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Play = LearningHow Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth$
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Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek

Print publication date: 2006

Print ISBN-13: 9780195304381

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195304381.001.0001

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Epilogue: Learning to Play and Learning Through Play

Epilogue: Learning to Play and Learning Through Play

Chapter:
(p.251) 13 Epilogue: Learning to Play and Learning Through Play
Source:
Play = Learning
Author(s):

JEROME L. SINGER

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195304381.003.0013

This book has examined whether children's obvious enjoyment of play is a pleasant pastime with little significance for effective cognitive and social skill development, or whether play can be viewed as an intrinsic learning process, actually a critical method for learning. It provided a thought-provoking review of the way the government call for the No Child Left Behind program and its legislative implementation led many early childhood educators to emphasize drill-based literacy instruction even in preschool settings. Many preschool directors have therefore cut the time commitment for play as a part of children's early experience. This closing chapter establishes a broader context for the role of play in child development and discusses play as a critical feature of childhood adaptation.

Keywords:   play, learning, children, development, adaptation, literacy

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