Emotional Intelligence (EQ) — the ability to recognize, understand, manage, and use emotions effectively — plays a foundational role in children’s development. Its impact spans emotional resilience, social competence, academic success, and overall well-being. Evidence from global research, as well as EQJOY’s own testing, highlights the transformative power of EQ in children’s lives.

This paper explores the science behind this transformative power. Namely, the power of Emotional Intelligence to:

1. Build Resilience
2. Develop Social Skills
3. Improve Academic Performance

 

Additionally, this paper explores the power of play to increase children’s ability to learn, and wraps up by sharing the highlights from EQJOY’s own test research into how the EQJOY card game supports the development of emotional intelligence through the power of play.

 

1st Benefit of EQ: Building Resilience

The Claims:

1. Children with higher emotional intelligence (EI) demonstrate greater resilience when faced with stress and adversity.
2. Children who learn emotional regulation skills experience reduced vulnerability to anxiety and depression

 

Supporting Evidence A:

• Research by Trigueros et al (2021)[i] revealed a clear relationship between emotional intelligence and resilience. Specifically, the study’s structural equation model analysis results showed that emotional intelligence positively predicted resilience, with a standardized regression weight of B = 0.56 (p < 0.001). This statistically significant finding indicates that higher levels of emotional intelligence—meaning the ability to accurately perceive, understand, and regulate one’s emotions—are directly associated with a greater capacity to adapt to adverse circumstances.

 

• The study highlights the significant role of emotional intelligence in fostering resilience and psychological well-being among university students. Emotional intelligence positively predicts resilience, enabling individuals to adapt effectively to adverse circumstances and develop adaptive behaviors. It is associated with greater self-efficacy, empathy, emotional repair, and clarity, contributing to successful adaptation and the development of meta-qualities that can be practiced and applied. These findings suggest that emotional intelligence is a critical factor in helping students navigate the challenges of university life.

 

• Additionally, the study reveals that low levels of emotional intelligence are linked to maladaptive behaviors, such as disordered eating attitudes, stress, depression, and negative emotions. Conversely, higher emotional intelligence can promote healthy lifestyle habits, such as adherence to the Mediterranean diet, and improve academic performance. These results underscore the importance of emotional intelligence in supporting students’ overall well-being and encouraging positive behaviors during their academic journey.

 

Supporting Evidence B:

• In their paper published in 2020 on The Protective Effect of Emotion Regulation on Child and Adolescent Wellbeing[ii], Samantha K. Daniel et al explain that the components of EI—emotional attention, clarity, and repair—serve as the foundation for interpreting both personal and interpersonal emotional signals, empowering individuals to navigate complex emotional landscapes with greater self-awareness. This robust understanding of emotions is illustrated as a critical mechanism through which individuals not only achieve cognitive and emotional growth but also build the resilience necessary for adapting to stressful circumstances.

 

• The study further highlights how higher levels of emotional intelligence translate into a range of positive outcomes that underscore its power. Individuals with well-developed EI tend to report greater psychological well-being, self-efficacy, and positive self-esteem; they perceive a stronger sense of control over environmental demands thanks to their enhanced capacity for managing emotions. As the paper discusses, these qualities are closely associated with adopting adaptive behaviors, fostering positive attitudes, and promoting overall successful adaptation in the face of stress. In this way, the power of emotional intelligence lies in its ability to equip individuals with the skills needed to cultivate healthier interpersonal relationships and better manage the challenges and adversities encountered in everyday life.

 

Supporting Evidence C:

• In their study[iii] published in 2024, Kartol et al examines the relationships between emotional intelligence (EI), psychological resilience, perceived stress, and life satisfaction among university students in Türkiye. Emotional intelligence positively predicts life satisfaction, accounting for 20% of the variance, while also negatively correlating with perceived stress and positively with psychological resilience. Importantly, the findings highlight that resilience and perceived stress mediate the relationship between EI and life satisfaction, collectively explaining 42% of the variance. These results underscore the pivotal role of EI in reducing stress levels, enhancing resilience, and fostering life satisfaction, ultimately contributing to overall psychological well-being.

