- Oxford Library of Psychology
- The Oxford Handbook of the Development of Play
- Oxford Library of Psychology
- About the Editor
- Defining and Recognizing Play
- Cultural Variations in Beliefs about Play, Parent–Child Play, and Children’s Play: Meaning for Childhood Development
- Theories of Play
- Comparing and Extending Piaget’s and Vygotsky’s Understandings of Play: Symbolic Play as Individual, Sociocultural, and Educational Interpretation
- Gene × Environment Interactions and Social Play: Contributions from Rhesus Macaques
- Playing at Every Age: Modalities and Potential Functions in Non-Human Primates
- Play and Development
- The History of Children’s Play in the United States
- The Antipathies of Play
- The Cultural Ecology of Play: Methodological Considerations for Studying Play in Its Everyday Contexts
- Observational Methods in Studying Play
- Object Play and Tool Use: Developmental and Evolutionary Perspectives
- The Development and Function of Locomotor Play
- Not Just “Playing Alone”: Exploring Multiple Forms of Nonsocial Play in Childhood
- Internalizing and Externalizing Disorders during Childhood: Implications for Social Play
- Gender and Temperament in Young Children’s Social Interactions
- Social Play of Children with Adults and Peers
- Rough-and-Tumble Play: Training and Using the Social Brain
- Children’s Games and Playground Activities in School and Their Role in Development
- Mother–Child Fantasy Play
- Origins and Consequences of Social Pretend Play
- The Development of Pretend Play in Autism
- Technology and Play
- Playing Around in School: Implications for Learning and Educational Policy
Abstract and Keywords
A fundamental question has spawned fervent debates in classrooms and on Capitol Hill: How do we best educate children to be successful in a global, ever-changing world? Here we present the evidence that playful learning pedagogies not only promote important academic learning but also build the skills required for success in the 21st century. A brief review of current educational trends and their underlying philosophies is followed by the introduction to of the concept of “playful learning,” a teaching approach that uses free-play and guided-play activities to promote academic, socio-emotional, and cognitive development. The chapter then reviews correlational, observational, and experimental literature on playing around in school and offers suggestions and future directions for research in the emerging playful learning domain.
Kelly Fisher, Department of Psychology, Temple University.
Kathryn Hirsh-Pasek, Department of Psychology, Temple University
Roberta M. Golinkoff, School of Education, University of Delaware.
Dorothy G. Singer, Department of Psychology, Yale University.
Laura Berk, Department of Psychology, Illinois State University.
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