Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Laura E, Berk, and Dorothy Singer
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195382716
- eISBN:
- 9780199893522
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195382716.001.0001
- Subject:
- Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology
Efforts to give preschool children a head start on academic skills like reading and mathematics instead rob them of play time both at home and school. Indeed, the scientific evidence suggests that ...
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Efforts to give preschool children a head start on academic skills like reading and mathematics instead rob them of play time both at home and school. Indeed, the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The book presents scientific evidence in support of three points: children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and learning and play are not incompatible. Rather, playful learning captivates children's minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. This book reviews research supporting playful learning along with succinct policy and practice recommendations that derive from this research.Less
Efforts to give preschool children a head start on academic skills like reading and mathematics instead rob them of play time both at home and school. Indeed, the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The book presents scientific evidence in support of three points: children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and learning and play are not incompatible. Rather, playful learning captivates children's minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. This book reviews research supporting playful learning along with succinct policy and practice recommendations that derive from this research.
David C Geary
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199586073
- eISBN:
- 9780191731358
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199586073.003.0006
- Subject:
- Psychology, Evolutionary Psychology, Developmental Psychology
There is a gap between what children find easy to learn and are motivated to learn based on human evolutionary history, and what they need to learn to be successful adults in the modern world. In ...
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There is a gap between what children find easy to learn and are motivated to learn based on human evolutionary history, and what they need to learn to be successful adults in the modern world. In this chapter, I provide a brief overview of evolutionary educational psychology and begin with an outline of the evolved cognitive, developmental, and motivational foundations for learning in evolutionarily-novel contexts. I close with several illustrations of how this framework can be used to better understand children’s motivation and learning in modern schools.Less
There is a gap between what children find easy to learn and are motivated to learn based on human evolutionary history, and what they need to learn to be successful adults in the modern world. In this chapter, I provide a brief overview of evolutionary educational psychology and begin with an outline of the evolved cognitive, developmental, and motivational foundations for learning in evolutionarily-novel contexts. I close with several illustrations of how this framework can be used to better understand children’s motivation and learning in modern schools.
William M. Sullivan
- Published in print:
- 2016
- Published Online:
- August 2016
- ISBN:
- 9780190499242
- eISBN:
- 9780190499273
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190499242.003.0009
- Subject:
- Religion, Religion and Society
The Conclusion provides a summary of the argument and its illustrations. The book’s argumentative arc ends with the claim that humanistic liberal education as practiced in the PTEV provides an ...
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The Conclusion provides a summary of the argument and its illustrations. The book’s argumentative arc ends with the claim that humanistic liberal education as practiced in the PTEV provides an example of how to build common ground for dialogue and enrichment among religious and secular approaches in higher education toward the end of developing a more effective approach to educating students for the 21st century. The evidence presented by the vocation programs examined in the book supports the conclusion that these experiments provide American higher education with intellectual and cultural resources, examples of organizational innovation, and pedagogical practices that, taken together, constitute an alternative to the current situation that for too many students breeds either acquiescence in drift or a too narrow drive for achievement. The Conclusion ends by sketching reasons to think that a realignment of undergraduate education around the quest for purpose can make it possible for today’s students to break out of this dispiriting culture of acquiescence toward growth in academic learning, social development, and the formation of identities sustained by purpose.Less
The Conclusion provides a summary of the argument and its illustrations. The book’s argumentative arc ends with the claim that humanistic liberal education as practiced in the PTEV provides an example of how to build common ground for dialogue and enrichment among religious and secular approaches in higher education toward the end of developing a more effective approach to educating students for the 21st century. The evidence presented by the vocation programs examined in the book supports the conclusion that these experiments provide American higher education with intellectual and cultural resources, examples of organizational innovation, and pedagogical practices that, taken together, constitute an alternative to the current situation that for too many students breeds either acquiescence in drift or a too narrow drive for achievement. The Conclusion ends by sketching reasons to think that a realignment of undergraduate education around the quest for purpose can make it possible for today’s students to break out of this dispiriting culture of acquiescence toward growth in academic learning, social development, and the formation of identities sustained by purpose.
Angel M. Y. Lin and Evelyn Y. F. Man
- Published in print:
- 2009
- Published Online:
- May 2013
- ISBN:
- 9789622099586
- eISBN:
- 9789888180233
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099586.003.0002
- Subject:
- Education, Secondary Education
This chapter presents an overview of the theoretical and empirical literature of bilingual education which is relevant to an understanding of how a second or foreign language (L2) can be used as a ...
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This chapter presents an overview of the theoretical and empirical literature of bilingual education which is relevant to an understanding of how a second or foreign language (L2) can be used as a medium of instruction in schools for the dual goal of achieving bilingualism/biliteracy and cognitive/academic learning. Major theories, principles, concepts and programme options/models in bilingual education are delineated. The factors and conditions promoting or inhibiting success in bilingual education are critically reviewed. Their implications for Hong Kong and other Southeast Asian contexts are discussed.Less
This chapter presents an overview of the theoretical and empirical literature of bilingual education which is relevant to an understanding of how a second or foreign language (L2) can be used as a medium of instruction in schools for the dual goal of achieving bilingualism/biliteracy and cognitive/academic learning. Major theories, principles, concepts and programme options/models in bilingual education are delineated. The factors and conditions promoting or inhibiting success in bilingual education are critically reviewed. Their implications for Hong Kong and other Southeast Asian contexts are discussed.
Brenda Jo Brueggemann
- Published in print:
- 2009
- Published Online:
- March 2016
- ISBN:
- 9780814799666
- eISBN:
- 9780814739006
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814799666.003.0003
- Subject:
- Society and Culture, Cultural Studies
This chapter illustrates the betweenity power and potential of American Sign Language (ASL) in the academy, wedged as it is between traditional letter-bound views of language and literature and a ...
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This chapter illustrates the betweenity power and potential of American Sign Language (ASL) in the academy, wedged as it is between traditional letter-bound views of language and literature and a wave of twenty-first-century students who now actively engage in—and seek out—visual ways of learning. The chapter's use of the powerful little “I think I can” blue engine story helps place modern “deafness” in the institutional framework of larger academic language learning. Here, ASL becomes the little language that could: the little language that could turn out to be anything but little for those students who get the chance to learn it; the little language that could challenge and yet also affirm our ideas and beliefs about languages and culture; and the little language that could rumble and steam right through the established stations of language and literature programs in the academy, potentially overtaking some of the bigger trains.Less
This chapter illustrates the betweenity power and potential of American Sign Language (ASL) in the academy, wedged as it is between traditional letter-bound views of language and literature and a wave of twenty-first-century students who now actively engage in—and seek out—visual ways of learning. The chapter's use of the powerful little “I think I can” blue engine story helps place modern “deafness” in the institutional framework of larger academic language learning. Here, ASL becomes the little language that could: the little language that could turn out to be anything but little for those students who get the chance to learn it; the little language that could challenge and yet also affirm our ideas and beliefs about languages and culture; and the little language that could rumble and steam right through the established stations of language and literature programs in the academy, potentially overtaking some of the bigger trains.