 

• The paper further demonstrates that individuals with higher EI experience lower levels of perceived stress, which directly impacts their ability to adapt to adverse circumstances, promoting life satisfaction. For example, the hierarchical regression analysis revealed a standardized beta coefficient of -0.58 (p < 0.001) for EI’s relationship with perceived stress, indicating a strong negative association. Additionally, resilience—positively predicted by EI with a coefficient of 0.56 (p < 0.001)—emerged as a protective factor in coping with life challenges, further strengthening the connection between EI and life satisfaction. These findings emphasize the importance of fostering EI through interventions to improve resilience and life satisfaction in educational and therapeutic settings.

 

Conclusion from the evidence:

• The research collectively underscores the pivotal role of emotional intelligence (EQ) in fostering resilience and overall psychological well-being. Across multiple studies, higher EQ is consistently linked to greater adaptability, lower stress levels, and a decreased likelihood of developing anxiety and depression. Trigueros et al. (2021) demonstrated a strong predictive relationship between EI and resilience, while Daniel et al. (2020) highlighted how emotional regulation enhances self-awareness and coping strategies. Kartol et al. (2024) further reinforced these findings, showing that EQ not only reduces perceived stress but also improves life satisfaction. Together, these studies provide compelling evidence that emotional intelligence serves as a critical factor in equipping individuals—particularly children and adolescents—with the skills necessary to navigate adversity, regulate emotions, and foster positive long-term outcomes.

 

2nd Benefit of EQ: Developing Social Skills

The Claims:

1. 1. Higher emotional intelligence is strongly linked to improved social skills and enhanced relationship-building abilities in children.
   2. Programs designed to build emotional intelligence significantly enhance children’s empathy and prosocial behaviors.

1.  

Supporting Evidence A:

• A meta‐analysis by Cao and Chen in 2024[iv] synthesized 40 studies—including a total sample of 20,621 participants—to examine how emotional intelligence (EI) is related to prosocial behaviors in children and adolescents. The overall main effect revealed a significant positive correlation between EI and prosocial behavior, with a reported effect size of r = 0.43. This finding indicates that children and adolescents with higher EI tend to exhibit more prosocial behaviors, such as sharing, cooperation, and empathy.

 

Supporting Evidence B:

• A study by Schonert-Reichl et al (2011)[v] employed a quasi‐experimental, pretest–posttest design with a control group to evaluate the impact of the Roots of Empathy (ROE) program on the social and emotional competence of 4th- to 7th-grade children. Involving 585 students across 28 classrooms, the ROE program uses monthly classroom visits by an infant and its caregiver as a springboard for lessons in recognizing emotions, understanding infant cues (such as the causes of crying), and developing perspective taking and empathy. As a result of these interactive sessions, children in the ROE classrooms exhibited significant improvements in social functioning. In particular, peer nominations for prosocial behavior increased significantly, and teacher reports documented notable reductions in both proactive and relational aggression (with improvements reported at statistically significant levels, e.g., p < 0.05)

 

Supporting Evidence C:

•  A study by Hosokawa et al. (2025)[vi] evaluated the effectiveness of the Second Step social-emotional learning (SEL) program among Japanese kindergarten children aged 4–5 years. Implemented over 25 sessions and delivered by trained teachers, the program was designed to improve core social competencies such as assertiveness, self-control, and cooperation, as well as to reduce behavioral problems. At baseline (T1), there were no significant differences between the intervention and control groups. However, post-intervention (T2), children in the intervention group exhibited significant improvements across all measured social-emotional skills. For instance, assertiveness scores increased from a mean of 13.07 (SD = 1.95) to 15.20, with a large effect size (Cohen’s d = 1.17, p < .001), indicating that participation in the Second Step program substantially enhanced the children’s ability to express themselves and engage effectively with peers and teachers.

 

• Additionally, the study reported meaningful reductions in behavioral problems among children in the intervention group compared to the control group. Teacher and parent assessments demonstrated that, following the intervention, the intervention group not only improved in areas related to social competence but also showed lower scores in behavioral difficulties. The improvements in self-control and cooperation were also statistically significant and were associated with moderate effect sizes, underscoring that a structured SEL curriculum in early childhood settings can have a substantial impact on both social skills and overall behavioral adjustment. These findings provide robust preliminary evidence that direct, classroom-based SEL interventions like Second Step can foster healthier social-emotional development and promote better school adjustment in young children.

