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A Mandate for Playful Learning in Preschool: Presenting the Evidence 1st Edition

4.4 out of 5 stars 5 customer reviews
ISBN-13: 978-0195382716
ISBN-10: 0195382714
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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

Dorothy G. Singer received her doctorate in School Psychology from Teachers College, Columbia University. She is Senior Research Scientist, Department of Psychology, Yale University. She is also Co-Director, with Jerome L. Singer, of the Yale University Family Television Research and Consultation
Center. An expert on early childhood development, television effects on youth, and parent training in imaginative play, she has written 20 books and over 150 articles. Her latest books with Jerome L. Singer are Handbook of Children and the Media, Make-Believe: Games and Activities for Imaginative
Play, and Imagination and Play in the Electronic Age, =. She co-edited, with Edward F.Zigler and Sandra J.Bishop-Josef, Children's Play: Roots of Reading, , which was selected for CHOICE's Outstanding Academic Title list. Singer received the award for Distinguished Scientific Contributions to the
Media by Division 46 of APA in 2004.
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, the latest of which is Action Meets Word: How Children Learn Verbs (OUP 2005), edited with Kathy Hirsh-Pasek. Committed
to dissemination, Golinkoff lectures internationally and has written two popular press books with Kathy Hirsh-Pasek: How Babies Talk and Einstein Never Used FlashCards: How Our Children Really Learn and Why They Need to Play More and Memorize Less, which was awarded the Multiple Sclerosis Society's
Books for a Better Life award. Play=Learning is that book's mantra.
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. With Roberta Michnick Golinkoff, she is co-editor of Action Meets Word: How Children Learn Verbs (OUP 2005) and co-author of How Babies Talk
and Einstein Never Used Flashcards: How Children Really Learn and Why They Need To Play More and Memorize Less. Hirsh-Pasek has published more than 100 professional articles and has given over 80 invited lectures around the world.


Laura E. Berk is a distinguished professor of psychology at Illinois State University, where she has taught child and human development to both undergraduate and graduate students for more than three decades. She received her bachelor's degree in psychology from the University of California, Berkeley, and her master's and doctoral degrees in child development and educational psychology from the University of Chicago. She has been a visiting scholar at Cornell University, UCLA, Stanford University, and the University of South Australia. Berk has published widely on the effects of school environments on children's development, the development of private speech, and most recently, the role of makebelieve play in development. Her research has been funded by the U.S. Office of Education and the National Institute of Child Health and Human Development. It has appeared in many prominent journals, including "Child Development, Developmental Psychology, Merrill-Palmer Quarterly, Journal of Abnormal Child Psychology, Development and Psychopathology, "and "Early Childhood Research Quarterly. "Her empirical studies have attracted the attention of the general public, leading to contributions to "Psychology Today "and "Scientific American." Berk has served as research editor for "Young Children "and consulting editor for "Early Childhood Research Quarterly "and the "Journal of Cognitive Education and Psychology. "She is a frequent contributor to edited volumes on early childhood development, having recently authored chapters on the importance of parenting, on make-believe play and self-regulation, and on the kindergarten child. She has also written the chapter on development for "The Many Faces ofPsychological Research in the Twenty-First Century "(Society for the Teaching of Psychology), the chapter on social development for "The Chicago Companion to the Child, "the article on Vygotsky for the "Encyclopedia of Cognitive Science, "and the chapter on storytelling as a teaching strategy for "Voices of Experience: Memorable Talks from the National Institute on the Teaching of Psychology "(Association for Psychological Science). Berk's books include "Private Speech: From Social Interaction to Self-Regulation, Scaffolding Children's Learning: Vygotsky and Early Childhood Education, "and "Landscapes of Development: An Anthology of Readings. "In addition to "Infants, Children, and Adolescents, "she is author of the best-selling texts "Child Development "and "Development Through the Lifespan, "published by Allyn and Bacon. Her book for parents and teachers is "Awakening Children's Minds: How Parents and Teachers Can Make a Difference." "" Berk is active in work for children's causes. In addition to service in her home community, she is a member of the national board of directors of Jumpstart, a nonprofit organization that provides early literacy intervention to thousands of low-income preschoolers across the United States, using college and university students as interveners. Berk is a fellow of the American Psychological Association, Division, 7: Developmental Psychology.

Dorothy G. Singer, is retired Senior Research Scientist, Department of Psychology, Yale University. Dr. Singer is also Co-Director, with Jerome L. Singer, of the Yale University Family Television Research and Consultation Center affiliated with the Zigler Center for Child Development and Public Policy. She is a Fellow of the American Psychological Association. Her research and publications are in the area of early childhood development, television effects on youth, and parent training in imaginative play. She received the Distinguished Alumni Award from Teachers College, Columbia University in 2006, and in 2009, the Award for Distinguished Lifetime Contributions to Media Psychology from the American Psychological Association.

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Product Details

  • Paperback: 144 pages
  • Publisher: Oxford University Press; 1 edition (October 16, 2008)
  • Language: English
  • ISBN-10: 0195382714
  • ISBN-13: 978-0195382716
  • Product Dimensions: 8.1 x 0.4 x 5.4 inches
  • Shipping Weight: 8.2 ounces (View shipping rates and policies)
  • Average Customer Review: 4.4 out of 5 stars  See all reviews (5 customer reviews)
  • Amazon Best Sellers Rank: #908,564 in Books (See Top 100 in Books)

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Top Customer Reviews

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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This should be required reading for anyone who is involved in making decisions about young children's growth and development--families, child care providers, kindergarten teachers, community foundations and decision makers in higher learning settings.
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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
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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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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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