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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

Chapter:
(p.57) Three. Epilogue
Source:
A Mandate for Playful Learning in Preschool
Author(s):

Kathy Hirsh-Pasek

Roberta Michnick Golinkoff

Laura E. Berk

Dorothy G. Singer

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195382716.003.0003

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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