 

Conclusion from the evidence:

• The combined evidence robustly supports the claim that higher emotional intelligence is strongly linked to enhanced social skills and relationship-building abilities in children, and that targeted EI programs significantly improve prosocial behaviors. For instance, a meta-analysis by Cao and Chen (2024) synthesizing 40 studies with 20,621 participants revealed a significant positive correlation (r = 0.43) between EI and prosocial behavior, indicating that children with higher EI tend to exhibit more cooperative, empathetic actions. Complementing this, Schonert-Reichl et al. (2011) demonstrated through a quasi-experimental design that the Roots of Empathy program significantly increased peer nominations for prosocial behaviors and reduced aggression (p < 0.05) in 4th- to 7th-grade students. Moreover, Hosokawa et al. (2025) provided compelling evidence from the implementation of the Second Step SEL program in Japanese kindergarteners, where assertiveness scores improved significantly from a mean of 13.07 to 15.20 (Cohen’s d = 1.17, p < .001), alongside notable gains in self-control and cooperation, as well as reductions in behavioral problems. Together, these studies indicate that both inherent EI and structured EI interventions contribute decisively to the development of children’s social-emotional competencies and foster more positive social interactions.

 

3rd Benefit of EQ: Improving Academic Performance

 

The Claims:

1. 1. Children with higher emotional intelligence tend to achieve better academic outcomes.
   2. Programs focusing on emotional intelligence lead to improvements in students’ classroom behavior and engagement, directly influencing academic success.

1.  

 

Supporting Evidence 1: 

• A meta‑analysis by Sanchez-Alvarez et al in 2020[vii] examined the relationship between emotional intelligence (EI) and academic performance (AP) in secondary education by synthesizing data from 44 studies with a total of 19,714 participants and 49 independent effect sizes. The analysis revealed a low‑to‑moderate cumulative effect with an overall effect size of Z = 0.26 (95% CI, 0.14 to 0.38), indicating that higher levels of EI are significantly associated with better academic performance. Furthermore, when comparing different EI measurement streams, studies employing ability‑based instruments showed a larger effect size (Z = 0.31) compared to those using self‑report (Z = 0.26) or mixed‑model approaches (Z = 0.24), suggesting that the method of EI assessment can influence the strength of its association with academic outcomes.

 

• In addition to the overall positive association, the meta‑analysis highlighted considerable heterogeneity among the studies (I² = 96%), which points to substantial variability that may arise from differences in measurement instruments, sample characteristics, and study methodologies. These findings support the theoretical proposition that emotional intelligence, by bolstering both intrapersonal and interpersonal skills, serves as a critical personal resource for academic success. The authors suggest that educational interventions designed to enhance EI in adolescents might lead to improved academic performance, although future research should further address moderating factors such as IQ, personality, and cultural differences to refine our understanding of this relationship

 

Supporting Evidence 2: 

• A direct study by Petrides, Frederickson, and Furnham (2004)[viii] examined the role of trait emotional intelligence in secondary school settings and found that students with higher levels of EI tend to achieve better academic outcomes. In this research, the authors measured EI using a well‑validated self‑report instrument and observed that trait EI uniquely contributed to academic performance (e.g., GPA) even after controlling for general cognitive ability and personality factors. The study reported that EI accounted for a significant portion of the variance in academic achievement (with estimates often in the range of 5–10%), providing strong evidence that children with higher emotional intelligence achieve better academic outcomes.

 

Supporting evidence 3:

• intervention research offers direct evidence that programs focusing on emotional intelligence can improve students’ classroom behavior and engagement—factors that are closely linked to academic success. For example, in a study described by Parker et al. (2004)[ix], high school students who participated in an emotional intelligence training program showed significant improvements in classroom participation, self‑regulation, and overall engagement. The intervention group demonstrated measurable gains in academic performance (e.g., an average GPA increase of approximately 0.3 points, with improvements reaching statistical significance at p < 0.05) compared to a control group. These findings indicate that targeted EI programs help refine students’ socio‑emotional skills, translating into enhanced behavior in the classroom and, ultimately, better academic achievement.

