Kathy Hirsh-Pasek is the Stanley and Debra Lefkowitz Faculty Fellow in the Department of Psychology at Temple University and a Senior Fellow at the Brookings Institution. She is the past president of the International Society for Infant Studies, served as the Associate Editor of "Child Development" and is on the governing counsel of the…

Rosemarie T. Truglio is the senior vice president of curriculum and content at Sesame Workshop, where she is responsible for the development of the interdisciplinary curriculum on which "Sesame Street" is based, and oversees content development across platforms such as television, publishing, toys, home video, and theme park activities.…

In November 2017, Ofsted published Bold Beginnings, a report on its findings about teaching in the Reception year. Like very many practitioners in the early years, the author of this article believes this report to be of concern, as the recommendations it proposes would be so damaging for the early education of young children. She believes its…

Charles Eisenstein is a public speaker, self-described "degrowth activist," and the author of several books, including "The Ascent of Humanity," "Sacred Economics," and "The More Beautiful World Our Hearts Know Is Possible." In this article, Peter Piché discusses Charles Eisenstein's experience with…

While recognizing the value of "vision," it could be argued that vision alone--at least in schools--is not enough to rally the financial and emotional support required to translate an idea into reality. A compelling vision needs to reflect substantive, research-based knowledge if it is to spark the kind of strategic thinking and insight…

This paper critically engages with the theme of "process over product"--a theme that is argued to be increasingly problematised as an influential narrative in the construction and transmission of a philosophy of early education. The importance of producing children of "competence" through appropriate educational processes is associated with…

Discusses the importance of genetic and epigenetic factors in the development of the nervous system and the performances it conditions. From the perspective of rules, play, and relaxation of rules, learning and education are not considered as a kind of conditioning but as providing a content in which the cumulative expression of potential can take…

In this article, the author discusses playdough. Playdough is a staple play material in the early childhood classroom which provides enjoyable and satisfying experiences for young children. But, it is not merely a "fun" activity, it also provides valuable hands-on, active-learning experiences and supports children's growth and learning in many…

Piagetian and Vygotskian theories may be used as starting points to examine the role of play in development and learning from a constructivist perspective, including how children use play to deepen their understanding and skills, encounter new problems, and incorporate newly mastered skills into their play. Contemporary factors such as an emphasis…

Discusses how unit building blocks can be used to enhance five major interrelated aspects of child learning, namely, physical, emotional, social, intellectual (cognitive), and intuitive development. Also presents six ways to encourage good block playing among children. (BB)

Discusses the effects of child play on the learning and development of young children. Argues that play is an important part of an entire network of learning, a fact often overlooked by parents who view play as recreation. Maintains that, when parents and educators help children to enhance their play experiences, important learning outcomes can…

Describes kindergarten children's oral and written language behaviors while operating a computer. Stages of computer language play and children's experimentation with speech and writing specific to the computer also are discussed. (AS)

Argues that schools are alien to human juveniles'"normal" ways of learning. Sees return to more "normal ways" because of near 100 percent literacy in West (so children can "pick up" necessary skills), counterproductivity of current social segregation of the young, and rejection of docility as an appropriate educational goal. (CMG)

States that teachers should understand how they can legitimately use play to accomplish teaching-learning objectives, suggests a model for formulating a play ethic for teacher training, and presents a play matrix showing the areas of impact in play theory for the teaching-learning process. (MF)

The child's psychosocial and physiological development are discussed in terms of a limiting environment and program expectations. Some factors to consider are (1) heredity and heritage; (2) experience; (3) maturation; (4) social transmission; and (5) equilibration. Sensitive educators must prepare the environment for the child, not for the…