Einstein Never Used Flash Cards: How Our Children Really Learn--and Why They Need to Play More and Memorize Less

By Kathy Hirsh-Pasek, Roberta Michnick Golinkoff , Diane E. Eyer. 2003

175 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4e67a691220a08ca382db69940db40426df1d29d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. R. DeLong
2. J. L. Singer
3. H. D'Agostino
4. Deena Skolnick Weisberg

Citations in the corpus

• Guided Play: Where Curricular Goals Meet a Playful Pedagogy (2013, background): “…the child, and often have an element of make-believe (Christie & Johnsen, 1983; Fisher, Hirsh-Pasek, Golinkoff, Singer, & Berk, 2011; Garvey, 1990; Hirsh-Pasek & Golinkoff, 2003; Hirsh-Pasek et al., 2009; Johnson, Christie, & Yawkey, 1999; Pellegrini, 2009; Sutton-Smith, 2001; Sutton-Smith &…”
• Children's pastimes and play in sixteen nations: is free-play declining? (2009, background): “…W i n t e r 2 0 0 9 help their children succeed academically—often confuse memorization with achievement, also need to recognize the educational value of various forms of play (Hirsh-Pasek, Golinkoff, and Eyer 2003; Samuelsson, Pramling, and Johansson 2006; Singer, Golinkoff, and Hirsh-Pasek 2006).”
• Playing around in school: Implications for learning and educational policy. (2010, unknown): “(Hirsh-Pasek & Golinkoff, 2003; Ladd, Herald, & Kochel, 2006).”