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Full Description
Why is it that the best and brightest of our children are arriving at college too burned out to profit from the smorgasbord of intellectual delights that they are offered? Why is it that some preschools and kindergartens have a majority of children struggling to master cognitive tasks that are inappropriate for their age? Why is playtime often considered to be time unproductively spent?
In Play=Learning, top experts in child development and learning contend that the answers to these questions stem from a single source: in the rush to create a generation of Einsteins, our culture has forgotten about the importance of play for children's development. Presenting a powerful argument about the pervasive and long-term effects of play, Singer, Golinkoff, and Hirsh-Pasek urge researchers and practitioners to reconsider the ways play facilitates development across domains. Over forty years of developmental research indicates that play has enormous benefits to offer children, not the least of which is physical activity in this era of obesity and hypertension. Play provides children with the opportunity to maximize their attention spans, learn to get along with peers, cultivate their creativity, work through their emotions, and gain the academic skills that are the foundation for later learning. Using a variety of methods and studying a wide range of populations, the contributors to this volume demonstrate the powerful effects of play in the intellectual, social, and emotional spheres.
Play=Learning will be an important resource for students and researchers in developmental psychology. Its research-based policy recommendations will be valuable to teachers, counselors, and school psychologists in their quest to reintroduce play and joyful learning into our school rooms and living rooms.
Contents
PROLOGUE
1. Why Play=Learning: A Call for Change
Roberta M. Golinkoff, Kathryn A. Hirsh-Pasek, and Dorothy G. Singer
CHALLENGES TO PLAY
2. The Cognitive Child vs. the Whole Child: Lessons from 40 Years of Head Start
Edward F. Zigler and Sandra J. Bishop-Josef
3. The Role of Recess in Primary School
Anthony D. Pellegrini and Robyn M. Holmes
SHOOL READINESS - SCHOOL STANDARDS
4. Standards, Science, and the Role of Play in Early Literacy Education
James F. Christie and Kathleen A. Roskos
5. Make-Believe Play: Wellspring for Development of Self-Regulation
Laura E. Berk, Trisha D. Mann, and Amy T. Ogan
6. 'My Magic Story Car': Video-Based Play Intervention to Strengthen Emergent Literary of At-Risk Preschoolers
Harvey F. Bellin and Dorothy G. Singer
7. Narrative Play and Emergent Literacy: Storytelling and Story-acting Meets Journal Writing
Angelika Nicolopoulou, Judith McDowell, and Carolyn Brockmeyer
8. Mathematical Play and Playful Mathematics: A Guide for Early Education
Herbert P. Ginsburg
MEDIA AND COMPUTERS
9. Media Use by Infants and Toddlers: A Potential for Play
Deborah S. Weber
10. Computer as Paint Brush: Technology, Play, and the Creative Society
Mitchel Resnick
PLAY WITH DYSFUNCTIONAL CHILDREN
11. Pretend Play and Emotion Learning in Traumatized Mothers and Children
Wendy Haight, James Black, Teresa Jacobsen, and Kathryn Sheridan
12. Play and Autism: Facilitating Symbolic Understanding
Melissa Allen Preissler
EPILOGUE
13. Learning to Play and Learning Through Play
Jerome L. Singer
Index/Contributors
