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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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Three. Epilogue

Three. Epilogue

(p.57) Three. Epilogue
A Mandate for Playful Learning in Preschool

Kathy Hirsh-Pasek

Roberta Michnick Golinkoff

Laura E. Berk

Dorothy G. Singer

Oxford University Press

This epilogue presents seven principles of learning based on the science that informs preschool education and pedagogy and how they align with play and playful learning. These principles are: all policies, programs, and products directed toward young children should be sensitive to children's developmental age and ability as defined through research-based developmental trajectories; children are active, not passive, learners, who acquire knowledge by examining and exploring their environment; children, like all humans, are fundamentally social beings who learn most effectively in socially sensitive and responsive environments via their interactions with caring adults and other children; children learn best when their social and emotional needs are met and when they learn life skills necessary for success; young children learn most effectively when information is embedded in meaningful contexts that relate to their everyday lives rather than in artificial contexts that foster rote learning; the process of learning is as important as the outcome; recognizing that children have diverse skills and needs as well as different cultural and socioeconomic backgrounds encourages respect for individual differences and allows children to optimize their learning.

Keywords:   preschool education, pedagogy, children, play, development

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