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Physical manipulatives (PMs) are concrete objects used during hands-on learning activities (e.g., building blocks, fraction tiles, counters), and are widely used in primary-school teaching, especially during maths instruction. This scoping review collated studies that have examined the effectiveness of educational PM interventions with pre-primary and primary-age children. A total of 102 studies met the inclusion criteria and were synthesised in the review. Most studies included a sample of children aged 4-6 years and were conducted in a school setting. They spanned 26 different countries, but almost all took place in high- or middle-income contexts, mainly in the USA. Interventions were grouped into three main learning domains: maths, literacy and science. Considerable heterogeneity was identified across the review studies in terms of the PMs and hands-on activities used (e.g., block building, shape sorting, paper folding, enactment with figurines). Evidence relating to effectiveness of the intervention programmes was synthesised, with the most promising findings identified in the maths domain. Benefits to children's spatial, literacy and science skills were also reported. Overall, however, the evidence was mixed: other studies found that PMs were not associated with learning benefits, and many were hindered by methodological shortcomings. This calls for caution when drawing conclusions about the overall effectiveness of PM interventions. Nevertheless, the findings illustrate the many ways hands-on PM activities can be incorporated into children's early learning experiences. Recommendations for further research and for using PMs in practice are made.

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 1977-2020); 17 were included in meta-analysis (N[subscript total] = 3893; M[subscript childage] = 1-8 years; M[subscript girls] 49.8%; M[subscript ethnicity] 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.

Background: Children have a right to participate in matters affecting their lives. With increasing regularity, children's perspectives are being sought regarding their health and health care experiences. Though there is evidence that children find play to be one of the 'best' aspects of hospitalisation, studies rarely focus on children's perspectives on play in hospital. Methods: This qualitative study explored children's lived experiences of play during hospitalisation. Over five months, ethnographic observations were conducted on a paediatric oncology ward as well as interviews with 16 children ages 3–13 years. Results: Using interpretative phenomenological analysis, children's expressions and experiences illuminated three key points: safety and comfort are integral to children feeling able to play in hospital; the value and efficacy of play is decided by children; and that play is a way for patients to be (and be treated as) children first. Conclusion: Hospitals can only be child‐friendly if children find them friendly. Listening to and integrating children's perspectives in the discourse around the importance of play in hospital is essential for respecting children's rights and delivering person‐centred paediatric healthcare. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic and lockdown regulations introduced many changes to children's everyday lives, including play, creating a unique pandemic experience for children. For this qualitative study, 15 children (ages 3–10) participated in virtual interviews on play during the pandemic between August and October 2020. While children recognised changes to play, it had persisted despite restrictions—play itself was not on lockdown. Children showed that play remained valuable and was an expression of adaptability, confidence and positivity. These considerations can help us support children's childhoods during crises, as children are members of society with rights to voice their opinions on matters affecting their lives. [ABSTRACT FROM AUTHOR]