The document discusses the importance of play for young children's development and learning in 3 key points:
1) Recent research shows that children have lost 8 hours per week of free play time in the last two decades due to an increased focus on academics in kindergarten. This has negative impacts on children's social, emotional, and academic development.
2) Developmentally appropriate practice with playful learning leads to better social skills, emotional regulation, motivation for school, and academic outcomes like improved reading and math compared to more traditional academic direct instruction models.
3) Play is essential for building the skills needed for the 21st century like collaboration, communication, creative problem solving, and confidence according to studies. Balancing
How learning through play is creating systemic change in South Africa from the CIES Annual Conference, March 7, 2016 . By Andrew Bollington, Brent Hutcheson, Kimberly Josephson and Vidya Putcha.
Play is essential for children in early childhood stage, it is crucial for their various developments:
-cognitive development
-satisfied exploratory need
-master anxiety and conflict
-development communication skills
Various types of play adopted by children:
-symbolic play
-practice play
-social play
-constructive play
-game
This is a PowerPoint Presentation that discusses how play is the most important process through which young children learn. Although toys are fun, they are also tools that can help children learn about themselves and the world around them.
Play-Based Learning: Benefits and How It WorksYCIS Beijing
Sponsored by Yew Chung International School of Beijing: http://www.ycis-bj.com/
Learning through play - how does it really work? Specific areas of a child's skills, knowledge and life that are improved by play-based learning programmes taught in school.
How learning through play is creating systemic change in South Africa from the CIES Annual Conference, March 7, 2016 . By Andrew Bollington, Brent Hutcheson, Kimberly Josephson and Vidya Putcha.
Play is essential for children in early childhood stage, it is crucial for their various developments:
-cognitive development
-satisfied exploratory need
-master anxiety and conflict
-development communication skills
Various types of play adopted by children:
-symbolic play
-practice play
-social play
-constructive play
-game
This is a PowerPoint Presentation that discusses how play is the most important process through which young children learn. Although toys are fun, they are also tools that can help children learn about themselves and the world around them.
Play-Based Learning: Benefits and How It WorksYCIS Beijing
Sponsored by Yew Chung International School of Beijing: http://www.ycis-bj.com/
Learning through play - how does it really work? Specific areas of a child's skills, knowledge and life that are improved by play-based learning programmes taught in school.
Children and Play: Role of Play in Early ChildhoodIra Parenting
Play helps children to engage and interact with the world around them. We present you with a well-researched presentation explaining the role of play in early childhood.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
Engaging children is easy when you know how.Try to make things interesting for Kids to engage them because Every little one has his own idea of what fun looks like and it is usually different from yours.
Children and Play: Role of Play in Early ChildhoodIra Parenting
Play helps children to engage and interact with the world around them. We present you with a well-researched presentation explaining the role of play in early childhood.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
Engaging children is easy when you know how.Try to make things interesting for Kids to engage them because Every little one has his own idea of what fun looks like and it is usually different from yours.
Revised blooms taxonomy for gsce physical educationGREE33
This is a resource used within the classroom either as a starter to assess the knowledge of the pupils prior to starting a topic or as a plenary to assess the knowledge gained. I have ammended so that it included the orginal Blooms taxonomy questioning and the revised Bloom taxonomy questioning and is a resources that can be adapted for any topic and tailored to meet the specific needs of the class.
Managing blocks of time in a kindergarten class made easy and clear for kindergarten teachers to facilitate the class systematically from arrival time up to dismissal time. Making your class fun and enjoyable makes learning effective.
This is a presentation I created to explain the Concepts of Print to Kindergarten parents at our school's Literacy Night. Parents said it was very helpful!
Position paper for curriculum planning and pedagogy course. Contains topics such as: what is play, what research says about play, the benefits of play, the challenges play faces, a counterargument for concerns of learning through play and the implications for adults.
Learning through play, a review of the evidencevideosplay360
This white paper summarises current evidence on
the role and importance of children’s learning through
play. We first consider what it takes to thrive in a 21st
century context, before defining learning in a broad
sense: both as a deep understanding of content and as
learning-to-learn skills that build on children’s natural
Executive summary
affinity to learn and engage with their world from birth.
