Beneficial outcomes and features of playgroup participation for children and adult caregivers : A systematic review of the literature

Journal article

McLean, Karen, Edwards, Susan, Katiba, Timothy, Bartlett, Jacinta, Herrington, Michele, Evangelou, Maria, Henderson, Michael, Nolan, Andrea and Skouteris, Helen. (2022). Beneficial outcomes and features of playgroup participation for children and adult caregivers : A systematic review of the literature. Educational Research Review. 37, p. Article 100493. https://doi.org/10.1016/j.edurev.2022.100493
AuthorsMcLean, Karen, Edwards, Susan, Katiba, Timothy, Bartlett, Jacinta, Herrington, Michele, Evangelou, Maria, Henderson, Michael, Nolan, Andrea and Skouteris, Helen
Abstract

Playgroups are a unique form of early childhood education and care provision involving children and their adult caregivers attending and participating in shared play. Playgroups are known to promote positive social and educational outcomes for children and adult caregivers (e.g., parents, carers, or kinship members), however, the playgroup research is not well summarised for confirming beneficial outcomes for children and their caregivers, alongside insight into the features of provision pertaining to playgroups in practice. To advance the field, this systematic literature review sought to identify the beneficial outcomes of playgroup participation for children and their adult caregivers and any indicated primary and secondary features of playgroup provision in practice. Forty studies met the inclusion criteria. Findings indicated several beneficial outcomes for children and adult caregivers, including amongst others, social and emotional beneficial outcomes for children and social connections and support for adult caregivers. Findings also suggested four primary and three secondary features of provision. Primary features were facilitator, play activities, safe welcoming space and routines and structure. Secondary features were service networks, materials and venue. Analysis of the reported measures used in the studies to establish beneficial outcomes for children and adult caregivers show a reliance on interviews and non-validated measures. Further research is needed using validated measures and to establish how beneficial outcomes of playgroup participation for children and adult caregivers are related to features of provision in practice.

Keywordsplaygroups; children; caregivers; beneficial outcomes; features of provision
Year2022
JournalEducational Research Review
Journal citation37, p. Article 100493
PublisherElsevier Ltd
ISSN1747-938X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.edurev.2022.100493
Scopus EID2-s2.0-85142797750
Page range1-24
FunderAustralian Research Council (ARC)
Playgroup Victoria
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online20 Nov 2022
Publication process dates
Accepted14 Nov 2022
Deposited31 Jul 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDLP160101759
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McLean, Karen. (2013). Literacy and technology in the early years of education: Looking to the familiar to inform educator practice. Australasian Journal of Early Childhood. 38(4), pp. 30 - 41.
Digital play in the early years: A contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum
Edwards, Susan. (2013). Digital play in the early years: A contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum. European Early Childhood Education Research Journal. 21(2), pp. 199 - 212. https://doi.org/10.1080/1350293X.2013.789190
Pedagogical Play Types: What do they suggest for learning about sustainability in Early Childhood Education
Edwards, Susan and Cutter-Mackenzie, Amy. (2013). Pedagogical Play Types: What do they suggest for learning about sustainability in Early Childhood Education. International Journal of Early Childhood. 45(3), pp. 327 - 346. https://doi.org/10.1007/s13158-013-0082-5
'It's all about Ben10™' : Children's play, health and sustainability decisions in the early years
Edwards, Susan, Skouteris, Helen, Rutherford, Leonie and Cutter-Mackenzie, Amy. (2013). 'It's all about Ben10™' : Children's play, health and sustainability decisions in the early years. Early Child Development and Care. 183(2), pp. 280 - 293. https://doi.org/10.1080/03004430.2012.671816
Personalising learning in teacher education through technology
Jones, Mellita and McLean, Karen. (2012). Personalising learning in teacher education through technology. Australian Journal of Teacher Education. 37(1), pp. 75 - 92. https://doi.org/10.14221/ajte.2012v37n1.1
Beyond "killing, screaming and being scared of insects": learning and teaching about biodiversity in early childhood education
Edwards, Susan, Moore, Deb and Cutter-Mackenzie, Amy. (2012). Beyond "killing, screaming and being scared of insects": learning and teaching about biodiversity in early childhood education. Early Childhood Folio. 16(2), pp. 12 - 19.
Ecosystem-Based Agriculture Combining Production and Conservation-A Viable Way to Feed the World in the Long Term?
