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Play more and play better: why play in early years is important for children's future language, mathematical and mental health development?  (Doctoral thesis)

Zhao, Y.V. (2022). Play more and play better: why play in early years is important for children's future language, mathematical and mental health development? (Doctoral thesis). https://www.repository.cam.ac.uk/handle/1810/345066 

Playful Learning Across the Years (PLAY) Measurement Toolkit: Full Report.

Jukes, M.,Betts, K., Dubeck, M.P., Edwards, L., Yoshikawa, H., Gjicali, K., Kim, S., Mahbub, T., Montagut, M., Moran, C., Patanka, K.U., Rosenbach, S., Saleh, H.M., Strouf, K., Zhao, Y.V. (2022). Playful Learning Across the Years (PLAY) Measurement Toolkit: Full Report. https://cms.learningthroughplay.com/media/3qcajhg1/play-1-0-full-report-december-2022.pdf

PLAY Toolkit Guide to Analysis

RTI International and NYU-Global Ties. (2022). PLAY Toolkit Guide to Analysis. https://cms.learningthroughplay.com/media/n2afia0j/play-section-8-guide-to-analysis.pdf

Learning trajectories by children's initial achievement, private/government education provisions and sociodemographic backgrounds in India

Zhao, Y.V., Bhattacharjea, S., & Alcott, B. (2022). Slippery slope: early learning and equity in rural India. Oxford Review of Education. https://doi.org/10.1080/03054985.2022.2101442

Secondary and post-secondary EMI policies on university students' English language attainment

Tai, K.W.H & Zhao, Y.V. (2022). Success Factors for English as a Second Language University Students’ Attainment in Academic English Language Proficiency: Exploring the Roles of Medium-of-Instruction and Learners’ Variable. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0049

Peer play and children's mental health development

Zhao, Y. V., & Gibson, J. L. (2022). Evidence for Protective Effects of Peer Play in the Early Years: Better Peer Play Ability at Age 3 Years Predicts Lower Risks of Externalising and Internalising Problems at Age 7 Years in a Longitudinal Cohort Analysis. Child Psychiatry & Human Development. https://doi.org/10.1007/s10578-022-01368-x

Autistic children's symbolic play and structural language outcomes

Zhao, Y. V., & Gibson, J. L. (2022). Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children. Autism & Developmental Language Impairments, 7, 23969415211063824. https://doi.org/10.1177/23969415211063822

Social benefits of education in Ethiopian context

Sabates, R., Zhao, Y. V., Mitchell, R., & Ilie, S. (2021). Understanding the external social benefits of education in Ethiopia: A contextual analysis using Young Lives. Journal of Education Finance, 47(1), 45-70. https://muse.jhu.edu/article/806386

Post-16 education choices in England

Archer, R., Higton, J., Sibieta, L., Tahir, I., Trammell, L. T., Ilie, S., Vignoles, A., & Zhao, Y. V. (2021). The road not taken: the drivers of course selection: The determinants and consequences of post-16 education choices. https://dera.ioe.ac.uk/38405/2/The_road_not_taken_-_review_of_literature.pdf

Review of PEDAL play research

Zhao, Y. V., Kulkarni, K., Gibson, J., Baker, S., & Ramchandani, P. G. (2019). Introducing the Play in education, Development and Learning (PEDAL) Research centre. International Journal of Play, 8(3), 308-319. https://www.tandfonline.com/doi/full/10.1080/21594937.2019.1684144

Revise and resubmit

Zhao, Y.V. & Gibson, J. (Under review). Home mathematics environment at age 2- and 5-years predicts children’s mathematical skills at age 4- and 6-years after controlling for sociodemographic background and prior mathematics attainment: a longitudinal secondary data analysis using video observations and survey data

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