Play = Learning: How Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth

By D. Singer, Roberta Michnick Golinkoff , Kathy Hirsh-Pasek. 2006

722 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b6c3802466cfd0c8f5c0ea91f5bae3a1257a7b39

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In Education

Citations in the corpus

Playing around in school: Implications for learning and educational policy. (2010, positive): “…(Campbell, Pungello, Miller-Johnson, Playing Around 5 Burchinal, & Ramey, 2001; Campbell & Ramey, 1995; Campbell, Ramey, Pungello, Sparling, & Miller-Johnson, 2002; Duncan et al., 2007; Gardner, 1995; Reynolds, Ou, & Topitzes, 2004; Schweinhart, 2004; Weikart, 1998; Zigler & Bishop-Josef, 2006).”
Mathematics Education for Young Children: What It is and How to Promote It (2008, background): “Play provides valuable opportunities to explore and to undertake activities than can be surprisingly sophisticated from a mathematical point of view (Ginsburg, 2006), especially in block play (Hirsch, 1996).”
Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children (2013, background): “…refuses the adult to take part in children’s play), as well as from teacher-driven approaches (that tend to separate playing from learning, and even tend to reduce the opportunities of play in the school context, see Wood and Atfield 2003, Zigler and Bishop-Josef 2006, Hirsh-Pasek et al. 2009).”
Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV (2012, background): “…by the ability model of EI (Mayer & Salovey, 1997) will become more and more relevant as education reform moves away from No Child Left Behind (NCLB) and the standards-based movement of the late 1980s and toward legislation that addresses the needs of the whole child (Zigler & Bishop-Josef, 2006).”
Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum (2015, background): “For at least 25 years, researchers have accumulated a wealth of evidence showing that young children develop important forms of mathematical competence (Baroody, Lai, & Mix, 2006; Clements & Sarama, 2007; Ginsburg, 2006).”
Transforming Students’ Lives with Social and Emotional Learning (2014, background): “…(1) enhance the social and emotional assets and learning of students across the curriculum, and (2) improve the quality of the environments in which academic, social, and emotional learning occurs (Greenberg et al., 2003; Zigler & Bishop-Josef, 2006; Zins, Elias, Greenberg, & Weissberg, 2000).”
Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation (2012, background): “Berk et al. (2006) have conducted a number of studies which investigate specifically, the relationship between pretence and aspects of self-regulation.”
The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood (2013, background): “…materials allows them to learn and apply core computational thinking concepts such as abstraction, automation, analysis, decomposition , modularization, and iterative design (e.g. Bers and Horn 2010; Mioduser et al. 2009; Mioduser and Levy 2010; Resnick 2006; Resnick et al. 2009a, b).”
Ten Ways to Restrict Children's Freedom to Play: The Problem of Surplus Safety (2010, neutral): “263 http://dx.doi.org/10.2304/ciec.2010.11.3.263 There is now a vast research literature identifying the importance of active, outdoor play (e.g. Guldberg, 2001; Isenberg, 2002; Bergen, 2002; Golinkoff et al, 2006; Pellegrini & Holmes, 2006; Bundy et al, 2008).”
Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education (2022, background): “…teachers considered that students should (1) engage in high-level cognitive processes involving problem-solving, divergent thinking, and reflection, (2) express ideas on learning tasks, and (3) solve problems in systematic ways (Kafai & Burke, 2014; Resnick, 2006) through interaction with AI.”
Does Play Make a Difference? How Play Intervention Affects the Vocabulary Learning of At-Risk Preschoolers. (2010, background): “Numerous studies reported the benefits of learning literacy through play (Bellin and Singer 2006; Christie and Enz 1992; Christie and Roskos 2006; Morrow 1990; Neuman and Roskos 1992; Owocki 1999; Roskos and Christie 2001).”