Evaluations / Research

No program – no matter how sound it is – can have impact if its essential elements are not used.
Yap, K., Aldersebaes, I., Railsback, J., Shaughnessy, J., & Speth, T. (2000)

Below is some research specifically conducted to evaluate the effectiveness of Play Is The Way® for the development of personal and social capabilities in a primary school setting.

The sample size for each project was small. Our hope is that the positive results will eventually lead to research on a larger scale.

Plut, M (2015) – Developing Emotional Regulation in the Classroom Using Play is the Way® (Masters Action Research Study) Kamloops, BC Gonzaga University.

McInnes, E., Whitington, V. & Diamond, A. (2013). Developing Trauma Informed Pedagogy in a year 2/3 Classroom.

Carter, S.C. (2013). Is Play the Way? Investigating the effect of an experiential learning program on self-awareness (Unpublished undergraduate thesis). The University of Queensland, Australia.

Dr Elspeth McInnes AM, Ms Alexandra Diamond, Dr Victoria Whitington (2014) The-Wellbeing-Classroom-Report Developing trauma informed pedagogy in a Year 2-3 classroom: An evaluation of a Salisbury Communities for Children school based project. University of South Australia, Adelaide, Australia

Street, H., Hoppe, D., Kingsbury, D., & Ma, T. (2004). The Game Factory: Using Cooperative Games to Promote Pro-social Behaviour Among Children. Australian Journal of Educational & Developmental Psychology, 4, 97-109 (Please note: Play Is The Way was formerly know as The Game Factory)