Embracing complexity: rethinking the relation between play and learning: comment on Lillard et al. (2013).

摘要: Lillard et al. (2013) concluded that pretend play is not causally related to child outcomes and charged the field subject a ethos, whereby research tainted by bias find positive effects of on development. In this commentary, we embrace their call for more solidly scientific approach questions in important area study while offering 2 critiques analysis. First, urge researchers take holistic body evidence learning, rather than relying piecemeal criticisms individual studies, since learning emerge despite use variety methods, contents, experimental conditions. Second, consider how best topic future propose moving away from traditional empirical approaches complicated statistical models methods will allow us full complexity playful learning.