Bjorklund, Johanna, Araya, Hailu, Edwards, Susan, Goncalves, Andre, Hook, Karin, Lundberg, Jakob and Medina, Charito. (2012). Ecosystem-Based Agriculture Combining Production and Conservation-A Viable Way to Feed the World in the Long Term? Journal of Sustainable Agriculture. 36(7), pp. 824 - 855. https://doi.org/10.1080/10440046.2012.705813
Teaching through assessment: Reconsidering the transfer problem through a convergence of technology and assessment in early childhood teacher education
Edwards, Susan. (2012). Teaching through assessment: Reconsidering the transfer problem through a convergence of technology and assessment in early childhood teacher education. Teachers and Teaching: Theory and Practice. 18(5), pp. 585 - 599. https://doi.org/10.1080/13540602.2012.709733
Integrating peer assisted learning and elearning: Using innovative pedagogies to support learning and teaching in higher education settings
Edwards, Susan and Bone, Jane. (2012). Integrating peer assisted learning and elearning: Using innovative pedagogies to support learning and teaching in higher education settings. Australian Journal of Teacher Education. 37(5), pp. 1 - 12.
A story of early years educators’ experiences of technology and literacy in early years learning environments
McLean, Karen J.. (2012). A story of early years educators’ experiences of technology and literacy in early years learning environments [Thesis]. https://doi.org/10.4226/66/5a962e4ac6898
Bullying and violence: Changing an act of disconnectedness into an act of kindness
de Souza, Marian and McLean, Karen. (2012). Bullying and violence: Changing an act of disconnectedness into an act of kindness. Pastoral Care in Education: an international journal of personal, social and emotional development. 30(2), pp. 165 - 180. https://doi.org/10.1080/02643944.2012.679955
Environmentalising early childhood education curriculum through pedagogies of play
Edwards, Susan Elizabeth and Cutter-Mackenzie, Amy. (2011). Environmentalising early childhood education curriculum through pedagogies of play. Australasian Journal of Early Childhood. 36(1), pp. 51 - 60. https://doi.org/10.1177/183693911103600109
Lessons from 'a really useful engine'™: using Thomas the Tank Engine™ to examine the relationship between play as a leading activity, imagination and reality in childrens' contemporary play worlds
Edwards, Susan. (2011). Lessons from 'a really useful engine'™: using Thomas the Tank Engine™ to examine the relationship between play as a leading activity, imagination and reality in childrens' contemporary play worlds. Cambridge Journal of Education. 41(2), pp. 195 - 210. https://doi.org/10.1080/0305764X.2011.572867
Socio-economic factors affecting sustainable utilization of woody species in zegie peninsula, northwestern ethiopia
Alelign, Alemnew, Yemshaw, Yonas, Teketay, Demel and Edwards, Susan. (2011). Socio-economic factors affecting sustainable utilization of woody species in zegie peninsula, northwestern ethiopia. Tropical Ecology. 52(1), pp. 13 - 24.
Framing play for learning: Professional reflections on the role of open-ended play in early childhood education
Edwards, Susan, Cutter-Mackenzie, Amy and Hunt, Elizabeth. (2010). Framing play for learning: Professional reflections on the role of open-ended play in early childhood education. In In L. Brooker and S. Edwards (Ed.). pp. 136 - 151 Open University Press.
'Teaching through assessment': The merging of technology and assessment in teacher education learning contexts
Edwards, Susan. (2010). 'Teaching through assessment': The merging of technology and assessment in teacher education learning contexts. National Biennial Conference of the Australian Council for Computers in Education (ACEC2010). Australia: Australian Council for Computers in Education. pp. 1 - 13
Numberjacks are on their way! A cultural historical reflection on contemporary society and the early childhood curriculum
Edwards, Susan Elizabeth. (2010). Numberjacks are on their way! A cultural historical reflection on contemporary society and the early childhood curriculum. Pedagogy Culture and Society. 18(3), pp. 261 - 272. https://doi.org/10.1080/14681366.2010.504649
Early childhood curriculum: Planning, assessment, and implementation
McLachlan, Claire, Fleer, Marilyn and Edwards, Susan. (2010). Early childhood curriculum: Planning, assessment, and implementation Cambridge University Press.
Technology as a doorway to literacy in the early years of education :access, equity and quality in literacy education
McLean, Karen. (2009). Technology as a doorway to literacy in the early years of education :access, equity and quality in literacy education. Proceedings of Bridging Divides: National Conference for Teachers of English and Literacy. Hobart, Tasmania: Australian Association for the Teaching of English. pp. 1 - 19
Investigating the environmental scientific concepts in children's play: How do children and teachers interpret play-based learning?
