The Wisdom of Play Introduction by David Elkind
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The Wisdom of Play how children learn to make sense of the world Introduction by David Elkind
“Many of our greatest
thinkers locate their
capacity for original
and profound thought
in their imaginative
abilities, first developed
through creative play
in early childhood.”
– Sharna Olfman
Psychology Professor
Point Park University
The Wisdom of Play
how children lear n to make sense of the world
Contents
Introduction – David Elkind...................................................................2
History – David Elkind............................................................................4
Time – Sydney Gurewitz Clemens............................................................6
Imagination – Richard Lewis..................................................................8
Brain Research – Stuart Brown............................................................10
Research and Current Trends – Joan Almon & Edward Miller............ 12
Building Blocks for Learning – Katrina Ferrara................................. 14
– Kathryn Hirsh-Pasek
– Roberta M. Golinkoff
Active Learning – Larry Schweinhart.................................................. 16
Nature – Rachel Grob.......................................................................... 18
Open-ended and Creative Play – Francis Wardle.............................. 20
Author Biographies........................................................................... 22
Bibliography...................................................................................... 24
…a way to learn about self and the world
through self-created experiences.
the brief articles in this booklet When children play games of
Introduction present from a variety of their own invention, or even
– David Elkind, PhD perspectives. For young children traditional games like hide and
P
in particular, play is a fundamental seek, they often make up their
lay, like love and work, is mode of learning. An infant’s own rules as to who is to be “it”
an ambiguous term—with playful babbling teaches them to and what the limits of the game
meaning that changes create all the sounds needed to are. In this way, children learn
over the course of the speak their native tongue or any what Jean Piaget called “mutual
human life cycle. The play, love, language. A toddler learns that respect.” Mutual respect means
and work of children are simply when you bang a metal spoon or that when one child makes a rule,
different from those of adults. We a wooden spoon, you get two very the others follow. But the rule
easily understand the new side of different sounds. A child learns maker must in turn follow the
“love” that emerges in adolescence, through dramatic play that some rules made later by another child.
and that the adult concept of work children are bossy, others timid. It is only when children engage
—earning one’s own living—does in self-initiated play of this kind
In playing board games like
not apply to children. Yet when it that they acquire a solid sense of
Checkers or Monopoly, a child
comes to children’s play, we tend to mutual respect.
learns not only strategy, but
think of it in adult terms—as the also to read the body language Clearly, play serves a very
opposite of work, engaged in for and vocal intonations of other different function for children
its own sake. children. And, in seeing how than it does for adults. For
However, child play is very other children respond to him or children, it is a way to learn
different from adult play, as her during the game, the child about self and the world through
learns about self. self-created experiences. That
is one reason child-initiated
play is so important and why it
should not be replaced either
by adult-organized sports or by
academic activities disguised as
games. When we appreciate the
important role play serves in a
child’s learning about self and
world, we give children the time
and opportunity to engage in the
self-initiated play that is the surest
way for them to fully realize all of
their intellectual, emotional and
social potential.
3
…it starts with the child and not with
the subject matter.
The philosophical foundations education came to be seen as
History of early childhood education an important first step on the
– David Elkind, PhD were provided by John Amos educational ladder.
E
Comenius, John Locke, and Jean
In America, the Head Start
arly childhood Jacques Rousseau. Its curriculum
Program, launched in the 1960s
education, the care and methodology were created
for low-income children, had
and instruction of by the likes of Johann Heinrich
an unintended consequence.
young children outside Pestalozzi, Friedrich Froebel,
Although it was very effective, the
of the home, over the last half Maria Montessori, and Rudolf
title gave parents the impression
century has become a downward Steiner. Most recently, it was
that education was a race, and that
extension of schooling. It scientifically grounded by
the earlier you start, the earlier and
is now the first rung on the the research and theories of
better you finish. Middle-income
educational ladder. In many Sigmund Freud, Jean Piaget, and
parents wanted their preschoolers
respects, however, this most Erik Erikson. While there are
to have a head start as well. This
recent addition to the pedagogical differences in the approaches
gave added emphasis to the
hierarchy is quite different from of these progenitors of early
importance of early childhood
its elementary and secondary childhood education, they are
education as the answer to
predecessors. overshadowed by one common
improving the educational system.