We then draw on the science of effective learning,
rigorous play research and neuroscience to explore
the potential of playful experiences for promoting
deeper learning and a breadth of skills.
Compare and contrast academic and play based preschools
1. Title Page
2. Introduction
3. None
4. Play based preschools can also be called child centered preschools because of their emphasis on allowing the child to choose freely. Classrooms are not limited to the sections listed and children can choose to blend sections, like using costumes from dramatic play to influence their building with blocks.
5. Guided play gives the freedom of choice but still teachers toward a specific goal. With guided play, the teacher may ask the children to count the number of toys they have or ask them where a certain animal might live.
6. Academic based preschools are also called teacher directed. In an academic-based school, the teacher might give the students specific tasks for working towards a learning goal.
7. Quote from a group of researchers from University of California Berkeley
8. Quote from a group with NAEYC the National Association for the Education of Young Children
9. Conclusion
10. Works Cited
INDIGENOUS COOPERATIVE PLAY ON THE SOCIAL SKILLS OF PRESCHOOL PUPILS IN LAGOS...AJHSSR Journal
ABSTRACT :Social skills are very important for early childhood learners, especially in early childhood. We
found that children's social skills are at a low point because they are cut off from their cultural roots by foreign
education laws. Despite this prospect, the literature in this area is severely lacking, making this research focus of
paramount importance. This study therefore focuses on the impact of indigenous cooperative play on the social
skills of preschoolers in Lagos State. The study employs a quasi-experimental design with pre-test, post-test and
control groups. This study used a 2x2x2 factor matrix consisting of two levels of teaching strategy (experimental
and control groups), a self-esteem moderator variable (high and low), and two levels of cultural background
(Yoruba and non-Yoruba). increase. (tribe). A random sample is taken to select 2 municipalities out of all 20
municipalities in Lagos State. Using targeted selection, two private elementary schools for both the
experimental and control groups. The Student Social Skills Rating Scale, the Student Self-Esteem Rating Scale,
the Indigenous Cooperative Play Strategy Teaching Guide, the Traditional Strategy Teaching Guide, and the
Elementary School Teacher Training Guide were the instruments used in this study. The study lasted 6 weeks.
Results indicate that students had a high level of social competence (WA = 2.74). We also found a significant
main effect of treatment on social skills in elementary school students (F(1.24)=4.89; P<0.05; ɳ2=0.17).
Children exposed to the control group had the lowest mean score (49.74). Using culture-based strategies is more
effective than teacher-centered methods of educating children, so teachers should use indigenous cooperative
play to teach children, especially when using languages from adjacent regions. It was also recommended that all
educators should strive to enhance children's self-esteem, especially through indigenous play styles.
KEYWORDS:Indigenous, cooperative play, preschool, pupils, social skills
Suggestions for SupportLearning About the WorldMastering New S.docxpicklesvalery
Suggestions for Support
Learning About the World
Mastering New Skills
Making New Friends
In the classroom
In the outdoor environment
In the home
4.1 Supporting the Child's Development of Initiative
According to Erikson (1963), children progress from a sense of autonomy and independence to a stage characterized by initiative. The development of initiative typically occurs in children ages 3 to 6 years old. Children this age try to initiate all sorts of activities: new words, new combinations of words (grammar), new friendships, and new uses of art, play, and natural materials (water, sand, mud, stones, sticks, leaves, and so on) to create, to make things happen, and to see the relationship between what they do and the results of what they do. This is also called cause and effect. They also want to know why things are the way they are ("Grandpa, why don't you wear shoes at home?" "Why is my friend Maia's skin darker than mine?" "Why do flowers die?"). At this stage, children define themselves by what they can do (Harter, 2006a).
While the desire for initiative in a child is developmental, for a child to embrace initiative fully and be able to progress to the next stage, the environment in which the child lives and learns should actively support the child's sincere efforts. This is accomplished largely by significant people in the child's life engaging in important activities and behaviors and demonstrating certain behaviors. They must provide the following opportunities for the child:
Provide opportunities for discovery. Allow young children to discover the world and master basic information and knowledge about how the world works. This includes opportunities to play in water (they love to "help" with the dishes and cleaning the bathtub); help set the table; play in sand, dirt, and mud; garden; pick flowers and berries; stack stones and blocks; or blow dandelion and maple tree (helicopter) seeds.