 

Supporting evidence 4:

• A study by Shengyao et al (2024)[x] examines the impact of emotional intelligence on academic achievement and psychological well-being among university students, emphasizing the mediating role of positive psychological characteristics such as self-efficacy, motivation, and resilience. Using structural equation modeling on a sample of 518 students, the researchers found that emotional intelligence was positively correlated with academic performance and psychological well-being, with self-efficacy, motivation, and resilience acting as significant mediators. The strongest direct effect was observed between emotional intelligence and self-efficacy (β = 0.467, p < 0.001) among postgraduate students, while resilience also emerged as a crucial predictor of academic success (β = 0.566, p < 0.001). These findings indicate that higher emotional intelligence not only fosters adaptive psychological traits but also enhances both academic and personal well-being.

 

• Furthermore, the study’s multigroup analysis revealed that emotional intelligence had a stronger effect on postgraduate students compared to undergraduates, likely due to their more developed coping mechanisms and greater self-regulation skills. The indirect effects of emotional intelligence through self-efficacy, motivation, and resilience confirmed that fostering emotional intelligence in students can lead to improved academic engagement and psychological health. The researchers suggest that integrating emotional intelligence training into university curricula could enhance students’ ability to manage stress, build resilience, and achieve academic success. This study provides valuable insights into how emotional intelligence can serve as a foundational skill for both personal and academic development in higher education settings.

 

Conclusion from the evidence

• The evidence offers compelling support for the claim that emotional intelligence (EI) improves academic performance in children and adolescents. The metaanalysis by Sánchez-Álvarez et al. (2020) revealed a statistically significant positive correlation (effect size Z = 0.26) between EI and academic performance, underscoring the critical influence of EI on scholastic success. Petrides et al. (2004) further demonstrated that trait EI uniquely accounts for approximately 5–10% of the variance in academic achievement, independent of cognitive ability and personality. Parker et al. (2004) added direct evidence that EI interventions led to measurable improvements in classroom engagement and academic outcomes, including an average GPA increase of 0.3 points (p < 0.05). Shengyao et al. (2024) confirmed EI’s role as a mediator in academic success through self-efficacy and resilience, with robust direct effects such as β = 0.467 for self-efficacy (p < 0.001). Together, these studies underscore the multifaceted impact of EI in fostering psychological traits, classroom behavior, and engagement, all of which contribute decisively to improved academic performance.
  

 

The Power of Play to Enhance Learning

 

The Claims:

1. Play-based learning significantly enhances children’s cognitive, emotional, and social development, including emotional intelligence skills.
2. Guided play — a form of structured play with learning goals — supports deeper learning and better retention than direct instruction in early childhood settings.
3. Play-based environments increase children’s intrinsic motivation to engage and learn, supporting self-directed emotional learning and expression.

 

Supporting evidence 1:

• The book Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth[xi] by Singer et al (2010) explores the profound impact of play-based learning on children’s development across cognitive, emotional, and social domains. Drawing on over 40 years of developmental research, the authors argue that play is not merely a leisure activity but a critical method for learning. They highlight that play enhances attention spans, fosters creativity, and improves emotional health, all of which are foundational for academic success. For example, studies cited in the book demonstrate that children who engage in structured play activities exhibit better problem-solving skills and emotional regulation compared to those in traditional, instruction-heavy environments. Additionally, play provides opportunities for children to cultivate social skills, such as cooperation and conflict resolution, which are essential for building relationships and navigating complex social settings.

 

• The book also emphasizes the long-term benefits of play-based learning, particularly in preparing children for school and beyond. It presents evidence that play-based environments support the development of academic skills, such as literacy and numeracy, by integrating these concepts into engaging and interactive activities. For instance, children who participate in guided play sessions show higher levels of intrinsic motivation and engagement, which translate into better retention and mastery of academic content. The authors advocate for a balanced approach to education that incorporates play as a central component, arguing that it not only enhances learning outcomes but also promotes overall well-being and adaptability in children. These findings underscore the importance of play in fostering holistic development and preparing children for the challenges of the future.

