{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,12]],"date-time":"2026-10-12T09:02:19Z","timestamp":1791795739865,"version":"4.3.4"},"reference-count":60,"publisher":"Oxford University Press (OUP)","issue":"4","license":[{"start":{"date-parts":[[2025,11,3]],"date-time":"2025-11-03T00:00:00Z","timestamp":1762128000000},"content-version":"vor","delay-in-days":1221,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2022,1,12]],"date-time":"2022-01-12T00:00:00Z","timestamp":1641945600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100018325","name":"LEGO Foundation","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100018325","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100018325","name":"LEGO Foundation","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100018325","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["srcd.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2022,7,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>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\u20132020); 17 were included in meta-analysis (Ntotal = 3893; Mchildage = 1\u20138 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.<\/jats:p>","DOI":"10.1111\/cdev.13730","type":"journal-article","created":{"date-parts":[[2022,1,12]],"date-time":"2022-01-12T03:10:15Z","timestamp":1641957015000},"page":"1162-1180","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":161,"title":["Can guidance during play enhance children\u2019s learning and development in educational contexts? A systematic review and meta-analysis"],"prefix":"10.1093","volume":"93","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9434-7029","authenticated-orcid":false,"given":"Kayleigh","family":"Skene","sequence":"first","affiliation":[{"name":"Faculty of Education, PEDAL Research Centre, University of Cambridge , Cambridge ,","place":["UK"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9269-6564","authenticated-orcid":false,"given":"Christine M","family":"O\u2019Farrelly","sequence":"additional","affiliation":[{"name":"Faculty of Education, PEDAL Research Centre, University of Cambridge , Cambridge ,","place":["UK"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5018-5643","authenticated-orcid":false,"given":"Elizabeth M","family":"Byrne","sequence":"additional","affiliation":[{"name":"Faculty of Education, PEDAL Research Centre, University of Cambridge , Cambridge ,","place":["UK"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0541-550X","authenticated-orcid":false,"given":"Natalie","family":"Kirby","sequence":"additional","affiliation":[{"name":"Faculty of Education, PEDAL Research Centre, University of Cambridge , Cambridge ,","place":["UK"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Eloise C","family":"Stevens","sequence":"additional","affiliation":[{"name":"Faculty of Education, PEDAL Research Centre, University of Cambridge , Cambridge ,","place":["UK"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3646-2410","authenticated-orcid":false,"given":"Paul G","family":"Ramchandani","sequence":"additional","affiliation":[{"name":"Faculty of Education, PEDAL Research Centre, University of Cambridge , Cambridge 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