A Mandate for Playful Learning in Preschool Applying the Scientific Evidence

by Hirsh-Pasek, Kathy; Michnick Golinkoff, Roberta; Berk, Laura E.; Singer, Dorothy

• ISBN13: 9780195382716
• ISBN10: 0195382714
• Edition: 1st
• Format: Paperback
• Copyright: 2008-10-16
• Publisher: Oxford University Press

Summary

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. Thisbrief 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 academiclearning 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.

Table of Contents

Executive Summary	p. 3
What Happened to Playful Learning in Preschool?	p. 5
How did we get here?	p. 6
Sacrificing good pedagogy for curricular goals: The false dichotomy between play and learning	p. 9
Beyond the classroom: Preschool pressure at home	p. 11
Turning back the tide	p. 14
The Evidence for Playful Learning in Preschool	p. 17
Two extreme views of children's development	p. 18
Why consider a whole-child approach with playful preschool pedagogy?	p. 20
A working definition of play and play-based learning	p. 23
What is "playful learning" or "guided play"?	p. 27
The evidence
Playful learning promotes academic gain	p. 29
Play advances social development	p. 38
Intervention studies: Training children to play	p. 40
Direct instruction compared with active, developmentally appropriate learning	p. 43
Playful learning: Combining the best of teacher-guided and developmentally appropriate pedagogy	p. 51
A call for developmentally appropriate preschool pedagogy	p. 52
Epilogue	p. 57
Recommendations for Policy and Practice	p. 67
Notes	p. 75
Bibliography	p. 85
Author Index	p. 109
Subject Index	p. 115
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