Provide sensitive support. Provide sensitive support for the natural frustrations that occur at this age. Children often become extremely frustrated when they cannot accomplish what they set out to achieve (Wittmer & Petersen, 2010). This might be painting a picture, trying to make friends, putting a dress on a doll, dressing themselves, or setting the table. This frustration is caused by two realities: The child does not know the realistic expectations for a task or activity (exactly how high can one stack blocks; do dogs really not like their tails to be pulled?), and immature skill development—social, physical, emotional, linguistic, and cognitive. Also, children at this age often overestimate their own skills and abilities (Harter, 1999).
Encourage friendships. Provide opportunities for children to develop friends and play with peers. This can occur in many places: home, local playgrounds, early care and education centers. The best vehicle for developing friends at this age is play, which is discussed in more detail later in thi ...
3.1 Purposes of PlayPlay fulfills a wide variety of purposes in .docxlorainedeserre
3.1 Purposes of Play
Play fulfills a wide variety of purposes in the life of the child. The importance of play in early childhood is strongly emphasized in a recent report by the American Academy of Pediatrics (Milteer & Ginsburg, 2012):
Play is essential to the social, emotional, cognitive, and physical well-being of children beginning in early childhood. It is a natural tool for children to develop resiliency as they learn to cooperate, overcome challenges, and negotiate with others. Play also allows children to be creative. It provides time for parents to be fully engaged with their children, to bond with their children, and to see the world from the perspective of their child.... It is essential that parents, educators, and pediatricians recognize the importance of lifelong benefits that children gain from play. (p. 204)
Play Fosters Physical Development
Sensorimotor Skills
On a very simple level, play promotes the development of sensorimotor skills, or skills that require the coordination of movement with the senses, such as using eye-hand coordination to stack blocks (Frost et al., 2008; Jones & Reynolds, 2011; Morrison, 2004; Tokarz, 2008). Children spend hours perfecting such abilities and increasing the level of difficulty to make the task ever more challenging. Anyone who has lived with a 1-year-old will recall the tireless persistence with which the child pursues the acquisition of basic physical skills.
Fitness and Health
Strenuous, physical play is especially important today, when obesity among children and adults has reached an all-time high. An estimated 64% of all adults in the United States are seriously overweight or obese. Approximately 10% of all children age 2 to 5 years and 15% of older children are overweight (Association for Childhood Education International [ACEI], 2004). It is crucial that early childhood programs offer children the opportunity for active, gross-motor play every day, as habits and attitudes toward physical activity are formed early in life and continue into adulthood.
Outdoor Play Connects Children to Nature and Their Environment
Nature Feels Good and Inspires
Playing outdoors allows children to experience their natural environment with all their senses “open.” They can breathe fresh air and feel the invigoration of their hearts pounding as they charge up a hill. Children learn about the variety of creatures that may live in their area, explore the life cycle when they discover a cocoon or squashed ant, and experience fully with their senses how everything seems different after the rain. Where does the sun go when it is cloudy? Where does the wind come from? Questions about nature arise spontaneously through outdoor play and provoke children into thought and, if properly supported by the teacher, into deep investigations of the world. It is vital that we allow all children—urban, suburban, and rural—to discover the world outside and learn to appreciate the environment around them.
Children must have ...
The Importance of Play in Promoting Healthy Child Development and Maintaining...videosplay360
Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play also offers an ideal opportunity for parents to engage fully with their children. Despite the benefits derived from play for both children and parents, time for free play has been markedly reduced for some children. This report addresses a variety of factors that have reduced play, including a hurried lifestyle, changes in family structure, and increased attention to academics and enrichment activities at the expense of recess or free child-centered play. This report offers guidelines on how pediatricians can advocate for children by helping families, school systems, and communities con- sider how best to ensure that play is protected as they seek the balance in children’s lives to create the optimal developmental milieu.
