JLC Mission-Related Resources

These impactful works embody and inspire the core values of the Collaborative, highlighting playful, inquiry-driven, and culturally responsive education. This collection is just a glimpse—feel free to contact us for additional resources or recommendations.

Research & Resources

Explore the research and resources that shape the work of the Joyful Learning Collaborative. This collection features publications by our members and influential works aligned with our mission to foster joyful, equitable, and innovative educational practices. Together, these works illuminate pathways to creating inclusive and engaging learning environments for all children.

Equity & Inclusion in Education

Calabrese Barton, A., & Tan, E. (2020). Beyond equity as inclusion: A framework of “rightful presence” for guiding justice-oriented studies in teaching and learning. Educational Researcher, 49(6), 433-440. https://doi.org/10.3102/0013189X20927363

Kaczmarczyk, A., Allee, K.A., & Roberts, S. K. (2023). Reading, ‘riting, and (anti-)racism: Using picturebooks to teach today’s anti-racist children. Early Childhood Education Journal. 1–11. https://doi.org/10.1007/s10643-023-01502-x.

Kaczmarczyk, A.B., Allee-Herndon, K. A., & Roberts, S. K. (2019). Using literacy approaches to begin the conversation on racial illiteracy. The Reading Teacher, 72(4), 523–528. https://doi.org/10.1002/trtr.1757.

Kurian, N. (2024). Building inclusive, multicultural early years classrooms: Strategies for a culturally responsive ethic of care. Early Childhood Education Journal, 52(5), 863-878. https://doi.org/10.1007/s10643-023-01456-0

Play-Based and Joyful Learning

Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Becoming brilliant: What science tells us about raising successful children. American Psychological Association LifeTools.

Hirsh-Pasek, K., Golinkoff, R. M., Nesbitt, K., Lautenbach, C., Blinkoff, E., & Fifer, G. (2022). Making schools work: Bringing the science of learning to joyful classroom practice. Teachers College Press.

Nesbitt, K. T., Blinkoff, E., Golinkoff, R. M., & Hirsh-Pasek, K. (2023). Making schools work: An equation for active playful learning. Theory Into Practice, 62(2), 141-154. doi:10.1080/00405841.2023.2202136

Parker, R., Thomsen, B. S., & Berry, A. (2022, February). Learning through play at school–A framework for policy and practice. Frontiers in Education, 7, 751801). https://doi.org/10.3389/feduc.2022.751801

Early Childhood and Elementary Education

Bailey, D. H., Duncan, G. J., Murnane, R. J., & Au Yeung, N. (2021). Achievement gaps in the wake of COVID-19. Educational Researcher, 50(5), 266-275. https://doi.org/10.3102/0013189X211011237

Conklin, H. G. (2014). Toward more joyful learning: Integrating play into frameworks of middle grades teaching. American Educational Research Journal, 51(6), 1227-1255. https://doi.org/10.3102/0002831214549451

Finders, J. K., McClelland, M. M., Geldhof, G. J., Rothwell, D. W., & Hatfield, B. E. (2021). Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills. Early Childhood Research Quarterly, 54, 72-85. https://doi.org/10.1016/j.ecresq.2020.07.008

Haslip, M.J., & Gullo, D.F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46, 249–264. https://doi.org/10.1007/s10643-017-0865-7

Teacher Preparation and Professional Development

Allee, K. A., & Castner, D. J. (2024). Can implementing a developmental approach to teacher preparation help diversify the teaching force? Presenting an illustrative continuum of four unique teacher candidates. Journal of Education, 205(1), 56–71. https://doi.org/10.1177/00220574241289596

Brown, C. P. (2021). Resisting the kinder-race: Restoring joy to early learning. Teachers College Press.

Gunn, A. A., Bennett, S. V., Alley, K. M., Barrera IV, E. S., Cantrell, S. C., Moore, L., & Welsh, J. L. (2021). Revisiting culturally responsive teaching practices for early childhood preservice teachers. Journal of Early Childhood Teacher Education, 42(3), 265-280. https://doi.org/10.1080/10901027.2020.1735586

Karjalainen, S. (2020). Joy as a practice: Performing joy in children’s everyday relations in early childhood education settings. Early Child Development and Care, 190(10), 1654-1665. https://doi.org/10.1080/03004430.2020.1775593

Helpful Websites Supporting
Playful Learning and Holistic Child Well-Being

National Association for the Education of Young Children (NAEYC)
Provides resources on developmentally appropriate practices and the importance of play in early childhood education.
UNICEF Parenting
Offers guidance on child development, well-being, and the role of play in learning.
Child Mind Institute – Family Resource Center
Features articles and videos to support children's mental health and development.
Playful Learning
Focuses on bringing education to life through play-based learning strategies for families and educators.
Center for Child Well-Being
Supports parents and professionals in promoting child well-being and mental health.
Center on the Developing Child at Harvard University
Provides science-based resources and frameworks to improve outcomes for children and families.
Active Playful Learning
Explores the integration of active, playful, and engaging strategies into classroom learning.
UNICEF Convention on the Rights of the Child
Highlights the rights of children and provides information on global efforts to ensure their well-being and development.