principle: that early childhood
The early childhood curriculum curriculum and practice must be As a consequence, kindergarten,
is the most holistic and least adapted to the maturing needs, once a half-day affair required by
differentiated at any level abilities, and interests of the child. only 40 percent of US states, has
of education. It is also the become largely a full-day affair
most solidly grounded in This was the principle embodied
required nationwide. Academics,
philosophy, in clearly articulated in the first kindergarten program,
including math and reading
methodology, and in theory developed by Friedrich Froebel
curricula, testing and grades, are
and research. Those who (1782-1852) and the first early
now the norm in many schools.
contributed to the discipline of childhood program to be
Programs for younger children
early childhood education came widely adopted in both Europe
have expanded as well. Today,
from occupations and professions and abroad. The kindergarten
some 80 percent of children
outside the academic domain. movement was propelled by the
under the age of six spend part
What they had in common was industrial revolution and the
or full time in non-parental
an understanding of children. introduction of women into the
child care settings. Having your
And that is what makes early factory labor force. Later, Maria
child cared for outside of the
childhood education unique; it Montessori’s (1870-1952) early
home, once looked down upon
starts with the child and not with childhood program was also
as an abrogation of a mother’s
the subject matter. widely adopted both in Europe
maternal instinct, is now a
and abroad. But it was not until
socially accepted practice. Indeed,
after WWII that early childhood
4
those parents who choose not to of early childhood education, “the new first grade.” The articles
put their children in out-of-home supported by an overwhelming presented in this booklet make
settings are the ones perceived amount of contemporary research clear that a play-based curriculum
as insufficiently concerned with and classroom experience, is is best suited to meet the emerging
their child’s welfare. dismissed as irrelevant. Instead, needs, abilities and interests of
we have had a politically and young children. We have come too
With the rapid expansion and
commercially driven effort to far from where early education
acceptance of early childhood
make early childhood education began: with the child.
programs, the basic principle
5
…the hummy rhythm of the children’s
attention to their work.
relaxes. To children, time is it’s “cleanup time.” Respecting
Time measured in units of joy. this, some programs choose to
– Sydney Gurewitz Clemens let structures remain—out of
From the moment they greet
A
the way of the cleaning staff—so
the children in the morning,
two-year-old on the building can continue tomorrow.
adults at a child care center
sandy beach with a pail or kindergarten convey their Waiting in line at the supermarket
and a shovel lives in attitude about how time is to be feels wasteful unless you play with
joy, outside of time. He used. Without pressure, there’s the other people in line. So it is
has the attention span of a giant. time to say hello and ask how in the early childhood classroom.
He will play, with or without your things are going. Courteous, If children have to wait, they
company, as long as you’ll let him. relaxed interactions start a good will get impatient or angry—not
A seven-year-old city child, at day. Where time is organized emotions you’re trying to develop.
that same beach, lets himself rigidly and there’s never enough Wise teachers thus arrange a fluid,
hang out, observes people, birds, of it, staff and children collide. responsive day with minimal
and water. Suddenly, without an Children want to keep on waiting. In Reggio Emilia, Italy,
external trigger, he gets up and building with blocks until they’ve children and staff work together
sprints along the beach and into finished what they’re building, on a project for as long as eight
the water up to just the right and they resent having to tear or ten weeks, returning to it most
height, stops, rests, considers, down what they’ve built because days, as if they had all the time
in the world. A great deal can be
accomplished by children working
on this kind of extended timeline,
and these children’s ability to
understand how the world works
changes because mindful time was
invested in important exploration.
A good classroom will flow.