Cutter-Mackenzie, Amy, Edwards, Susan Elizabeth and Fleer, Marilyn. (2009). Investigating the environmental scientific concepts in children's play: How do children and teachers interpret play-based learning? Australian Research in Early Childhood Education. 16(1), pp. 49 - 61.
Professional learning in early childhood settings
Edwards, Susan and Nuttall, Joce. (2009). Professional learning in early childhood settings Sense Publishers.
Beyond developmentalism? Early childhood teachers' understandings of multiage grouping in early childhood education and care
Edwards, Susan, Blaise, Mindy and Hammer, M.. (2009). Beyond developmentalism? Early childhood teachers' understandings of multiage grouping in early childhood education and care. Australasian Journal of Early Childhood. 34(4), pp. 55 - 63.
Early childhood education and care: A sociocultural approach
Edwards, Susan. (2009). Early childhood education and care: A sociocultural approach Pademelon Press.
Introduction to Professional learning in early childhood settings
Edwards, Susan and Nuttall, Joce. (2009). Introduction to Professional learning in early childhood settings. In Professional learning in early childhood settings pp. 1 - 8 Sense Publishers.
Call for research - the consuming child-in-context in unhealthy and unsustainable times
Edwards, Susan, Skouteris, Helen, Do, H., Rutherford, Elaine and Cutter-Mackenzie, Amy. (2009). Call for research - the consuming child-in-context in unhealthy and unsustainable times. Australian Journal of Environmental Education. 26, pp. 33 - 45. https://doi.org/10.1017/S0814062600000811
Future directions in researching professional learning in early childhood settings
Nutall, Joce and Edwards, Susan. (2009). Future directions in researching professional learning in early childhood settings. In In S.Edwards and J. Nuttall (Ed.). Professional Learning in Early Childhood Settings pp. 131 - 137 Sense Publishers.
Beyond developmentalism: Interfacing professional learning and teachers' conceptions of sociocultural theory
Edwards, Susan Elizabeth. (2009). Beyond developmentalism: Interfacing professional learning and teachers' conceptions of sociocultural theory. In In S. Edwards and J. Nuttall (Ed.). Professional Learning in Early Childhood Settings pp. 81 - 95 Sense Publishers.
Literacy meets technology in the Primary school :Symbiosis of literacy and technology
McLean, Karen. (2008). Literacy meets technology in the Primary school :Symbiosis of literacy and technology. In Alyson Simpson (Ed.). Future Directions in Literacy: International Conversations 2007. Sydney, Australia: Sydney University Press. pp. 151 - 169
Exemplar schools using innovative learning technologies
Auld, Glenn, Holkner, Bernard, Fernando, Anthony, Henderson, M., Romeo, Geoff, Russell, Graham, Seah, Wee Tiong and Edwards, Susan. (2008). Exemplar schools using innovative learning technologies. Australian Council for Computers in Education conference. Australia: Australian Council for Computers in Education. pp. 32 - 43
Images of childhood, early education and care: Mediating the principles of social constructionism with teachers' perceptions of practice and pedagogy
Edwards, Susan Elizabeth. (2008). Images of childhood, early education and care: Mediating the principles of social constructionism with teachers' perceptions of practice and pedagogy. In Early Childhood Education: Issues and developments pp. 171 - 187 Nova Science Publishers.
Theoretical transitions and professional learning: how do early childhood teachers understand sociocultural theory?
Edwards, Susan. (2007). Theoretical transitions and professional learning: how do early childhood teachers understand sociocultural theory? New Zealand Research in Early Childhood Education. 10, pp. 131 - 144.
Stories in ICT professional development
McNamara, Sue, Jones, Mellita and McLean, Karen. (2007). Stories in ICT professional development. In Partnerships in ICT Learning Study: Case Studies Department of Education, Employment, and Workplace Relations.
From developmental constructivism to sociocultural theory and practice: An expansive analysis of teachers' professional learning in early childhood education
Edwards, Susan. (2007). From developmental constructivism to sociocultural theory and practice: An expansive analysis of teachers' professional learning in early childhood education. Journal of Early Childhood Research. 5(1), pp. 83 - 106. https://doi.org/10.1177/1476718X07072155
Problem based learning in early childhood and primary pre-service teacher education: identifying the issues and examining the benefits
Edwards, Susan and Hammer, M. (2007). Problem based learning in early childhood and primary pre-service teacher education: identifying the issues and examining the benefits. Australian Journal of Teacher Education. 32(2), pp. 1 - 16.
