Play = Learning

How Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth
Erscheinungsjahr 2006
ISBN: 978-0-19-530438-1
Verlag: Oxford University Press

Buch, Englisch, 288 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 625 g

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.

Autoren/Hrsg.

Singer, Dorothy G.

Golinkoff, Roberta Michnick

Hirsh-Pasek, Kathy

Fachgebiete

• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Geschichte der Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie

Über Autor(innen)

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 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 Children's Play: Roots of Reading, which was selected for CHOICE's Outstanding Academic Title list. She 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 a 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) co-edited with Kathy Hirsh-Pasek. She lectures internationally and has written two popular books with Kathy Hirsh-Pasek: How Babies Talk and Einstein Never Used Flash Cards, which was awarded the Multiple Sclerosis Society's Books for a Better Life award.

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 APA and the American Psychological Society, serves as the Associate Editor of Child Development, and is treasurer of the International Association for Infant Studies. She has published more than 100 professional articles and has given over 80 invited lectures around the world.