Teachers will have a general
idea of a schedule, but respond
intuitively to the hummy rhythm
of the children’s attention to their
work. Like good parents and good
friends, good teachers tune in to
those they care for, and promote a
flowing, peaceful use of time.
6
7
…bringing children into a space of their
unique knowing and understanding.
In more solitary forms of that reflect who we are and how
Imagination play—be it a child playing in a we interpret the wondrously
– Richard Lewis sandbox, dressing up, or having complex world around us?
P
a conversation with a doll—the
For the child, both play and
lay is an act of imagination is now, through
imagining are instinctive
imagining. When its own resources, at play. It is
capacities. They are not only
children go outside to creating, pretending, performing,
crucial to a child’s sense of well-
play—running, skipping, and bringing children into a
being, but also, if encouraged and
jumping—what is activated is space of their unique knowing
supported, the path to envisioning
a different form of knowing. It and understanding.
possibilities, discovering new
is a way of believing that allows Even our own adult imagining ideas, enlarging experience, and
children, if they wish, to run as is a form of play. Haven’t we all questioning and expressing the
fast as the wind or jump as high noticed that when we imagine, delicate boundaries of the known
as the clouds, becoming, in an dream and reality, time and space, and the unknown.
instant, a part of the exuberance feeling and thought begin to
and playfulness of nature itself. Perhaps it is part of the genius
intertwine, blending components
of childhood to integrate play
and imagining into one seamless
activity. A way in which the life
of our minds and our bodies are
in dialogue with each other. Or,
as one child, Maggi, said to me:
“When I play it feels like you can’t
fall down. And it feels like the
stars are carrying me.”
89
…nothing lights up a child’s
brain like play.
into higher centers, activating
Brain Research interaction with the environment.
– Stuart Brown, MD This flow is similar in humans and
(founder of National Institute for Play) involves our hands, which are so
A
richly connected with our brains,
close look at and a primary way we interact
young children with the world. As kids play with
worldwide reveals the blocks, fashion mud pies, and
spontaneous whole- throw balls, they are constantly
self involvement of their bodies, fertilizing neural growth and
minds and spirits in the joyful integrating complex areas that the
pursuit of play. Something deep natural world offers.
within prompts them to enjoy Immersion in the natural world
the tug of gravity and urges is a central aspect of healthy
them to move, chase each other, child’s play. High-tech industries
wrestle and squeal with delight— such as NASA’s Jet Propulsion
and to find pleasure through Laboratory have found that their
exploration and tinkering with best overall problem solvers
objects around them, making were master tinkerers in their
toys or building fantasy forts youth. They have even altered
and hiding places. their hiring policy to give high
In studying what occurs in the priority to this play background
brain during play, researchers information.
into animal play have provided In childhood play, it is a safe
evidence of play-brain assumption that kids need more
relationships that also apply to than a two-dimensional screen
humans. They have discovered to gain competency. Children
that play arises from areas of the need free, hands-on play that is
“ancient” brain (that all mammals kid-organized, to maximize their
possess) that are organized for potential. Nothing lights up a
survival, and they flow “upward” child’s brain like play.
1011
…play works, but is seriously endangered
in today’s schools.
their middle-class peers. But
Research & those arguments are based on
Current Trends assumptions not supported by
well-designed research. The
– Joan Almon & Edward Miller
(Alliance for Childhood)
federal government has invested
heavily in research on early
T
literacy, with disappointing
he vital importance of
results. The federal Reading
play in young children’s
First program, for example,
development has been
significantly increased didactic,
shown in study after
phonics-heavy reading instruction
study going back more than
but had no effect on reading
half a century. Nevertheless,
comprehension scores. Intensive
early childhood education
test-driven programs may produce
has in recent years become
short-term gains in scores, but
increasingly focused on teaching
long-term research indicates that
literacy and other academic students for or giving them these gains fade away. Studies
skills, in part because of popular standardized tests. Play with of Germany’s experiment with
misconceptions about play being blocks, sand, or water is rare. academic kindergartens showed
a waste of time. Most kindergarteners get 30 that play-based early education
Three recent university studies of minutes or less to play per day; produced better results in reading
public kindergartens, sponsored many have no playtime at all. and math, social and emotional
by the Alliance for Childhood, Policymakers and school adjustment, creativity, intelligence,
provide evidence of how far this administrators push early oral expression, and “industry.”
