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Showing 1 - 6 of 6 matches in All Departments
Why is it that the best and brightest of our children are arriving
at college too burned out to profit from the smorgasbord of
intellectual delights that they are offered? Why is it that some
preschools and kindergartens have a majority of children struggling
to master cognitive tasks that are inappropriate for their age? Why
is playtime often considered to be time unproductively spent?
Although there has been a surge in our understanding of children's vocabulary growth, theories of word learning lack a primary focus on verbs and adjectives. Researchers throughout the world recognize how our understanding of language acquisition can be at best partial if we cannot comprehend how verbs are learned. This volume represents a proliferation of research on the frontier of early verb learning, enhancing our understanding of the building blocks of language and considering new ways to assess key aspects of language growth.
We are robbing young children of play time at home and school in an effort to give them a head start on academic skills like reading and mathematics. Yet the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The authors present scientific evidence in support of three points: 1) children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; 2) academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and 3) learning and play are not incompatible. Rather, playful learning captivates children's minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. Written in clear and expressive language, this book offers a comprehensive review of research supporting playful learning along with succinct policy and practice recommendations that derive from this research. A Mandate for Playful Learning in Preschool is a must read for teachers, policy makers, and parents interested in educating a generation of life-long learners who are ready for school and ready to compete in the knowledge-based economy of the 21st century.
Why is it that the best and brightest of our children are arriving
at college too burned out to profit from the smorgasbord of
intellectual delights that they are offered? Why is it that some
preschools and kindergartens have a majority of children struggling
to master cognitive tasks that are inappropriate for their age? Why
is playtime often considered to be time unproductively spent?
In their first three years of life babies face the most complex learning endeavor they will ever undertake as human beings: They learn to talk. Now, as researchers make new forays into the mystery of the development of the human brain, authors Roberta Michnick Golinkoff and Kathy Hirsh-Pasek, both developmental psychologists and language experts, offer parents a powerfully insightful guidebook to how infants--even while in the womb--begin to learn language. Along the way, the authors provide parents with the latest scientific findings, developmental milestones, and important advice on how to create the most effective learning environments for their children. This book takes readers on a fascinating, vitally important exploration of the dance between nature and nurture, and explains how parents can help their children learn more successfully.
If we teach in the way that human brains learn, both students and their teachers will thrive! This book aligns evidence from the learning sciences on how and what students need to learn with classroom practice (pre-K-12). It demonstrates, with hands-on examples, how a change in educational mindset (rather than in curriculum) can improve student outcomes on both standardized tests and a breadth of 21st-century skills skills. Written collectively by classroom teachers, administrators, parents, and learning scientists, this book shows readers how to co-construct and reimagine an optimal educational system. Making Schools Work offers three case studies of schools, including a statewide system, that are all realizing a 6 Cs approach to learning focused on collaboration, communication, content, critical thinking, creative innovation, and confidence. The text documents the ever-evolving implementation process, as well as outcomes and the ongoing work of stakeholders. Readers can use this resource to create an education for all children that is culturally responsive, inclusive, effective, and fun.Book Features: Helps educators teach in the way that human minds learn. Jointly written in accessible language by teachers, administrators, parents, and learning scientists. Offers hands-on ways to reimagine classrooms without investing in new curricula. Puts teachers in the driver's seat, reminding them of why they teach. Provides culturally responsive, inclusive, effective, and fun strategies. Offers children the possibility of learning the skills they will need for 21st-century skills success.
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