A Mandate for Playful Learning in Preschool: Applying the Scientific Evidence (Google eBook)

Front Cover
Oxford University Press, Sep 18, 2008 - Psychology - 144 pages
4 Reviews
We are robbing young children of play time at home and school in an effort to give them a head start on academic skills like reading and mathematics. Yet the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The authors present scientific evidence in support of three points: 1) children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; 2) academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and 3) learning and play are not incompatible. Rather, playful learning captivates children's minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. Written in clear and expressive language, this book offers a comprehensive review of research supporting playful learning along with succinct policy and practice recommendations that derive from this research. A Mandate for Playful Learning in Preschool is a must read for teachers, policy makers, and parents interested in educating a generation of life-long learners who are ready for school and ready to compete in the knowledge-based economy of the 21st century.
  

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Review: A Mandate for Playful Learning in Preschool: Presenting the Evidence

User Review  - Madeleine - Goodreads

The title describes it accurately-- a mandate based on evidence. Read full review

Review: A Mandate for Playful Learning in Preschool: Presenting the Evidence

User Review  - Goodreads

The title describes it accurately-- a mandate based on evidence. Read full review

Contents

Executive Summary
3
What Happened to Playful Learning in Preschool?
5
The Evidence for Playful Learning in Preschool
17
Epilogue
57
Recommendations for Policy and Practice
67
Notes
75
Bibliography
85
Author Index
109
Subject Index
115
Copyright

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About the author (2008)

Kathy Hirsh-Pasek is the Stanley and Debra Lefkowitz Professor in the Department of Psychology at Temple University, where she serves as Director of the Infant Language Laboratory. She received her bachelor's degree from the University of Pittsburgh and her Ph.D. from University ofPennsylvania. Her research in the areas of early language development and infant cognition has been funded by the National Science Foundation and the National Institutes of Health and Human Development, resulting in 9 books and numerous publications. She is a Fellow of the American PsychologicalAssociation and the American Psychological Society, serves as the Associate Editor of Child Development, and is treasurer of the International Association for Infant Studies. Roberta Michnick Golinkoff obtained her doctorate from Cornell University. After a postdoctoral fellowship at the Universityof Pittsburgh's Learning Research and Development Center, she joined the University of Delaware. She holds an H. Rodney Sharp Chair in the School of Education, with joint appointments in Psychology and Linguistics. A Guggenheim Fellow and a James McKeen Cattell award winner, she has written dozensof journal articles, chapters, and academic books.

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