trend has gone. A survey of 254 academics as a way to give The research base on early
teachers in New York and Los children a competitive edge in education is clear: play works,
Angeles showed that their full- a global economy, and to help but is seriously endangered in
day kindergartens devoted two children from low-income today’s schools.
to three hours per day teaching backgrounds catch up with
literacy and math and preparing
1213
… balancing one block atop another, they are
registering principles of physics and support.
features. And when they build
Building Blocks towers by masterfully balancing
for Learning one block atop another, they are
registering principles of physics
– Katrina Ferrara, BA and support.
– Kathryn Hirsh-Pasek, PhD
– Roberta M. Golinkoff, PhD Research suggests that four and
five year-olds given 15 minutes
of free play will spend a third
“Creating environments of this time engaged in spatial,
where children can learn mathematical, and architectural
through play is not a simple activities! Studies also show that
this kind of play, especially with
thing to do consistently
blocks, helps children discover
and well...The role of the principles such as symmetry and
adult is critical...The adult geometry and sets the stage for
designs an environment Blocks. Seemingly simple, more advanced skills used later in
they actually offer children mathematics and geography.
with hands-on, concrete
an entire classroom’s worth of Given their utility as a creative
materials that encourage
opportunities for mathematical medium, a foundation for
exploration, discovery, and spatial learning. learning, and a basis for fun
manipulation and active interaction between parents and
As children pick up and feel
engagement of children.” the rigid angles and smooth children, blocks are one of the
curves of wooden squares, most versatile and rewarding
– J. Hewes
circles, and triangles, they are items in the toy box. No wonder
learning the fundamentals of the American Academy of
shape and proportion. When they Pediatrics recognized blocks
distinguish the green block from as among the “true toys” that
the red, they refine their ability should be valued in our homes
to note patterns and compare and schools.
1415
…we learn what we do.
direct instruction, traditional
Active Learning nursery school, and HighScope’s
– Larry Schweinhart, PhD active participatory curriculum.
(HighScope) Direct instruction teachers taught
children lessons and how to give
A
the right answers. Traditional
ctive learning is the
nursery school teachers let
way we all learn.
children do what they wanted and
From our beginnings,
followed their lead. Teachers in
our brains are
the active participatory program
constantly growing, connecting
had children plan, do, and review
their synapses in new ways
their own activities and supported
and into increasingly complex
them in these activities. All three
structures. At birth, we first
groups of children became better
learn to make sense of booming,
prepared for school, but the
buzzing confusion. We learn
two more child-led approaches
from what we see, feel, touch,
a plan, we are learning how seemed to better prepare children
taste, smell, and do. We develop
to follow through on what we for life—with fewer emotional
the special human abilities of
say. When we review the plan problems and fewer crimes
language-speaking, listening,
afterwards, we are learning how to committed as teens.
reading, writing, and discovering
take responsibility. When children
meaning. These new abilities Children engaged in active
do what we tell them, they are
enrich our lives with whole new learning learned not just from
learning how to do what we say.
realms of knowledge, but they the lesson content, but also
When we ask them what they
never replace our immediate from the educational activities
want to do and they do it, they are
world of senses and activities. themselves.
learning how to take initiative.
We learn what we do.
