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PLAY=LEARNING
Professor Kathy Hirsh-Pasek - Temple University
Professor Roberta Golinkoff - University of Delaware
Preparing the 21st century child for a global world
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WHY?WHY?
On productivity grounds alone, it makesOn productivity grounds alone, it makes
sound business sense to invest in youngsound business sense to invest in young
children from disadvantaged environmentschildren from disadvantaged environments
early childhood interventions are much moreearly childhood interventions are much moreeffective than remedies that attempt toeffective than remedies that attempt to
compensate for early neglect in later life.compensate for early neglect in later life.
Enriched preEnriched pre--kindergarten programscoupledkindergarten programscoupled
with home visitation programs, have a strongwith home visitation programs, have a strong
track record oftrack record ofpromoting achievement,promoting achievement,improving labor market outcomes, and reducingimproving labor market outcomes, and reducing
involvement with crime.involvement with crime.
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- Heckman & Masterov (2004) The productivity argument for investing in young children
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ut ow o we create qua tyut ow o we create qua tyearly childhoodearly childhood
environments?environments?
Research suggests that highResearch suggests that highquality early educationquality early educationprograms are characterizedprograms are characterizedby playful environments inby playful environments inwhich children have strongwhich children have strongrelationships with theirrelationships with their
caregivers and are engagedcaregivers and are engagedin active learning.in active learning.
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And this is true for allAnd this is true for all
childrenchildren Rural and urbanRural and urban
Rich and poorRich and poor
Across all ethnic groupsAcross all ethnic groups
All children need highAll children need high--quality earlyquality early
education and the opportunity to learneducation and the opportunity to learnthrough play!through play!
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But whatever happened toBut whatever happened toplay?play?
In 1981, a typical schoolIn 1981, a typical school--age child in the Unitedage child in the UnitedStates had 40% of her time open for play. ByStates had 40% of her time open for play. By
1997, the time for play had shrunk to 25%.1997, the time for play had shrunk to 25%.
What percentage is it down to now??What percentage is it down to now??
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We are wearing out our youngestWe are wearing out our youngest
children bychildren by
Engaging in drillEngaging in drill--andand--kill activities ratherkill activities rather
than playful and meaningful learning,than playful and meaningful learning, even at theeven at theyoungest ages!youngest ages!
Testing for factoids rather than real learningTesting for factoids rather than real learning
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Expecting children to learn like adults hasExpecting children to learn like adults hasconsequencesconsequences
Preschoolers in the U.S. are being expelled at 3Preschoolers in the U.S. are being expelled at 3times the rate of children in Ktimes the rate of children in K--12.12.
Dr. Walter S. Gilliam, the principal investigator of the YaleDr. Walter S. Gilliam, the principal investigator of the Yale
Child StudyChild Study
In the 4 billion dollar tutoring business (stillIn the 4 billion dollar tutoring business (still
growing), 20% of the children being tutored aregrowing), 20% of the children being tutored are22--6 years old (Junior Kumon and Kaplan)6 years old (Junior Kumon and Kaplan)
National Public Radio June 6, 2005National Public Radio June 6, 2005
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And more..And more..
Educational toysEducational toys have become a billionhave become a billiondollar industry, much of it promoting onedollar industry, much of it promoting one--rightright--answer learning and little creativityanswer learning and little creativity
AssessmentAssessmenthas become a huge industryhas become a huge industryin the U.S.as accountability becomes thein the U.S.as accountability becomes the
norm and learning is defined through anorm and learning is defined through anarrow lensnarrow lens
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We are confusingWe are confusing
learninglearningwithwith memorizationmemorization
andand
academic achievementacademic achievementwithwith successsuccess
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Teachers are forced to choose betweenTeachers are forced to choose between
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And parents are barraged with books thatAnd parents are barraged with books thatspeak to their newly created anxietiesspeak to their newly created anxieties
about whether their children will succeedabout whether their children will succeed
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As a society, we have a choiceAs a society, we have a choice
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ROBOTS? CREATIVE THINKERS?
