A Mandate for Playful Learning in Preschool: Applying the Scientific Evidence
Oxford University Press, Oct 16, 2008 - Psychology - 144 pages
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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ability academic and social achievement activities adults assessment Barnett Berk Bodrova & Leong Bredekamp Burts Charlesworth chil Child Development Childhood Research Quarterly children’s play Christie cial contexts curricula curriculum Developmental Psychology developmentally appropriate classrooms direct-instruction classrooms dramatic play dren early childhood education Early Childhood Research effects emergent literacy emotional engage enhances children’s cognitive environments experiences experimental fantasy free play Ginsburg guided play Hart High/Scope Hirsh-Pasek Eds instruction intentionally left blank Kagan kindergarten language Learning in Preschool longitudinal low-income math mathematics ment mental Psychology motivates and enhances outcomes parents peers phonological awareness play and playful play motivates play-based learning playful learning practices preschool education preschool pedagogy pretend play problem solving programs Psychology R. M. Golinkoff reading Retrieved role of play Roskos Sarama school readiness self-regulation Singer social skills sociodramatic play spatial Stipek studies teachers teaching toys Universal preschool University Press whole child Whole New Mind York