021 that dealt with quantitative developmental assessment instruments from 2 to 7 years of age were included. Instruments without psychometric properties or clinical use were excluded. Fifty-six studies were analysed. Forty-one instruments published between 1981 and 2020 were identified, of which 32 assessed the effects of play interventions, and nine used games. Seven studied the psychomotor domain, five the socioemotional, and 19 the cognitive. The results show the need for an interdisciplinary play-based developmental assessment instrument for Early Childhood Education, which can be used by teachers to guide teaching and learning processes focused on developmentally appropriate practices, and by the fields of research and psychopedagogy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1350293X.2024.2311100
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              Text: Oct2024
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