Soizic Le Courtoi
Biographic Data
| ID | 1685196 |
|---|---|
| NAME | Soizic Le Courtoi |
| GIVEN NAMES | Soizic |
| FAMILY NAME | Le Courtoi |
| SIGNATURE | LE COURTOI S |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0002-9752-8519 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Learning through play in Global Majority countries: Reflections from the Pedal centre on understanding and adapting the concept in four different contexts
Research on play tends to consider its relevance as universal: all children play. Whilst research is increasingly pointing to the benefits of play to children’s development and learning, there is also increasing recognition that this research is predominantly carried out in Western contexts, and that its conclusions may not carry over to other contexts. In this paper, we explore the implications of investigating the concept of learning through pl…
Participant engagement with play research - examples and lessons learned from the Centre for Play in Education, Development and Learning
Participatory approaches to play research emphasise the active engagement of key stakeholders in all aspects of the research. Ranging from children, parents and educators to policy makers, the Centre for Research on Play in Education, Development and Learning (PEDAL) at the Faculty of Education, University of Cambridge, UK, actively engages with a variety of play research stakeholders. The current paper focuses on the ways PEDAL Centre involves c…
No prominent works on this page.
Participant engagement with play research - examples and lessons learned from the Centre for Play in Education, Development and Learning
Participatory approaches to play research emphasise the active engagement of key stakeholders in all aspects of the research. Ranging from children, parents and educators to policy makers, the Centre for Research on Play in Education, Development and Learning (PEDAL) at the Faculty of Education, University of Cambridge, UK, actively engages with a variety of play research stakeholders. The current paper focuses on the ways PEDAL Centre involves c…
Learning through play in Global Majority countries: Reflections from the Pedal centre on understanding and adapting the concept in four different contexts
Research on play tends to consider its relevance as universal: all children play. Whilst research is increasingly pointing to the benefits of play to children’s development and learning, there is also increasing recognition that this research is predominantly carried out in Western contexts, and that its conclusions may not carry over to other contexts. In this paper, we explore the implications of investigating the concept of learning through pl…
Children's Rights and Participation (2 works) · Early Childhood Education and Development (2 works) · Psychology (2 works) · Sociology (2 works) · Child Development and Digital Technology (1 works) · Cognitive psychology (1 works) · Economic geography (1 works) · Geography (1 works) · Innovative Education and Learning Practices (1 works) · Mathematics education (1 works)