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S. Lynneth Solis
S. Lynneth Solis
Researcher, Harvard Graduate School of Education
Verified email at gse.harvard.edu
Title
Cited by
Cited by
Year
Accessing the inaccessible: Redefining play as a spectrum
JM Zosh, K Hirsh-Pasek, EJ Hopkins, H Jensen, C Liu, D Neale, SL Solis, ...
Frontiers in Psychology 9, 1124, 2018
3322018
Learning through play: A review of the evidence
JN Zosh, EJ Hopkins, H Jensen, C Liu, D Neale, K Hirsh-Pasek, SL Solis, ...
LEGO Fonden, 2017
3232017
The role of play in children's development: A review of the evidence
D Whitebread, D Neale, H Jensen, C Liu, SL Solis, E Hopkins, ...
LEGO Fonden, 2017
1442017
Neuroscience and learning through play: A review of the evidence
C Liu, SL Solis, H Jensen, E Hopkins, D Neale, J Zosh, K Hirsh-Pasek, ...
LEGO Fonden, 2017
62*2017
With awareness comes competency: The five awarenesses of teaching as a framework for understanding teacher social-emotional competency and well-being
V Rodriguez, S Lynneth Solis, B Mascio, K Kiely Gouley, PA Jennings, ...
Early Education and Development 31 (7), 940-972, 2020
522020
Children’s exploration of physical phenomena during object play
SL Solis, KN Curtis, A Hayes-Messinger
Journal of Research in Childhood Education 31 (1), 122-140, 2017
452017
The state of play in school: defining and promoting playful learning in formal education settings
B Mardell, S Lynneth Solis, O Bray
International Journal of Play 8 (3), 232-236, 2019
392019
Action at an attentional distance: A study of children's reasoning about causes and effects involving spatial and attentional discontinuity
TA Grotzer, SL Solis
Journal of Research in Science Teaching 52 (7), 1003-1030, 2015
362015
Teachers' awareness of the learner-teacher interaction: Preliminary communication of a study investigating the teaching brain
V Rodriguez, S Lynneth Solis
Mind, Brain, and Education 7 (3), 161-169, 2013
312013
A study of students’ reasoning about probabilistic causality: Implications for understanding complex systems and for instructional design
TA Grotzer, SL Solis, MS Tutwiler, MP Cuzzolino
Instructional Science 45 (1), 25-52, 2017
282017
Leveraging fourth and sixth graders’ experiences to reveal understanding of the forms and features of distributed causality
TA Grotzer, K Derbiszewska, SL Solis
Cognition and Instruction 35 (1), 55-87, 2017
232017
They work together to roar: Kindergartners’ understanding of an interactive causal task
SL Solis, TA Grotzer
Journal of Research in Childhood Education 30 (3), 422-439, 2016
42016
“There must be a cat nearby”: Kindergarteners’ reasoning about action at an attentional distance
SL Solis, TA Grotzer, KN Curtis, RG Sese, EY Chen
Journal of Educational and Developmental Psychology 9 (2), 182-182, 2019
32019
Complicating STEAM: A Critical Look at the Arts in the STEAM Agenda
EP Clapp, SL Solis, CKN Ho, AR Sachdeva
Encyclopedia of Educational Innovation, 1-4, 2019
22019
Testing a curriculum for teaching action at a distance to sixth graders
MD Gramling, SL Solis, KM Derbiszewska, TA Grotzer
National Association for Research in Science Teaching Conference, Pittsburgh, PA, 2014
22014
Curating experience: The role of learner agency in museums and schools and the development of adaptive expertise
TA Grotzer, SL Solis
Cognitive Development in Museum Settings, 223-233, 2015
12015
Incorporating play into the preschool curriculum in a Kogi community of the Sierra Nevada de Santa Marta
SL Solis
Play and Curriculum: Play & Culture Studies 15, 11, 2019
2019
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Articles 1–17