Everyday environmental education experiences: the role of content in early childhood education
Cutter-Mackenzie, Amy and Edwards, Suzy. (2006). Everyday environmental education experiences: the role of content in early childhood education. Australian Journal of Environmental Education. 22(2), pp. 13 - 19. https://doi.org/10.1017/S0814062600001348
Eco-literacy and the content-pedagogy relationship in early childhood education
Edwards, Susan and Cutter-Mackenzie, Amy. (2006). Eco-literacy and the content-pedagogy relationship in early childhood education. Australian Association for Environmental Education National 2006 Conference. Australia: Australian Association for Environmental Education. pp. 169 - 177
Strategic Partnerships in ICT :a model of Professional Development shifting the focus of ICT as a vehicle for learning
McLean, Karen, McNamara, Sue and Jones, Mellita. (2006). Strategic Partnerships in ICT :a model of Professional Development shifting the focus of ICT as a vehicle for learning. IT's up here for thinking! ACEC 2006 Conference Proceedings. Cairns, Australia: Australian Computers in Education Conference. pp. 1 - 6
Laura's story: Using problem based learning in early childhood and primary teacher education
Edwards, Susan and Hammer, M.. (2006). Laura's story: Using problem based learning in early childhood and primary teacher education. Teaching and Teacher Education. 22(4), pp. 465 - 477. https://doi.org/10.1016/j.tate.2005.11.010
'Stop thinking of culture as geography': Early childhood educators' conceptions of sociocultural theory as an informant to curriculum
Edwards, Susan. (2006). 'Stop thinking of culture as geography': Early childhood educators' conceptions of sociocultural theory as an informant to curriculum. Contemporary Issues in Early Childhood. 7(3), pp. 238 - 252.
Children's learning and developmental potential: examining the theoretical informants of early childhood curricula from the educator's perspective
Edwards, Susan. (2005). Children's learning and developmental potential: examining the theoretical informants of early childhood curricula from the educator's perspective. Early Years: an international journal of research and development. 25(1), pp. 67 - 80. https://doi.org/10.1080/09575140500043161
Teacher education and problem based learning: exploring the issues and identifying the benefits
Edwards, Suzy and Hammer, M. (2005). Teacher education and problem based learning: exploring the issues and identifying the benefits. AARE International Education Research Conference. Australia: Open Book Print (AARE Publication). pp. 1 - 13
Higher education in the twenty-first century: examining the interface between graduate attributes, online and problem based learning at Monash University
Edwards, Susan. (2005). Higher education in the twenty-first century: examining the interface between graduate attributes, online and problem based learning at Monash University. Technology, Pedagogy and Education. 14(3), pp. 329 - 352. https://doi.org/10.1080/14759390500200210
The four dimensions of curriculum: defining curriculum from the early childhood educator's perspective
Edwards, Susan. (2005). The four dimensions of curriculum: defining curriculum from the early childhood educator's perspective. International Research in Early Childhood Education. 12(2), pp. 25 - 37.
Identifying the factors that influence computer use in the early childhood classroom
Edwards, Susan. (2005). Identifying the factors that influence computer use in the early childhood classroom. Australasian Journal of Educational Technology. 21(2), pp. 192 - 210.
Constructivism does not only happen in the individual: sociocultural theory and early childhood education
Edwards, Susan. (2005). Constructivism does not only happen in the individual: sociocultural theory and early childhood education. Early Child Development and Care. 175(1), pp. 37 - 47. https://doi.org/10.1080/0300443042000230311
Talking about a revolution. Paradigmatic change in early childhood education: from developmental to sociocultural theory and beyond
Edwards, Susan. (2005). Talking about a revolution. Paradigmatic change in early childhood education: from developmental to sociocultural theory and beyond. Critical Studies in Education. 46(1), pp. 1 - 12. https://doi.org/10.1080/17508480509556412
The reasoning behind the scene: Why do early childhood educators use computers in their classrooms?
Edwards, Susan. (2005). The reasoning behind the scene: Why do early childhood educators use computers in their classrooms? Australasian Journal of Early Childhood. 30(4), pp. 25 - 33.
Getting beyond the 'what' and the 'how' problematising pedagogy in early childhood education
Edwards, Susan and Nuttall, Joce. (2005). Getting beyond the 'what' and the 'how' problematising pedagogy in early childhood education. Early Childhood Folio: A collection of recent research. https://doi.org/10.18296/ecf.0216
Why I hated socio-cultural theory: confessions of a reformed cognitive-developmentalist
Edwards, Susan. (2005). Why I hated socio-cultural theory: confessions of a reformed cognitive-developmentalist. Pedagogy Culture and Society. 13(2), pp. 133 - 142.