PowerPoint Presentation for the National Association for Family Child Care (NAFCC), The New England Symposium On Play (William H. Strader, Ed.D.) and Grounds For Play (David Reeves)
The Importance of Play in Promoting Healthy Child Development and Maintaining...LuzHerrera88
Play is essential to the social, emotional, cognitive, and physical well-
being of children beginning in early childhood. It is a natural tool for
children to develop resiliency as they learn to cooperate, overcome
challenges, and negotiate with others. Play also allows children to
be creative. It provides time for parents to be fully engaged with their
children, to bond with their children, and to see the world from the
perspective of their child. However, children who live in poverty often
face socioeconomic obstacles that impede their rights to have play-
time, thus affecting their healthy social-emotional development. For
children who are underresourced to reach their highest potential,
it is essential that parents, educators, and pediatricians recognize
the importance of lifelong benefits that children gain from play.
Pediatrics 2012;129:e204–e213
Early Years Outdoor Learning: A Toolkit for Developing Early Years Outdoor Provision
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Role Of Play In Overly Academic Kindergarten Naeyc 2010
1. The Role of Play
in an Overly-
Academic Kindergarten
Marcy Guddemi, Ph.D., MBA
Gesell Institute of Human Development
New Haven, CT
NAEYC
Washington, DC 2010
2. Hello from
Gesell Institute of
Human Development
Dr. Arnold Gesell
Gesell Institute of Human
Development
310 Prospect St.
New Haven, Connecticut
www.gesellinstitute.org
3. Brief History of Arnold Gesell
and the Gesell Institute of
Human Development
• Arnold Gesell, PhD, MD, 1880 - 1961
• 1911 came to Yale, founded Yale Child Study
Center
• Used technology—cinematography—to
systematically document and study child
development as no other had done before him
• Father of Child Development or Father of
School Psychology
4. • 1950 retired from Yale
and established the non-
profit Gesell Institute for
Child Development
• Died in 1961 and Drs.
Louise Bates Ames, Janet
Rodell, and Frances Ilg
continued and expanded
Gesell’s work
• During 1970’s and 1980’s
the Institute prospered as
a clinic with many doctors
and treated children, as Dr. Ilg
well as conducted
research, and operated a
child care center
5. Gesell
Developmental
Observation
• Published —1940, 1964, 1979, 2010
6. Hello from IPA/USA
CHILDREN are the
foundation of the
world's future.
CHILDREN have
played at all times
throughout history
and in all cultures.
WWW.ipausa.org
7. Right to Play
UN Convention on the Rights of the Child
• International treaty that sets out universally accepted
rights for children, 1989
• Supersedes Declaration of the Rights of the Child
adopted in 1959.
Article 31 of the UN Convention
• That every child has the right to rest and leisure, to
engage in play and recreational activities appropriate to
the age of the child and to participate freely in cultural life
and the arts.
• That member governments shall respect and promote the
right of the child to participate …………
8. United States is the
only country that has
not ratified the 1989
Convention on the
Rights of the Child!
www.childrightscampaign.org
10. WHAT IS PLAY?
PLAY, along with the basic needs of nutrition, health, shelter
and education, is vital to develop the potential of all children.
PLAY is communication and expression, combining thought
and action; it gives satisfaction and a feeling of achievement.
PLAY is instinctive, voluntary, and spontaneous.
PLAY helps children develop physically, mentally, emotionally
and socially.
PLAY is a means of learning to live, not a mere passing of time.
PLAY is the child’s way of learning.
PLAY is the work of the child. (Piaget)
12. But whatever
happened to play?
In 1981, a typical school-age child in the
United States had 40% of her time open
for play. By 1997, the time for play had
shrunk to 25%.
What percentage is it down to now??
13. Recent research
suggests that
• In the last two decades children
have lost 8 hours of free play per
week
• 30,000 schools in the United
States have eliminated recess to
make time for more academic
study.
Elkind, (2008) Greater Good
14. Recent School Trends
• No Child Left Behind—
• More testing
• Drill and ―kill‖ phenomenon
• Merit pay based on test
scores
• Push-down Curriculum
16. Kindergarten is now
our new first grade!