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The 21st Century ChildThe 21st Century Child
Has facts at herHas facts at her
fingertips.fingertips.
To be a lifelong learner,To be a lifelong learner,
and a productive citizen,and a productive citizen,
she must become ashe must become acreative thinker who cancreative thinker who can
use information inuse information in
innovative ways.innovative ways.
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It is critical to find some balanceIt is critical to find some balance
between the desire to breed little Einsteins andbetween the desire to breed little Einsteins andthe need to foster play as a foundation forthe need to foster play as a foundation for
academic and social learning.academic and social learning.
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How did we move from a childhoodHow did we move from a childhooddominated by play to one that is moredominated by play to one that is more
skill oriented?skill oriented?
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We believe thatWe believe thatWellWell--intentioned parents and teachersintentioned parents and teachers
Have been misled by . . .Have been misled by . . .
Exaggerated scienceExaggerated science
Societal forcesSocietal forces
Marketing ploysMarketing ploys
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Exaggerated ScienceExaggerated Science
Remember theRemember the
Mozart Effect?Mozart Effect?
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the existence of a short-lived effect bywhich music enhances . . . performance
in adults does not lead to the
conclusion that exposing children to
classical music will raise theirintelligence.
Professor Hetland (Harvard):
examined 67 studies on the Mozart
Effect with 4,564 adults
The REAL evidence
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Societal ForcesSocietal Forces
Even comic strips reflect our insatiable appetite forEven comic strips reflect our insatiable appetite for
products that will boost IQ and save our childrenproducts that will boost IQ and save our children
from the fate of being *gasp* normal.from the fate of being *gasp* normal.
From Baby Blues
Reprinted with permission of King Features Syndicate
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Marketing PloysMarketing Ploys
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In this talk we willIn this talk we will
demonstrate . . .demonstrate . . .What 30 years of developmentalWhat 30 years of developmental
science has taught us about howscience has taught us about howto create lifelong learners.to create lifelong learners.
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The accumulated evidenceThe accumulated evidencesuggests:suggests:
1.1. Early education is important but . . .Early education is important but . . .
-- HowHowyou learn is as important asyou learn is as important as whatwhatyou learn.you learn.
2. E.Q. is as important as I.Q.2. E.Q. is as important as I.Q.
3.3. Each of you has a role to play in helpingEach of you has a role to play in helping
children become lifechildren become life--long learners.long learners.-- You are the villageYou are the village
A
talk in three parts
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Part 1Part 1
1.1. Whats the evidence that early education isWhats the evidence that early education is
important ?important ?
2. E.Q. is as important as I.Q.2. E.Q. is as important as I.Q.
3.3. Each of you has a role to play in helpingEach of you has a role to play in helpingchildren become lifechildren become life--long learners.long learners.-- You are the villageYou are the village
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Three kinds of studies illustrate thisThree kinds of studies illustrate thispoint:point:
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Their goal?
To understand the
achievement gap
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The findingsThe findings
In an average year, children hearIn an average year, children hear
11 million words11 million words -- Professional homesProfessional homes6 million words6 million words -- Working class homesWorking class homes
33 million wordsmillion words -- Welfare homesWelfare homes
By age 3 these children hadBy age 3 these children had HUGE differences in vocabulary and in IQdifferences in vocabulary and in IQscoresscores
Early Head Start has made a tremendous difference here in helping allEarly Head Start has made a tremendous difference here in helping allchildren hear more language and use more language!children hear more language and use more language!
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Early learningEarly learning
matters!matters!We see this in the Head Start dataWe see this in the Head Start data
tootoo
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Early Head Start(2002):
17 programs, 3001 families, random assignment study
Head Start Impact Study (2005):
84 programs, 5000 children, random assignment study
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The Positive Results
Early Head Start(2002):
The programs:Center based, Home-based, Mixed approach
The findings:Higher Mental Age scores
Higher language scores> attention; < aggression
> parent involvement, e.g., reading
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Positive Results Cont.Positive Results Cont.