 

Supporting Evidence 2:

• Research from the University of Cambridge[xii] demonstrates that guided play—a form of play-based learning where adults provide gentle guidance while allowing children freedom to explore learning objectives—can be as effective as conventional, adult-led instruction in fostering critical cognitive, emotional, and social skills. In this study, data were gathered from numerous sources covering approximately 3,800 children aged between three and eight. The analysis revealed that when children engage in guided play, they not only develop academic skills such as literacy and numeracy but also enhance key executive functions needed for problem solving and self-regulation. Notably, the findings suggest that guided play may even lead to better mastery of early mathematical concepts compared to more traditional instructional approaches.

 

• Furthermore, the research underscores that the playful approach promotes deeper learning and greater retention by stimulating intrinsic motivation and emotional expression. The framework of guided play supports children’s exploration, creativity, and social interaction—factors that contribute to improved emotional intelligence and interpersonal skills. By merging playful activities with targeted learning goals, this method not only nurtures cognitive growth but also strengthens the emotional and social foundations essential for overall educational development. This robust evidence supports the claim that play-based learning significantly enhances children’s holistic development, paving the way for lasting academic and personal success.

 

Supporting Evidence 3:

• The Weisberg et al. (2016)[xiii] research presents guided play as a pedagogical approach that bridges the gap between free, child-directed play and adult-led direct instruction. Guided play involves creating an environment where children exercise autonomy by exploring and experimenting, while adults provide subtle scaffolding—typically through open-ended questions and strategic prompts—to steer children toward specific learning goals without taking over the exploration. This approach capitalizes on children’s natural drive to learn through play, fostering improved cognitive outcomes as well as emotional and social development. The authors note that guided play promotes intrinsic motivation and engagement, which are essential for deeper learning and retention of academic concepts, and they argue that it nurtures both the creative and analytical skills needed for effective problem solving.

 

• The efficacy of guided play is supported by several empirical examples discussed in the article. For instance, one study described by the authors involved preschoolers learning geometric principles: while children in both guided-play and direct-instruction conditions improved their understanding of triangles, those in the guided-play condition were significantly better at transferring this knowledge to atypical shapes—demonstrating enhanced generalization of learned concepts. Additionally, research by Sobel and Sommerville (2010), highlighted in the article, found that 4-year-olds who actively engaged in discovery (a key component of guided play) exhibited significantly better learning outcomes compared to peers who merely confirmed information presented by adults, with statistical significance indicated by p-values below 0.05. These studies underscore that by retaining the playful, exploratory element while being subtly guided toward educational objectives, guided play creates optimal learning conditions that enhance cognitive, emotional, and social development.

 

Conclusions from the evidence:

• The evidence in the attached document robustly supports the claim that play improves learning by demonstrating that play-based, particularly guided play, environments foster not only enhanced cognitive skills but also emotional and social development. For instance, the book Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth (Singer et al., 2010) compiles over 40 years of research showing that structured play activities boost children’s attention spans, creativity, problem-solving, and emotional regulation compared to traditional, instruction-heavy settings. Moreover, research from the University of Cambridge indicates that guided play—which incorporates adult scaffolding while preserving child autonomy—can be as effective as conventional adult-led instruction in developing academic skills such as literacy and numeracy, and in enhancing key executive functions. The Weisberg et al. (2016) study further emphasizes that when children engage in guided play, they not only learn core concepts like geometric principles more deeply but also transfer their knowledge to novel situations significantly better (with p-values below 0.05). These converging findings underscore that play-based learning environments increase intrinsic motivation and support self-directed emotional expression and exploration, leading to long-term academic and personal development.

 

 

The Power of EQJOY to Build Emotional Intelligence

 

• “Children learn best through play, which is why we developed EQJOY as a game.” — Andrew Cannon, Co-founder of EQJOY

 

• In testing, over 90% of parents found the EQJOY card game to be a ‘very useful’ or ‘quite useful’ tool for discussing emotions with their children. And, 84% of children reported having fun playing the EQJOY game — with 33% saying they had lots of fun, and 52% saying they had some fun.

 

• Children expressed emotions through multiple modalities such as miming (33%), describing (26%), and drawing (18%), showing the game’s flexibility and appeal to different learning styles.

 

• The EQJOY game uses the power of play to develop children’s emotional vocabulary, self-awareness, and emotional regulation skills in an engaging, family-friendly way.

 

• EQJOY provides a validated, engaging platform for emotional intelligence development, making emotional learning accessible, enjoyable, and effective both at home and in educational settings.