• Crisis in the Kindergarten!
• Children must be readers by the
end of the K year
• Sit in desks and ―learn‖
• Teaching to the test—isolated
―factoids‖
• Ignoring everything we know about
how young children learn
• No time for play!
17. How Young Children
Learn
• Early Childhood defined as birth to
age 8 years
• During this period young children learn in
different ways than older children
• Learn through physically interacting with
environment—both people and things
• Use their all their senses
• Build new knowledge based on old
knowledge—―stair-steps analogy‖
18. Developmentally
Appropriate Practice
• Simply means that activities and
instruction are designed to
match the stage of development
for each child because…..
• Each child develops at his/her
own rate
• Sooner or faster not better and
later is not worse or wrong!
19. Research on
Developmentally
Appropriate Practice
Comparisons between
developmentally appropriate (DAP)
and more traditional “academic”
direct instruction (DI) schools
show many benefits for children in
DAP schools.
Hirsh-Pasek, Golinkoff, Berk, & Singer. A mandate for
playful learning in preschool: Presenting the evidence.
Oxford University Press, 2008.
20. DAP schools
Have active learners
More playful learning
(guided play)
Whole child approach
Integrated curricula
Discoverer/Explorer
metaphor
DI (Direct
Instruction)
More passive learners
Learning is more
compartmentalized
Empty vessel metaphor
21. DAP schools offer
advantages in
Social emotional development
> Emotional regulation
< Child stress
Burts, Hart, Charlesworth, Fleege, Mosley & Thomasson, 1992
< Behavior problems
Marcon, 1994, 1999, 2003
> Motivation for school
Hirsh-Pasek, 1991; Stipek et al., 1998
Academically
> reading and math scores
Stipek, Feiler, Byler, Ryan, Milburn, and Salmon (1998); Marcon (1999, 2003)
22. Montessori study
found…
• Greater benefits for children in
Montessori education over the more
traditional education
• Classrooms are more
developmentally appropriate
• Embrace a metaphor of learning that
is much more playful in approach
• Children are active and less
passively involved in learning
--Lillard & Else-Quest, 2006
23. The results
suggested that…
• Children in Montessori classrooms at
age 5 yrs. did…
– Better in social tasks that required positive peer play
– Better in tasks that required attention to another
person’s beliefs
– Better in academic tasks like reading and math
• At age 12 years these children…
– Liked school more
– Were more creative in their writing
– Did better in reading and math
24. And yet another recent study
(Diamond, Barnett, Thomas & Munro, Science, 2007)
Using Tools of the Mind curriculum helped
children develop executive function skills (EF);
e.g., inhibitory control, working memory and
cognitive flexibility
EF skills highly correlated with positive
outcomes in math and reading
With playful learning throughout the day,
standardized tests scores increase -- even for
poor children.
26. Defining Play?
Free-unstructured play:
imaginative, creative, lacks
clearly delineated rules or goals
Structured play: goal-oriented
- Life skills activities: foster
academic and adult related skills
-Electronic play activities:
television or use of e-devices
27. Parent & Expert Survey
Study done by Fischer Price
1160 parents with at least one child less than
5 yrs of age
99 early childcare professionals (m = 16 yrs
exp)
Internet Survey (2 scales):
Classification of play activities - 26 activities rated on
7-pt scale (1 = not play, 7 = definitely play)
Academic learning value - activities rated on 7-pt scale
(1 = does not relate to academic learning, 7 = sets
foundation for academic learning)
Fisher, Hirsh-Pasek & Golinkoff (2008)
28. Research Shows that
Parents and Experts
View Differ
Expert vs. Parent Classifications of Play
Play
Not
Play
29. Therefore Parents…..
Parents think that flashcards, educational
television and reading console books are as
playful as making art, romping in the fall
leaves, and building forts.
Parents are fine with “playing” in school --- if it
includes a lot of educational play and school
prep like academic skills.
Parents have a different world view than the
experts, although, they too, want their
children to succeed!
30. Well-intentioned parents
and teachers
Have been misled by . . .