The HighScope Educational
When we make a plan, we are
Research Foundation conducted a
learning how to work toward
long-term follow-up study of three
objectives. When we carry out
types of preschool education:
1617
…outside—all they need is time,
playmates, and permission.
of discovery, are directly opportunities to climb, uneven
Nature proportional to the number and terrain to be negotiated. Most
– Rachel Grob, MA, PhD kind of variables in it.” children need no coaxing
(Sarah Lawrence College) or coaching to burn calories
The number and kinds of
outside—all they need is time,
T
“variables” outdoors are endless:
hink back to when playmates, and permission from
plants, animals, insects, water,
you were a child. adults to explore what their
sand, dirt, dust, hills, holes—
Did you crave the bodies can do. As landscape
all of these are fascinating,
outdoors? Did you architect Robin Moore writes,
and many change over time,
have a favorite spot to play—a “The indeterminacy of rough
constantly revitalized as material
tree, a stream, a rocky crevice ground allows it to become
for children’s play. Nature is
or vacant lot? Did you have a a play-partner, like other
the very best place for children
special place to hide, where you forms of creative partnership:
to find “loose parts”—that is,
could watch without being seen actress-audience, potter-clay,
material for play that can be
and let your imagination run photographer-subject, painter-
moved around and used in many
free? Did you resist being called canvas. The exploring/creating
ways. Pieces of wood can make
back inside, wanting to swing child is…using the landscape as
a fort or a miniature world;
one more minute with your face a medium for understanding the
rocks can serve equally well as
tilted up to the darkening sky world by continually destructing/
pretend people or pretend food
or to finish a last exhilarating reconstructing it.”
in an imaginary game; dirt can
game on the street? be sculpted into a palace for Nature offers children not
Because of our own experiences, ants or dug to create a hole for just physical room to play, but
many of us already know and buried treasure. The open-ended mental and emotional room as
feel the benefits of play in natural characteristics of the natural well. The “secret spaces” young
settings. Research corroborating world excite play far richer than people need for private reflection
our firsthand perceptions comes what children will ever find in and growth can be found in
as no surprise, but it helps us manufactured toys that require abundance, and children will use
understand why outdoor play them only to push buttons or their time outdoors to nurture
is so essential. One reason is follow pre-set rules. contemplative as well as active
that nature offers unparalleled forms of playfulness. Their ability
In addition, the gross motor
opportunities for exploration and to relate creatively and peacefully
play children need to become
experimentation. As landscape with others expands in nature
physically adept emerges
architect Samuel Nicholson put too; researchers have found
spontaneously and joyfully in
it, “In any environment, both decreased incidents of aggression
the outdoors. The natural world
the degree of inventiveness and and increased imaginative play
offers room to run, irresistible
creativity, and the possibility and creative social interactions
18Jonah – by Talia Grob Stewart (age 9)
in environments converted from When I remember my brother I picture Jonah on the top of a
asphalt to an “environmental Jonah I picture him on the back mountain his hands on either side,
yard” with ponds, gardens, a of a whale. and his fingers spread out wide, with
meadow, and trees. his open jacket flailing behind him.
It’s raining but Jonah doesn’t
Features of the natural world care because he’s already wet When I picture Jonah I picture
children explore with their from diving into the water and him on the back of his favorite
senses by day, they play with in coming up again like Jonah and horse named Yawer, no saddle,
their dreams at night, and turn the whale, his hands clutching the no pommel, his hands grasping
into poetry when they wake. whale’s neck. Yawar’s mane.
19…a sense of power, control, and
mastery of their own learning.
• Creatively adapting everyday
Open-ended and objects to play with;
Creative Play • Imposing new meanings and
– Francis Wardle, PhD uses on familiar objects and the
environment;
I
• Enjoying themselves without
observed some young
needing to use expensive,
girls helping their mothers
technological or educational toys;
wash clothes in the stream.
