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It synthesizes evidence from psychology, education, speech-language pathology, early intervention, and library science, covering both experimenter-developed and commercial games. The review examines outcomes across mathematics, science, and language, as well as social, emotional, and cultural understanding, addressing classroom and therapy contexts and home and community settings. It highlights cooperative play as a promising driver of multidomain learning and identifies gaps for future research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-power-of-board-games-for-multidomain-learning-in-young-children/591869/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-power-of-board-games-for-multidomain-learning-in-young-children/591869.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper review about board games and young children?","Question",{"text":112,"@type":113},"It reviews learning related to mathematics, science, language, and social, emotional, and cultural understanding in young children. It draws on studies across multiple disciplines and also includes informal professional sources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were board games used in the authors’ 2019 library events?",{"text":117,"@type":113},"The authors hosted “Family Board Game Fun” drop-in events to encourage communicative interactions in a playful setting. They introduced families to age-appropriate board games (as young as two, under fifteen minutes) and shared information through posters.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper emphasize cooperative play?",{"text":121,"@type":113},"It highlights cooperative board games as a promising way to foster multidomain learning. The authors also note that the research in many areas is still emerging and warrants further investigation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591869,1792208877,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","The Power of Board Games for Multidomain Learning in Young Children  \n•  \nDaniela K. O’Neill and Paige E. Holmes  \nThe authors conduct a broad, cross-cultural review of the literature in fields such as psychology, education, speech-language pathology, early intervention, and library science concerned with board games and learning in young children. They include experimenter-developed and commercial board games and children’s learning in mathematics, science, and language, as well as social, emotional, and cultural understanding. The authors discuss findings related to teaching and the classroom, speech-language therapy, intervention programs, and home and community settings such as libraries. Pointing to the nascent nature of the research in many areas, they highlight how board games, especially those featuring cooperative play, can foster multidomain learning and offer promising avenues for future research. Key words: board games; learning; play, playful learning; tabletop games; young children  \nIntroduction  \nIn summer 2019 , in a graduate seminar on children’s language development, we hosted a series of drop-in Family Board Game Fun events at a local library. Our goal was to promote communicative interactions rich in learning opportunities for children in a playful setting. We decided to do so by introducing families with young children at these events to the many new board games available for children—games that foster different kinds of learning and feature different and engaging themes. These games offered cooperative and competitive play in versions for children as young as two and had short playing times of less than fifteen minutes. To inform and engage parents further at the events, we highlighted different types of learning afforded by the board  \n58  \nAmerican Journal of Play, volume 14, number 1 © 2022 by The Strong Contact Daniela K. O’[Neill at doneill@uwaterloo.ca](Neill at doneill@uwaterloo.ca)  \ngames for children under twelve in a set of posters for the events based on a brief literature review.  \nThe board games and the information in our posters proved both new and of interest to many patrons, including parents, teachers, and librarians. Parents who first declined our invitation to drop in, often claimed that their children were too young or that they did not have enough time. When we described the features of our games, many families came to take a look, then chose a game and began playing. The events became a big success, and the room soon filled up with talk and laughter and play with siblings, parents, and grandparents, and play in several languages other than English. Feedback offered to the library was enthusiastic and included requests for a permanent, circulating collection of games.  \nWhen COVID-19 forced the library to close, we pivoted to conduct a more thorough and exhaustive literature search and review of learning during boardgame play for children of elementary school age and younger (two to twelve years old) . Our review of this literature considers academic work from both experimental and nonexperimental fields and contributions from more informal sources such as blogs written by speech-language pathologists and other professionals working with children. Although the board games mentioned in these informal sources have yet to attract much academic research, they are extensively discussed informally by the experts in these areas. Moreover, some board game manufacturers already consider children’s development in domains such as language when designing their games, even producing pamphlets along with their games with tips for parents (HABA 2016) .  \nWe seek to present and summarize these findings about children’s learning related to mathematics; science; language; and social, emotional, and cultural understanding. Our goal is to help both academic and nonacademic audiences gain a more detailed picture of what we know so far about young children’s learning from board games. Further knowledge ","cbCait2ffl1bCZRl","https://ap.wps.com/l/cbCait2ffl1bCZRl","pdf",349011,41,"English","# Introduction\n## Family Board Game Fun events (2019)\n## COVID-19 literature review\n## Goals and audiences\n# The Landscape of Board Games and the Games Appearing in Our Review\n## Types of board games and tabletop games\n## Research-developed games and game categories","[{\"question\":\"What does the paper review about board games and young children?\",\"answer\":\"It reviews learning related to mathematics, science, language, and social, emotional, and cultural understanding in young children. It draws on studies across multiple disciplines and also includes informal professional sources.\"},{\"question\":\"How were board games used in the authors’ 2019 library events?\",\"answer\":\"The authors hosted “Family Board Game Fun” drop-in events to encourage communicative interactions in a playful setting. They introduced families to age-appropriate board games (as young as two, under fifteen minutes) and shared information through posters.\"},{\"question\":\"Why does the paper emphasize cooperative play?\",\"answer\":\"It highlights cooperative board games as a promising way to foster multidomain learning. The authors also note that the research in many areas is still emerging and warrants further investigation.\"}]","The Power of Board Games for Multidomain Learning in Young Children | PDF",1792073371,103]