ArticlePloS one2024
Early environments and exploration in the preschool years.
Article in PloS one, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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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.
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.
Who cites it
3 citing papers in PubMed.
- Question asking practice fosters aspects of curiosity in science content in young children.NPJ science of learning · 2025Article
- Computational Approaches Reveal Developmental Shifts in Exploratory Play.Developmental science · 2025Article
- Pedagogy Does Not Necessarily Constrain Exploration: Investigating Preschoolers' Information Search During Instructed Exploration.Developmental science · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
A great deal of research has demonstrated how children's exploration is driven by opportunities for learning. However, less work has investigated how individual differences across children and their environmental contexts relate to patterns in playful exploration. We performed a "mega-analysis" in which we pooled preschool-aged children's play data from four past experiments in our lab (N = 278; M(age) = 56 months) and correlated play behaviors with age and socioeconomic status (median income, modal education in children's home zip codes). We found that, with age, children performed more unique actions during play. Additionally, children from lower SES areas explored more variably; the link between this play and tendencies to focus on pedagogically demonstrated features traded off differently than it did for higher SES children. This work lays critical groundwork for understanding exploration across developmental contexts.
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Registered trials
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