The Maya living in the • Finding a creative way to have
highlands of Guatemala care for fun and enjoy each other’s
their children while engaging in company.
work—the boys with the men, Open-ended play materials are
the girls with the women. On those that offer children many
this occasion, a small group of ways to engage with them. For
three to five-year-old girls example, children can play with
was helping their mothers. sand, water, or clay in a variety
However, they soon got bored, of ways. In creative play, children
so they started to invent a game use objects and toys to create
by tossing the small pieces of stories, build constructions, and
soap to each other, and trying engage in a fantasy world. The
to catch the slippery objects. use of materials in flexible and
They delighted in the fun of creative ways teaches children to
a game that required great be flexible and creative thinkers
concentration, physical agility, with abstract ideas and concepts.
and creativity! This game
continued for a considerable The value of open-ended and
length of time as the girls found creative play is that it enables
different ways to enjoy this children to explore a variety
activity. The mothers seemed of creative uses of common
quite content to watch them materials and environments,
have fun playing in the stream. challenges conventional ways to
It seems to me these girls were use materials, and gives children
doing many things, including: a sense of power, control, and
mastery of their own learning.
• Creating play activities to
eliminate boredom;
2021
Sydney Gurewitz Clemens, Stuart Brown, MD, is a medical
Author an early childhood doctor, psychiatrist,
Biographies teacher for more than clinical researcher,
thirty years, is a widely and the founder of
recognized author the National Institute
We are especially grateful and presenter on topics which for Play. (www.nifplay.org) He
for the help and support of involve hot cognition: children first discovered the importance
these authors, without whom learning through things they of play by discerning its absence
are passionate about. These in a carefully studied group
this book would not have been
topics can be from the happy of homicidal young males,
possible. Thank you for your parts of life: early literacy, beginning with the University
time, creativity and enthusiasm creativity, and many aspects of Texas Tower mass murderer,
in writing these beautiful of the work being done in Charles Whitman. Dr. Brown
Reggio Emilia, or from life’s speaks regularly to Fortune 500
chapters. Thank you for your
painful parts, including divorce, companies and groups across the
care and respect for children death and dying, and parents in country on the importance of
everywhere and your tireless prison. Sydney is the author of play in our lives. Most recently,
work in celebration of childhood. two practical and inspiring he appeared at the New York
books on early childhood: The Public Library. The producer
Sun's Not Broken, A Cloud's Just of a three-part PBS series, The
David Elkind, PhD, is currently
in the Way: On Child-Centered Promise of Play, he has also
Professor emeritus of
Teaching, and Pay Attention appeared on NPR and was
Child Development
to the Children: Lessons for featured in a cover story in
at Tufts University
Teachers and Parents from Sylvia The New York Times Magazine.
in Medford,
Ashton-Warner. Visit her website
Massachusetts. His research Joan Almon is
at www.eceteacher.org.
and theorizing have been in the director of the
areas of perceptual, social, and Richard Lewis is a teacher, US Alliance for
cognitive development where author, and the Childhood, a public
he has worked to build on the founder and director education and advocacy group
theories of Jean Piaget. Perhaps of The Touchstone that addresses issues affecting
Elkind is best known for his Center for Children, children’s overall health and well-
books, The Hurried Child, All an arts and education organization being. The Alliance is focusing on
Grown Up and No Place to Go, located in New York City. restoring play in kindergartens
Miseducation, and most recently, (www.touchstonecenter.net) and other early childhood
The Power of Play. Dr. Elkind The Center’s particular interest is settings, as well as in the lives
also writes a weekly blog on the role of the imagination within of all children. Materials can be
child development issues at learning—and its relation to our found on their website at
www.justaskbaby.com. understanding and expression www.allianceforchildhood.org.
of the natural world. Recent For over 30 years, Joan was a
books by Richard Lewis include: Waldorf kindergarten teacher,
When Thought is Young, Living by teacher-educator, and consultant
Wonder, I Catch My Moment: Art to Waldorf schools worldwide.
and Writing by Children on the Life She has written numerous articles
of Play, and a collection of poems, and chapters on early childhood,
Shaking the Grass for Dew. play, and imagination.