Exaggerated science
Societal forces
Marketing ploys
31.
32. Exaggerated Science
―Mozart
Effect‖?
Research actually
found that it had
negative
consequences for
children
33. Societal Forces
Even comic strips reflect our insatiable
appetite for products that will boost IQ
and save our children from the fate of
being *gasp* ―normal.‖
From Baby Blues
Reprinted with permission of King Features
Syndicate
34. Books that speak to parents’
newly created anxieties
about whether their children will
succeed!
37. American Academy of
Pediatricians
“The Importance of Play yin Promoting Healthy
child Development and Maintaining Strong Parent-
Child Bonds” -- October 2006
They wrote:
These guidelines are written in response to
the multiple forces challenging play. The
overriding premise is that play (or some
available free time in the case of older
children and adolescents) is essential to
the cognitive, physical, social, and
emotional well-being of children and youth.
38. FACT
Success in the global workforce of the 21st
century requires that our children be skilled in
the 6 C’s
•Collaboration (teamwork)
•Communication (speaking & writing)
•Content (reading & math, science and history)
•Creative Innovation and problem solving
•Critical Thinking
•Confidence (to take risks and learn from
mistakes)
Fisher, Hirsh-Pasek & Golinkoff (2008)
39. Recent studies from
state preschools
suggest that…
Preschool experience dramatically
increases children’s:
Collaboration
> Social skills by as much as 62%
<Problem behaviors
Communication
> Language skills by 25%
Content
>Reading by 59%
>Writing
>Math by 50%
High scope data Schweinhart, 2004; NIERR State reports, 2008
40. FACT
We are leaving the technology age, where
getting the ―factoids‖ is enough….
We are entering a new era, a knowledge age
in which integrating information is key!
41. Daniel Pink (2005), author
of A Whole New Mind writes:
“The past few decades have belonged to a certain kind of
person with a certain kind of mind-- computer programmers
who could crank code, lawyers who could craft contracts,
MBAs who could crunch numbers. But the keys to the
kingdom are changing hands.
The future belongs to a very different
kind of person with a very different kind
of mind
- creators and empathizers, pattern recognizers, and
meaning makers. These people -- artists, inventors,
designers, storytellers, caregivers, consolers, big
picture thinkers -- will now reap society’s richest
rewards….
42. Partnership for the 21st
Century Skills writes:
(September 10, 2008)
In an economy driven by innovation and
knowledge … in marketplaces engaged
in intense competition and constant
renewal … in a world of tremendous
opportunities and risks …in a society
facing complex business, political,
scientific, technological, health and
environmental challenges …and in
diverse workplaces and communities
that hinge on collaborative relationships
and social networking … the ingenuity,
agility and skills of the American people
are crucial to U.S. competitiveness.
21st Century Skills: Education and Competitiveness
43. The consequence for society
is huge, between raising …
ROBOTS? CREATIVE
THINKERS?
44. Our Challenge is to
Balance…
between the desire to teach “academics” and
“sooner rather later” with the need to foster
play as a foundation for learning skills like
collaboration, communication, content, and
creative innovation, confidence!
46. Brain Architecture
• Most current thinking on cognitive development!
• Brain cells are called neurons
• Neurons have a head called a nucleus, an axon
(usually one) that sends signals, and many many
dendrites that receive signals
• When the axons and dendrites meet they form a
synapse and exchange impulses
• The forming of synapse after synapse is what
forms the ―wiring‖ or ―architecture‖ of the brain
48. Wiring the Brain
1 At birth many more
cells than needed
2 Surviving neurons
spin out dendrites to
make temporary
connections
3 Spontaneous
bursts of energy
(resulting from
human interactions)
strengthen some ,
making connections,
while other atrophy
4 Fine tuning occurs
with sensory
experiences, pruning
begins
50. What is Normal Development?
• Predictable and patterned stages
• Unique rates
• Earlier is not better
• Based on the following
Heredity
Temperament
Culture
Environment and Experiences
Intelligences
51. Normal Development Can…
Be sporadic and inconsistent
―Appear‖ to have setbacks
Include negative and positive behaviors,
both of which help the child grow and
develop
