Now Available in Paperback
In this book two highly credentialed child psychologists offer a
compelling indictment of the growing trend toward accelerated
learning. It's a message that stressed-out parents are craving to
hear: Letting tots learn through play is not only okay-it's better
than drilling academics
Drawing on overwhelming scientific evidence from their own studies
and the collective research results of child development experts,
and addressing the key areas of development-math, reading, verbal
communication, science, self-awareness, and social skills-the
authors explain the process of learning from a child's point of
view. They then offer parents 40 age-appropriate games for creative
play. These simple, fun--yet powerful exercises work as well or
better than expensive high-tech gadgets to teach a child what his
ever-active, playful mind is craving to learn.
Kathy Hirsh-Pasek, Ph.D., is a member of the psychology department
at Temple University, where she directs the Infant Language
Laboratory and participated in one of the nation's largest studies
of the effects of child care. The mother of three sons, she also
composes and performs children's music.
Roberta Michnick Golinkoff, Ph.D., is the H. Rodney Sharp Professor
in the School of Education at the University of Delaware, where she
holds a joint appointment with the departments of linguistics and
psychology and directs the Infant Language Project. She has also
been a recipient of the John Simon Guggenheim Memorial Fellowship
and is the mother of a son and a daughter.
Together, Hirsh-Pasek and Golinkoff were featured on the PBS "Human
Language" series and are the co-authors of "How Babies Talk."
Diane Eyer, Ph.D., is a member of the psychology department at
Temple University and also the author of "Motherguilt" and
"Mother-Infant Bonding."
After decades of research, scientists and child development
experts have come to a clear conclusion: Play is the best way for
our children to learn. Experts have found that children who are
prematurely pushed into regimented academic instruction display
less creativity and enthusiasm for learning in later years, and
that children who memorize isolated facts early in life show no
better long-term retention than their peers. However, children who
learn through play develop social and emotional skills, which are
critical for long-term success.
Somewhere along the line, this important book argues, we've gotten
off track by stressing academic products and programs to our
preschoolers. Thankfully, Hirsh-Pasek and Golinkoff have a simple
remedy--go play--for our children that is based on overwhelming
scientific evidence from their own studies and the collective
research results of child development experts.
"Einstein Never Used Flash Cards" goes beyond debunking the myths
spread by the accelerated-learning industry. Parents, educators,
and other readers will find a practical guide to introducing
complex concepts through smart, simple, and loving play. For every
key area of a child's development (speech, reading, math, social
skills, self-awareness, and intelligence), this study aims to show
how a child's mind actually learns. The book also offers useful
exercises--40 in all--that are meant to highlight childrens'
emerging skills and while helping them prepare for tomorrow.
"Although parents know that the early years are learning years,
just what that means has been confusing--until now. "Einstein Never
Used Flash Cards" makes practical sense of the vast number of
technical studies and the hyperbole of advertising claims. It
explains in clear, compelling, and scientific terms how learning
really takes place. This book is a must-read for parents,
grandparents, teachers, caregivers, pediatricians, and policy
makers--in other words, all those who care about (and for) the next
generation of children."--Ellen Galinsky, president and cofounder
of the Families and Work Institute in New York City
"An elegant summary of what mind and brain science can tell us
about child development and learning. The reasonable and reassuring
implications the authors draw from this research provide a
much-needed corrective to the hype and distortions all too
prevalent in the popular media. Finally, the truth "--John T.
Bruer, Ph.D., President of the James S. McDonnell Foundation and
author of "The Myth of the First Three Years"
"Parents eager to know what to do--and even more important, what
"not" to do--to help their children discover and take advantage of
their hidden talents will find this well-written book a treasure
trove of information and advice. A trustworthy parenting resource
from two highly respected scholars "--Linda Acredolo, Ph.D.,
professor of psychology at the University of California, Davis, and
author of "Baby Signs" and "Baby Minds"
"Although parents know that the early years are learning years,
just what that means has been confusing--until now. "Einstein Never
Used Flash Cards" makes practical sense of the vast number of
technical studies and the hyperbole of advertising claims. It
explains in clear, compelling, and scientific terms how learning
really takes place. This book is a must-read for parents,
grandparents, teachers, caregivers, pediatricians, and policy
makers--in other words, all those who care about (and for) the next
generation of children."--Ellen Galinsky, president and cofounder
of the Families and Work Institute in New York City
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