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CAIRO BOOKS's Description
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
In Play=Learning , top experts in child development and learning contend that
the answers to these questions stem from a single source: in the rush to create
a generation of Einsteins, our culture has forgotten about the importance of
play for children's development. Presenting a powerful argument about the
pervasive and long-term effects of play, Singer, Golinkoff, and Hirsh-Pasek
urge researchers and practitioners to reconsider the ways play facilitates
development across domains. Over forty years of developmental research
indicates that play has enormous benefits to offer children, not the least of
which is physical activity in this era of obesity and hypertension. Play
provides children with the opportunity to maximize their attention spans, learn
to get along with peers, cultivate their creativity, work through their
emotions, and gain the academic skills that are the foundation for later
learning. Using a variety of methods and studying a wide range of populations,
the contributors to this volume demonstrate the powerful effects of play in the
intellectual, social, and emotional spheres.
Play=Learning will be an important resource for students and researchers in
developmental psychology. Its research-based policy recommendations will be
valuable to teachers, counselors, and school psychologists in their quest to
reintroduce play and joyful learning into our school rooms and living rooms.