Play learning : how play motivates and enhances children's cognitive and social-emotional growth

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書誌事項

Play = learning : how play motivates and enhances children's cognitive and social-emotional growth

edited by Dorothy G. Singer, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek

Oxford University Press, 2010

  • : pbk

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注記

Originally published: Oxford : Oxford University Press, 2006

Includes bibliographical references and index

内容説明・目次

内容説明

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.

目次

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

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