Play = Learning

Dorothy G. Singer received her doctorate in School Psychology from Teachers College, Columbia University. She is Senior Research Scientist, Department of Psychology, Yale University. She is also Co-Director, with Jerome L. Singer, of the Yale University Family Television Research and Consultation Center. An expert on early childhood development, television effects on youth, and parent training in imaginative play, she has written 20 books and over 150 articles. Her latest books with Jerome L. Singer are Handbook of Children and the Media, Make-Believe: Games and Activities for Imaginative Play, and Imagination and Play in the Electronic Age. She co-edited, with Edward F. Zigler and Sandra J.Bishop-Josef, Children's Play: Roots of Reading, which was selected for CHOICE's Outstanding Academic Title list. She co-authored, with Kathy Kirsh-Pasek, Roberta Michnick Golinkoff, and Laura E. Berk, A Mandate for Playful Learning in Preschool: Presenting the Evidence (OUP 2009).

"...a realistic appraisal of what play can contribute to early learning such as the links between play and early literacy and language competence and the importance of recess in the primary grades."--Young Children (November 2006)"Early childhood educators are well aware of the importance of play in children's lives. This volume is a wonderful collection of chapters by eminent authors, who have thought deeply about play and young children's learning. Readers will find it challenging, provocative, reassuring, and enormously satisfying."--Barbara Bowman, Erikson Institute"In the current era of scientifically-based education and accountability, this book fills a critical gap in the knowledge base--providing an extensive research review of all the ways play enhances learning and development for all children, including those with special needs. This book should help teachers, administrators, teacher educators, and policy makers go beyond the either/or debates of the past. The evidence is clear--children need both hands-on,educationally enriching play experiences and teacher instruction."--Sue Bredekamp, Ph.D., Director of Research, Council for Professional Recognition, Washington, DC, and Former Director of ProfessionalDevelopment, National Association for the Education of Young Children (NAEYC)"This is a stunning and important book. The authors do more for play than anyone since Vygotsky. In the earliest years, play lays the groundwork for imitative learning, simulation, and contributes to socio-emotional growth. By the third and fourth years, play becomes a critical avenue by which the child experiments with virtual realities and explores future possibilities. Play is sometimes undervalued in the increasingly high-pressured world of child-rearing.This volume transforms how we think about play and is essential reading for developmental psychologists, practitioners, policymakers, and all those who wish to enhance the lives of children."--Andrew N.Meltzoff, co-author, The Scientist in the Crib: What Early Learning Tells Us About the Mind"In this wonderful book on play, a variety of leading researchers and scholars in the play and child development area review how play helps children develop and learn. There is a special focus on play and the learning process which involves the whole child. This book provides a fresh and up-to-date look at play and areas of adaptive functioning such as literacy, mathematics, and self-regulation. This is a much needed and timely book, as our culture isde-emphasizing the importance of play. Many authors discuss implications of play research for public policy. This book tells us why we, as a society, need to provide time, space, and guidance for children toplay."--Sandra W. Russ, Ph.D., Professor of Psychology, Case Western Reserve University

• PROLOGUE 1. Why Play=Learning: A Call for ChangeRoberta M. Golinkoff, Kathryn A. Hirsh-Pasek, and Dorothy G. Singer CHALLENGES TO PLAY 2. The Cognitive Child vs. the Whole Child: Lessons from 40 Years of Head StartEdward F. Zigler and Sandra J. Bishop-Josef 3. The Role of Recess in Primary SchoolAnthony D. Pellegrini and Robyn M. Holmes SHOOL READINESS - SCHOOL STANDARDS 4. Standards, Science, and the Role of Play in Early Literacy EducationJames F. Christie and Kathleen A. Roskos 5. Make-Believe Play: Wellspring for Development of Self-RegulationLaura E. Berk, Trisha D. Mann, and Amy T. Ogan 6. 'My Magic Story Car': Video-Based Play Intervention to Strengthen Emergent Literary of At-Risk PreschoolersHarvey F. Bellin and Dorothy G. Singer 7. Narrative Play and Emergent Literacy: Storytelling and Story-acting Meets Journal WritingAngelika Nicolopoulou, Judith McDowell, and Carolyn Brockmeyer 8. Mathematical Play and Playful Mathematics: A Guide for Early EducationHerbert P. Ginsburg MEDIA AND COMPUTERS 9. Media Use by Infants and Toddlers: A Potential for PlayDeborah S. Weber 10. Computer as Paint Brush: Technology, Play, and the Creative SocietyMitchel Resnick PLAY WITH DYSFUNCTIONAL CHILDREN 11. Pretend Play and Emotion Learning in Traumatized Mothers and ChildrenWendy Haight, James Black, Teresa Jacobsen, and Kathryn Sheridan 12. Play and Autism: Facilitating Symbolic UnderstandingMelissa Allen Preissler EPILOGUE 13. Learning to Play and Learning Through PlayJerome L. Singer Index/Contributors