22Edward Miller, MEd, is a founder Roberta Michnick Golinkoff, Rachel Grob, MA, PhD, is a
of the Alliance for PhD, is the H. Rodney faculty member in
Childhood, a nonprofit Sharp Professor of the Health Advocacy
research and advocacy Education at the Program and
organization, and of University of Delaware, directs the Child
the New York Coalition for Play. and winner of the prestigious John Development Institute at Sarah
He is co-author of Crisis in the Simon Guggenheim Fellowship Lawrence College. Activities of
Kindergarten: Why Children Need and the James McKeen Cattell the Institute include research
to Play in School (2009), and he prize. Her research is funded on play, a week-long summer
edited the Alliance’s two reports by federal grants and she has institute on facilitating play,
on children and technology: written and co-authored dozens and collaboration on a series of
Fool’s Gold (2000) and Tech Tonic of scientific journal articles and 12 films for public television. Dr.
(2004). A former editor of the books including: Play = Learning: Grob is author of articles on
Harvard Education Letter, Ed has How Play Motivates and Enhances parenting and childhood; her
taught at Harvard University and Children’s Cognitive and Social- forthcoming book from Rutgers
at Sarah Lawrence College, where Emotional Growth, and A Mandate University Press is titled Testing
he is a member of the Professional for Playful Learning in Preschool, Baby: The Transformation of
Advisory Board of the Child which makes the case for play Newborn Screening, Parenting and
Development Institute. and playful learning so children Policymaking. Her children,
can thrive both socially and Jonah and Talia, play and write
Kathryn Hirsh-Pasek, PhD, is academically. poetry at the Blue Rock School
the Stanley and Debra in West Nyack, N.Y..
Lefkowitz Professor Larry Schweinhart, PhD, is
in the Department of an early childhood Francis Wardle has a PhD in
Psychology at Temple program researcher Early Childhood
University, where she serves as and speaker. He has Education from
Director of the Infant Language conducted research the University of
Laboratory and was the recipient at HighScope Educational Kansas. He has
of the Great Teacher and Eberman Research Foundation been a Head Start director and
Research Awards. She has written (www.highscope.org) since national education director
11 books and her work has 1975 and served as its president for Children’s World Learning
appeared in over 100 publications. since 2003. He has directed the Centers. Currently he teaches
Visit her website at HighScope Perry Preschool at the University of Phoenix
http://kathyhirshpasek.com. Study through age 40, the and Red Rocks Community
HighScope Preschool Curriculum College. Dr Wardle has authored
Katrina Ferrara, BA, is the
Comparison Study through age several books, including
Infant Lab Coordinator at
23, evaluations of Head Start Play, Development, and Early
Temple University. Special thanks
and Michigan School Readiness Education (with Johnson
for putting together the chapter
programs, and the validation of and Christie) and many articles
on Block Play.
the HighScope Child Observation on play. He is a member of
Record. He received his PhD Partners of the Americas, and
in Education from Indiana a founding board member of
University in 1975. He and his the Starfish Educational Institute,
wife have two children which organizes an annual
and five grandchildren. teacher training conference
in Maceio, Brazil.
23Bibliography
Crain, W. “Animal Dreams,” ENCOUNTER: Education Wardle, F. Introduction To Early Childhood Education:
for Meaning and Social Justice, Vol. 16, No. 1, 2003. A Multidimensional Approach To Child-Centered Care
And Learning, Boston: Allyn and Bacon, 2003.
Elkind, D. The Power of Play: Learning What
Comes Naturally, Cambridge: Da Capo Press, 2007. Further Reading:
Ginsberg, H. “Mathematical Play and Playful Mathematics: Brown, S. & Vaughan, C. Play, How It Shapes the Brain,
A Guide for Early Education.” Play = Learning: How Play Opens the Imagination, and Invigorates the Soul,
Motivates and Enhances Children’s Cognitive and Social- New York: Penguin Group (USA) Inc., 2009.
