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A Mandate for Playful Learning in PreschoolPresenting the Evidence$
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Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Laura E, Berk, and Dorothy Singer

Print publication date: 2008

Print ISBN-13: 9780195382716

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195382716.001.0001

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One. What Happened to Playful Learning in Preschool?

One. What Happened to Playful Learning in Preschool?

(p.5) One. What Happened to Playful Learning in Preschool?
A Mandate for Playful Learning in Preschool

Kathy Hirsh-Pasek

Roberta Michnick Golinkoff

Laura E. Berk

Dorothy G. Singer

Oxford University Press

This book explains the significance of play to preschool learning and emphasizes the whole-child approach to development based on playful learning rather than the restrictive view of child development as cognitive development. It describes the current crisis in preschool education and suggests that the lack of attention to play and playful learning lies at its core. It argues that there exists a false and counterproductive dichotomy between play on the one hand and learning on the other. This dichotomy is echoed in society at large as parents are influenced by the media and the marketplace to buy “educational” toys and restrict free play. Although accountability and assessment are essential, the current emphasis on assessment in higher grades has led to narrowly defined curricula objectives in the preschool. Curriculum development has been more responsive to the practical constraints of assessment than to the findings of evidence-based pedagogy.

Keywords:   preschool education, whole-child approach, development, play, curriculum, pedagogy

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