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

ISBN-13: 978-0195382716 ISBN-10: 0195382714 Edition: 1st

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Product Details

  • Paperback: 144 pages
  • Publisher: Oxford University Press, USA; 1 edition (October 16, 2008)
  • Language: English
  • ISBN-10: 0195382714
  • ISBN-13: 978-0195382716
  • Product Dimensions: 7.9 x 5.4 x 0.4 inches
  • Shipping Weight: 6.4 ounces (View shipping rates and policies)
  • Average Customer Review: 4.2 out of 5 stars  See all reviews (4 customer reviews)
  • Amazon Best Sellers Rank: #622,566 in Books (See Top 100 in Books)

Editorial Reviews

Review


"This brief, convincing book is a valuable read for several audiences...Teacher educators and trainers as well as curriculum developers will find strong support for bringing play back to the classrooms. Lastly, parents will find it an eye-opener to the value of play and the critical role that make-believe play has in developing a child's competencies, both academic and social-emotional."--Preschool Matters


"Amid the increasing emphasis on standards and assessment in preschool education, are policymakers losing sight of the value of play? This book, by four distinguished investigators in the field, suggests that they are. After reviewing decades of research, the authors conclude that 'children need both unstructured free play and playful learning under the gentle guidance of adults to best prepare them for entrance into formal school.'"--Fairfax Futures


"A Mandate for Playful Learning in the Preschool: Presenting the Evidence offers strong new ammunition desperately needed to halt the forces that devalue play...the fact that this book gets right to the points that it so compellingly makes may, in itself, attract busy readers as well as give believers resource material for framing their own approaches...I highly recommend this book. It articulates the beliefs of play specialists and scholars beautifully in an evidence-based context."--Karen VanderVen as reviewed in American Journal of Play


About the Author

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 of Pennsylvania. 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 Psychological Association 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 University of 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 dozens of journal articles, chapters, and academic books.

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8 of 8 people found the following review helpful By Barbara B on March 14, 2011
Format: Paperback Verified Purchase
In looking for sound early years research which is not tempered by assessment driven curriculum I found this book to be of the highest standard. It states in clear language the types of programs which early years educators have been trying to convince others of for many years. It is a little gem. Well done to the authors. A must read for those early educators who find the push down hot-housing of children who are six and below really distressing.
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By inferiordecorator on January 15, 2013
Format: Paperback Verified Purchase
As a preschool teacher of special needs students, I found this book validating as I strive to carve out a little place for them to engage in exploratory, playful, meaningful learning.
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By lmassey on November 3, 2012
Format: Paperback Verified Purchase
I bought the book to do research for a paper that I am writing and the information in the book gave me tons of information and my first five pages came out this book.
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2 of 12 people found the following review helpful By C. Loucks on May 21, 2010
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i am a mother of 2 young children and bought this book in hopes to find some ideas to help get them ready for preschool/kindergarten. not in this book. more of a reference book for people in the education profession, mostly trying to persuade you to use the playful learning technique, but never really told you how to do it. kind of frustrating.
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