Emotional Growth, D. Singer, R. M. Golinkoff, & K. Hirsh-
Grob, R. (forthcoming).Testing Baby: The Transformation
Pasek (Eds.), New York: Oxford University Press, 2006.
of Newborn Screening, Parenting and Policymaking,
Ginsburg, K. & committee. “The Importance of Play in Rutgers University Press.
Promoting Healthy Child Development and Maintaining
Levin, D. E. & Kilbourne, J. So Sexy So Soon: The New
Strong Parent-Child Bonds,” Pediatrics, Vol. 119, No. 1, 2007.
Sexualized Childhood & What Parents Can Do To Protect
Goodenough, E. (Ed.) Secret Spaces of Childhood, Their Kids, New York: Ballantine Books, 2008.
Ann Arbor: Michigan University Press, 2003.
Linn, S. The Case for Make Believe: Saving Play in a
Hewes, J. Several Perspectives on Children’s Play: Commercialized World, New York: The New Press, 2008.
Scientific Reflections for Practitioners, Tom Jambor &
Louv, R. Last Child in the Woods,
Jan Van Gils (Eds.) Philadelphia: Garant, 2007.
Chapel Hill: Algonquin Books, 2006.
Hirsh-Pasek, K. & Michnick Golinkoff, R. & Berk, L.E.
& Singer, D.G. A Mandate for Playful Learning in Preschool, Organizations
New York: Oxford University Press, 2009. Alliance for Childhood promotes policies and practices
Johnson, J. E., Christie, J. F., & Wardle, F. Play, Development that support children’s healthy development, love of
and Early Education, Boston: Allyn and Bacon, 2005. learning, and joy in living. Their public education
campaigns bring to light both the promise and the
Miller, Edward & Almon, Joan. Crisis in the Kindergarten: vulnerability of childhood. They act for the sake of the
Why Children Need to Play in School, College Park: Alliance children themselves and for a more just, democratic, and
for Childhood, 2009. ecologically responsible future. Visit the website at
Moore, R.C. & Wong, H.H. Natural Learning: The Life www.allianceforchildhood.org.
History of an Environmental Schoolyard, Berkeley:
Playing For Keeps: Association of Children’s Museums
MIG Communications, 1997.
(ACM) adopted Playing for Keeps as a leadership initiative
Nabhan, G.P. & Trimble, S. The Geography of in April 2008. Play has always been at the core of ACM’s
Childhood: Why Children Need Wild Places, work and that of its members. Yet play opportunities for
Boston: Beacon Press, 1994. young children are diminishing, drawing increased concern
from educators, parents, and the general public. Promoting
Ness, D. & Farenga, S. J. Knowledge Under Construction:
the necessity of play and advocating that communities and
The Importance of Play in Developing Children’s Spatial
families make play a daily habit has become more important
and Geometric Thinking, New York: Rowman & Littlefield
than ever. Learn more at http://www.childrensmuseums.
Publishers, 2007.
org/programs/playingforkeeps.htm.
Nicholson, S. “How Not to Cheat Children: The Theory of
International Play Association, USA (IPA/USA) is the
Loose Parts,” Landscape Architecture, Vol. 62, 1968.
national affiliate of IPA World, an international non-
Schweinhart, L. J., Montie, J., Xiang, Z. Barnett, W. S., governmental organization, founded in Denmark in
Belfield, C. R., & Nores, M. Lifetime Effects: The HighScope 1961. The purpose of the IPA is to protect, preserve, and
Perry Preschool Study through Age 40, Ypsilanti: promote the child’s right to play. Specific interests include
HighScope Press, 2005. environments for play emphasizing universal access, leisure
Schweinhart, L. J. & Weikart, D. P. Lasting Differences: time facilities, programs that develop the whole child, play
The HighScope Preschool Curriculum Comparison Study leadership training, toys, and play materials. Check out the
through Age 23, Ypsilanti: HighScope Press, 1997. website: www.ipausa.org.
Sobel, D. Childhood and Nature: Design Principles for
Educators, Portland: Stenhouse Publishers, 2008.
24Communit y Plaything s 2010
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