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Christie, J. et al. (2006) Standards, Science, and the Role of Play in Early Literacy Education (Book Section)

Abstract:

In Play=Learning, top experts in child development and learning contend that in over-emphasizing academic achievement, our culture has forgotten about the importance of play for children's development.

Date:
January 2006
Publisher or Journal:
Volume:
Page/s:
57-73
Synonyms:
  • Academic outcomes
  • Literacy
  • Pre-academic skills
  • Pretend play
Relevant age group/s:
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Fisher, K. et al. (2010) Playing around in School: Implications for Learning and Educational Policy (Book Section)

Abstract:

A fundamental question has spawned fervent debates in classrooms and on Capitol Hill: How do we best educate children to be successful in a global, ever-changing world? Here we present the evidence that playful learning pedagogies not only promote important academic learning but also build the skills required for success in the 21st century. A brief review of current educational trends and their underlying philosophies is followed by the introduction to of the concept of “playful learning,” a teaching approach that uses free-play and guided-play activities to promote academic, socio-emotional, and cognitive development. The chapter then reviews correlational, observational, and experimental literature on playing around in school and offers suggestions and future directions for research in the emerging playful learning domain.

Date:
January 2010
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Free play
  • Guided-play
  • Literature review
  • Playful learning
Relevant age group/s:
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Nathan, P. et al. (2010) The Oxford Handbook of the Development of Play (Book)

Abstract:

The role of play in human development has long been the subject of controversy. Despite being championed by many of the foremost scholars of the twentieth century, play has been dogged by underrepresentation and marginalization in literature across the scientific disciplines. The Oxford Handbook of the Development of Play attempts to examine the development of children’s play through a rigorous and multidisciplinary approach. This book aims to reset the landscape of developmental science and makes a compelling case for the benefits of play.

Date:
January 2010
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Atypical development
  • Cultural context
  • Developmental outcomes
  • Games with rules
  • Object play
  • Parent/Guardian play
  • Peers play
  • Physical play
  • Play assessment
  • Play with Mother
  • Pretend play
  • Rough and tumble
  • Social play
  • Social-emotional

Sahlberg, P. et al. (2019) Let the Children Play: How More Play Will Save Our Schools and Help Children Thrive (Book)

Abstract:

" Play is how children explore, discover, fail, succeed, socialize, and flourish. It is a fundamental element of the human condition. It's the key to giving schoolchildren skills they need to succeed--skills like creativity, innovation, teamwork, focus, resilience, expressiveness, empathy, concentration, and executive function. Expert organizations such as the American Academy of Pediatrics, the National Academy of Sciences, and the Centers for Disease Control agree that play and physical activity are critical foundations of childhood, academics, and future skills--yet politicians are destroying play in childhood education and replacing it with standardization, stress, and forcible physical restraint, which are which are damaging to learning and corrosive to society. But this is not the case for hundreds of thousands of lucky children who are enjoying the power of play in schools in China, Texas, Oklahoma, Long Island, Scotland, and in the entire nation of Finland. In Let the Children Play, Pasi Sahlberg, Finnish educator and scholar, and Fulbright Scholar William Doyle make the case for helping schools and children thrive by unleashing the power of play and giving more physical and intellectual play to all schoolchildren. In the course of writing this book, Sahlberg and Doyle traveled worldwide, reviewed over 700 research studies, and conducted interviews with over 50 of the world's leading authorities on education. Most intriguingly, Let the Children Play provides a glimpse into the play-based experiments ongoing now all over the world, from rural China, Singapore, and Scotland to North Texas and Oklahoma, as well as the promising results of these bold new approaches. Readers will find the book to be both a call for change and a guide for making that change happen in their own communities. "--

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Date:
January 2019
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Singer, D. et al. (2006) Play = Learning: how play motivates and enhances children's cognitive and social-emotional growth (Book)

Abstract:

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.

Date:
January 2006
Publisher or Journal:
Volume:
Page/s:
Synonyms:
  • Academic achievement
  • Academic outcomes
  • Atypical development
  • Developmental outcomes
  • Free play
  • Learning
  • Literacy
  • Numeracy
  • Physical play
  • Playful learning
  • Pre-academic skills
  • Pretend play
  • Science
Research discipline: