Evidence map›Paper›PMID 35018635›Full record

SynthesisChild development2022

Can guidance during play enhance children's learning and development in educational contexts? A systematic review and meta-analysis.

Kayleigh Skene, Christine M O'Farrelly, Elizabeth M Byrne, Natalie Kirby, Eloise C Stevens, Paul G Ramchandani

Abstract readMeta-AnalysisSystematic Review
In one paragraph

Synthesis in Child development, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
16citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

16 citing papers in PubMed, 1 synthesis or guideline pooled it.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Kayleigh SkeneFaculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.ORCID 0000-0001-9434-7029
Christine M O'FarrellyFaculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.ORCID 0000-0002-9269-6564
Elizabeth M ByrneFaculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.ORCID 0000-0002-5018-5643
Natalie KirbyFaculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.ORCID 0000-0002-0541-550X
Eloise C StevensFaculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.
Paul G RamchandaniFaculty of Education, PEDAL Research Centre, University of Cambridge, Cambridge, UK.ORCID 0000-0003-3646-2410

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

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

Indexed as

LearningVocabularyBlack or African AmericanChildFemaleHumansKnowledgeMathematics

Identifiers

PMID35018635
PMCPMC9545698

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.