Head Start Impact Study (2005):
The programs:Head Start program vs. Head Start-eligible communit
The findings: Head Start children had:
> pre-reading scores
> pre-writing scores> vocabulary< problem behaviors
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The positive effect that Head Start attendance hason pre-reading skills is comparable to, or larger
than, the effect that homework has on schoolachievement, the effect that lead poisoning has ondiminished IQ scores, and the effect that asbestosexposure has on cancer occurrence (Phillips &
McCartney, 2005).
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And in an intervention study thatAnd in an intervention study that
spans into adulthoodspans into adulthood
Campbell & Ramey
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These researchers asked:These researchers asked:
How much can cognitive development be
enhanced by
environmental stimulation?
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Loooooong-term intervention study
Children were either in a high quality
child care environment or an
ordinary environment at age 5.
Children followed until 21 years of age!
What they found might shock you
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Reading scores over timeReading scores over time
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Math Achievement over timeMath Achievement over time
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Percent ever attending a 4 year collegePercent ever attending a 4 year college
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The bottom line?The bottom line?
Early experience mattersEarly experience matters
BUTBUT..
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HowHowyou learn is as important asyou learn is as important aswhatwhatyou learnyou learn
Preschool children in highly academic, drill andPreschool children in highly academic, drill and
kill learning environments are:kill learning environments are:
More aggressiveMore aggressive
More anxiousMore anxious
More perfectionisticMore perfectionistic
Than those who learn inThan those who learn in playfulplayful environmentsenvironments
where learning iswhere learning is meaningfulmeaningful..
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Play = LearningPlay = Learning
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In readingIn reading
Telling storiesTelling stories
Word playWord play
(what rhymes with hat?)(what rhymes with hat?)
Singing songsSinging songs
Dialogical readingDialogical reading
Reading product labelsReading product labels
Engaging conversationsEngaging conversations
Many of these are already included in the Virginia Foundations for Early Learning
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READING IS NOTREADING IS NOT
Phonics without funPhonics without fun
Simply memorizing the alphabet or vocabularySimply memorizing the alphabet or vocabularywordswords
These do NOT build great readersThese do NOT build great readers
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Why?Why?
Learning works best inLearning works best in
meaningful contexts!meaningful contexts!
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In mathIn math
Finding patternsFinding patterns
Dividing candyDividing candy
Sorting trail mixSorting trail mix
I spyI spy Noticing more and lessNoticing more and less
(She got more ice cream)(She got more ice cream)
Lemonade standsLemonade stands
Playing cardsPlaying cards
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MATH for PreschoolersMATH for PreschoolersIS NOTIS NOT
Memorizing equationsMemorizing equations
1 + 1 = 21 + 1 = 2
Flashcards of numbersFlashcards of numbers
Computer software for toddlersComputer software for toddlers
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Even in physics?Even in physics?
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There are lessons learnedThere are lessons learned
When you throw aWhen you throw a
ball?ball?
Or push it to the frontOr push it to the frontof the room?of the room?
Or make it fly.Or make it fly.
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As Einstein once saidAs Einstein once said
"The only thing
that interferes
with my learning
is my education."
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HowHowyou learn is as important asyou learn is as important as whatwhatyouyoulearnlearn
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Part 2Part 2
1. How you learn is as important as what1. How you learn is as important as what
you learnyou learn..
2. E.Q. is as important as I.Q.2. E.Q. is as important as I.Q.
3.3.Each of us has a role to play in helpingEach of us has a role to play in helping
children become intelligent and happy.children become intelligent and happy.
