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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academic and social achievement activities adults assessment Barnett Berk Bredekamp Burchinal Burts Charlesworth Child Development Childhood Research Quarterly children learn Children’s play Christie cognitive and socialemotional contexts curricula curriculum D. G. Singer Developmental Psychology developmentally appropriate classrooms developmentally appropriate practices directinstruction classrooms dramatic play early childhood education Early Childhood Research Education of Young effects emergent literacy emotional engage enhances children’s cognitive environments experiences experimental fantasy Feiler free play Ginsburg guided play Hart High/Scope HirshPasek HirshPasek Eds Hyson instruction Kagan kindergarten language Learning in Preschool literacy skills longitudinal lowincome mathematics McLoyd motivates and enhances outcomes Oxford University Press parents pedagogy peers phonological awareness Pianta play and playful play motivates playbased playful learning Policy preschool education pretend play problem solving programs Ramey Rescorla Retrieved Ritchel Roskos Sarama school readiness selfregulation Smilansky social skills socialemotional growth sociodramatic play spatial Stipek studies teachers toys universal preschool wholechild York young children