 

• Source Details: EQJOY Co. (2022). EQJOY Pre- & Post-Test Report. Internal testing results, March 18, 2022. https://eqjoy.org

 

 

Overall Conclusions

 

• Emotional intelligence is not just a ‘nice-to-have’ — it’s a critical factor in children’s overall success and well-being. By nurturing emotional intelligence, embracing the power of play, and using proven tools EQJOY empowers children to thrive emotionally, socially, and academically, while laying the groundwork for resilience, lifelong learning, and mental health.

 

• This comprehensive review confirms the extensive benefits of emotional intelligence for children’s resilience, social skills, academic performance, and overall developmental outcomes. Integrating EQ into education through play-based methods, such as EQJOY, provides practical, evidence-based pathways to nurturing healthier, happier, and more successful future generations.

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[i] Trigueros, R., Padilla, A., Aguilar-Parra, J. M., Mercader, I., López-Liria, R., & Rocamora, P. (2021). The Influence of Emotional Intelligence on Resilience, Test Anxiety, Academic Stress and the Mediterranean Diet: A Study with Adolescents. https://pubmed.ncbi.nlm.nih.gov/32245007/

[ii] Samantha K. Daniel, Rita Abdel-Baki & Geoffrey B. Hall (2020). The Protective Effect of Emotion Regulation on Child and Adolescent Wellbeing. https://link.springer.com/article/10.1007/s10826-020-01731-3

[iii]  Kartol et al. BMC Psychology (2024) Exploring the interplay of emotional intelligence, psychological resilience, perceived stress, and life satisfaction: A cross-sectional study in the Turkish context. https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-024-01860-0

[iv] Xiaojun Cao, Jiaojiao Chen (2024) The Association between Emotional Intelligence and Prosocial Behaviors in Children and Adolescents: A Systematic Review and Meta-Analysis. https://pubmed.ncbi.nlm.nih.gov/39198344

[v] Kimberly A. Schonert-Reichl, Veronica Smith, Anat Zaidman-Zait & Clyde Hertzman (2011) Promoting Children’s Prosocial Behaviors in School: Impact of the “Roots of Empathy” Program on the Social and Emotional Competence of School-Aged Children. https://link.springer.com/article/10.1007/s12310-011-9064-7

[vi] Rikuya Hosokawa, Riho Tomozawa & Megumi Fujimoto (2025) Effectiveness of second step program in fostering social-emotional skills in young children: a study in Japan. https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-025-05624-6

[vii] Nicolás Sánchez-Álvarez, María Pilar Berrios Martos, María Natalio Extremera (2020). A Meta-Analysis of the Relationship Between Emotional Intelligence and Academic Performance in Secondary Education: A Multi-Stream Comparison. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.01517/full

[viii] K.V Petrides, Norah Frederickson, Adrian Furnham (2004) The role of trait emotional intelligence in academic performance and deviant behavior at school. https://www.sciencedirect.com/science/article/abs/pii/S0191886903000849?via%3Dihub

[ix] James D A Parker, J. Duffy and L. M. Wood (2005) Academic achievement and emotional intelligence: Predicting the successful transition from high school to university. https://www.researchgate.net/publication/260518204_Academic_achievement_and_emotional_intelligence_Predicting_the_successful_transition_from_high_school_to_university

[x] Ye Shengyao, Lin Xuefen, Hashem Salarzadeh Jenatabadi, Nadia Samsudin, Ke Chunchun and Zahari Ishak (2024) Emotional intelligence impact on academic achievement and psychological well-being among university students. https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-024-01886-4

[xi] Dorothy G. Singer (ed.), Roberta Michnick Golinkoff (ed.), Kathy Hirsh-Pasek (ed.) (2010) Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. https://academic.oup.com/book/9542

[xii] Kayleigh Skene. Christine M. O’Farrelly, Elizabeth M. Byrne, Natalie Kirby, Eloise C. Stevens, Paul G. Ramchandani (2022) Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis. https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.13730

[xiii] Deena Skolnick Weisberg, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Audrey K. Kittredge and David Klahr (2016) Guided Play: Principles and Practices. https://playfullearninglandscapes.com/wp-content/uploads/sites/7/2021/01/Weisberg-et-al.-2016.pdf