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A tale of two SpocksA tale of two Spocks
Dr. Benjamin Spock got it all along: social andDr. Benjamin Spock got it all along: social and
emotional skills matteremotional skills matter ---- a lota lot
Mr. Spock did not get it: He is all intelligence andMr. Spock did not get it: He is all intelligence and
no social skillsno social skills
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From the last two decades ofFrom the last two decades ofresearch, it is unequivocally clearresearch, it is unequivocally clear
that childrens emotional andthat childrens emotional and
behavioral adjustment isbehavioral adjustment is
important for their chances ofimportant for their chances of
early school successearly school success..
Raver, 2003
Scientific evidence also points to the power of
social skills for emotional health and
intellectual growth!
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For exampleFor example
Parental talk about emotions creates children who areParental talk about emotions creates children who are
more sensitive to others emotions.more sensitive to others emotions.
How would you feel if she took your bear?How would you feel if she took your bear?
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Identifying emotion is important forIdentifying emotion is important for
understanding yourself and others.understanding yourself and others.
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EQ (EQ (emotional intelligenceemotional intelligence) is) isimportant forimportant for
Building moral character in children who learnBuilding moral character in children who learnright from wrongright from wrong
An understanding of who we are, andAn understanding of who we are, and
An understanding of othersAn understanding of others
ANDAND
Believe it or not.it is critical forBelieve it or not.it is critical forSUCCESS IN SCHOOL AND IN THEWORK FORCESUCCESS IN SCHOOL AND IN THEWORK FORCE
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EQ does not develop on its ownEQ does not develop on its own
Children learn it from adultsChildren learn it from adults
Children learn it from other childrenChildren learn it from other children
Children learn it through PLAYChildren learn it through PLAY
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Part 3Part 3
1.1.Early education is important but . . .Early education is important but . . .
-- How you learn is more important than what youHow you learn is more important than what youlearn.learn.
2. E.Q. is as important as I.Q.2. E.Q. is as important as I.Q.
3.3.Each of us has a role to play in helpingEach of us has a role to play in helpingchildren become happy and intelligent.children become happy and intelligent.
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It takes a village to raise aIt takes a village to raise a
childchildAncient African ProverbAncient African Proverb
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Learning is the heartbeat of a strong society.Learning is the heartbeat of a strong society.
Andrea Camp
Family
School Library
Media
Museum
Religion
The Arts
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A Huge GAPA Huge GAP
What we know in
scienceWhat we do
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It is time to bridge the GAP!It is time to bridge the GAP!
What we know What we do
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The science seems toThe science seems to
Fly in the face of a global world that thinksFly in the face of a global world that thinks
Faster is betterFaster is better
Every moment must countEvery moment must count
Yet there is virtual consensus in our field ofYet there is virtual consensus in our field of
child psychology that children do not thrivechild psychology that children do not thrivewhen they are hurried with no time towhen they are hurried with no time to
explore!explore!
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Thus, inThus, in Einstein Never UsedFlash CardsEinstein Never UsedFlash Cards
We,We,
Bridge the gap betweenBridge the gap betweenscience and practicescience and practice
Show how childrenShow how children reallyreallylearnlearn
Give real life examples thatGive real life examples thatcan be used in the schoolcan be used in the schoolroom and in the living room (asroom and in the living room (aswell as in the library, museumwell as in the library, museumand media)and media)
T h h f ll t ti lT h h f ll t ti l
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To reach her full potential asTo reach her full potential asa lifelong learner . . .a lifelong learner . . .
The 21st century childThe 21st century child
must do more than justmust do more than just
learn the facts; shelearn the facts; sheneeds to integrateneeds to integrate
them into a creativethem into a creative
framework that meetsframework that meets
the demands of ourthe demands of ourglobal society.global society.
T h h t ti lT h h t ti l
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To reach her potential as aTo reach her potential as aproductive citizenproductive citizen
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she needs to have a high-quality
early education that will prepare her
for the workplace of tomorrow.
We know what it takes to raise
intelligent, well-adjusted, successful
children.
It is incumbent upon us to putscience into practice!