MARC Record from marc_openlibraries_phillipsacademy

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008 050920s2006 enka b 001 0 eng
010 $a2005027315
020 $a0195304381 (cloth)
020 $a9780195304381 (cloth)
035 $a(OCoLC)61687822$z(OCoLC)70881661
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050 00 $aBF717$b.P578 2006
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245 00 $aPlay=learning :$bhow play motivates and enhances children's cognitive and social-emotional growth /$cedited by Dorothy G. Singer, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek.
246 3 $aPlay equals learning
260 $aOxford ;$aNew York :$bOxford University Press,$c2006.
300 $axvi, 272 p. :$bill. ;$c25 cm.
504 $aIncludes bibliographical references and index.
520 $aWhy 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.
505 00 $tWhy play = learning : a challenge for parents and educators /$rRoberta Michnik Golinkoff, Kathy Hirsh-Pasek, and Dorothy G. Singer --$tThe cognitive child versus the whole child : lessons from 40 years of Head Start /$rEdward F. Zigler and Sandra J. Bishop-Josef --$tThe role of recess in primary school /$rAnthony D. Pellegrini and Robyn M. Holmes --$tStandards, science, and the role of play in early literacy education /$rJames F. Christie and Kathleen A. Roskos --$tMake-believe play : wellspring for development of self-regulation /$rLaura E. Berk, Trisha D. Mann, and Amy T. Ogan --$t'My magic story car' : video-based play intervention to strengthen emergent literacy of at-risk preschoolers /$rHarvey F. Bellin and Dorothy G. Singer --$tNarrative play and emergent literacy : storytelling and story-acting meet journal writing /$rAgeliki Nicolopoulou, Judith McDowell, and Carolyn Brockmeyer --$tMathematical play and playful mathematics : a guide for early education /$rHerbert P. Ginsburg --$tMedia use by infants and toddlers : a potential for play /$rDeborah S. Weber --$tComputer as paintbrush : technology, play, and the creative society /$rMitchel Resnick --$tPretend play and emotion learning in traumatized mothers and children /$rWendy Haight ... [et al.] --$tPlay and autism : facilitating symbolic understanding /$rMelissa Allen Preissler --$tLearning to play and learning through play /$rJerome L. Singer
650 0 $aPlay$xPsychological aspects.
650 0 $aPlay$xSocial aspects.
655 7 $aAufgabensammlung.$2swd
655 7 $aAufsatzsammlung.$2swd
700 1 $aSinger, Dorothy G.
700 1 $aGolinkoff, Roberta M.
700 1 $aHirsh-Pasek, Kathy.
776 08 $iOnline version:$tPlay=learning.$dOxford ; New York : Oxford University Press, 2006$w(OCoLC)607696780
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947 $aBib Record Notification
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901 $a2432730$bIII$c2432730$tbiblio
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