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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
The Economic Imperative The Economic Imperative for Quality Early for Quality Early
EducationEducation
For every dollar spent on quality For every dollar spent on quality early childhood education, early childhood education, society saves a minimum of $7 society saves a minimum of $7 and a maximum of $17 on each and a maximum of $17 on each person.person.
- Galinsky (2006) Economic benefits of high quality early - Galinsky (2006) Economic benefits of high quality early childhood programschildhood programs
WHY?WHY?
On productivity grounds alone, it …makes On productivity grounds alone, it …makes sound business sense to invest in young sound business sense to invest in young children from disadvantaged children from disadvantaged environments… early childhood environments… early childhood interventions are much more effective than interventions are much more effective than remedies that attempt to compensate for remedies that attempt to compensate for early neglect in later life. Enriched pre-early neglect in later life. Enriched pre-kindergarten programs…coupled with home kindergarten programs…coupled with home visitation programs, have a strong track visitation programs, have a strong track record of record of promoting achievement…, promoting achievement…, improving labor market outcomes, and improving labor market outcomes, and reducing involvement with crime.reducing involvement with crime.
- Heckman & Masterov (2004) The productivity argument for investing in young children
But how do we create But how do we create quality early childhood quality early childhood
environments?environments? Research suggests that Research suggests that
high quality early high quality early education programs are education programs are characterized by playful characterized by playful environments in which environments in which children have strong children have strong relationships with their relationships with their caregivers and are caregivers and are engaged in active learning.engaged in active learning.
And this is true for all And 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 high-quality early All children need high-quality early education and the opportunity to education and the opportunity to learn through play! learn through play!
But whatever happened to But whatever happened to play?play?
In 1981, a typical school-age child in the In 1981, a typical school-age child in the United States had 40% of her time open United States had 40% of her time open for play. By 1997, the time for play had for play. By 1997, the time for play had shrunk to 25%.shrunk to 25%.
What percentage is it down to now??What percentage is it down to now??
We are wearing out our We are wearing out our youngest children byyoungest children by
•Engaging in “drill-and-kill” Engaging in “drill-and-kill” activities rather than playful and activities rather than playful and meaningful learning, meaningful learning, even at the even at the youngest ages!youngest ages!
•Testing for “factoids” rather than Testing for “factoids” rather than real learningreal learning
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Expecting children to learn like adults Expecting children to learn like adults has consequences…has consequences…
Preschoolers in the U.S. are being Preschoolers in the U.S. are being expelled at 3 times the rate of children in expelled at 3 times the rate of children in K-12. K-12.
Dr. Walter S. Gilliam, the principal investigator of Dr. Walter S. Gilliam, the principal investigator of
the Yale Child Studythe Yale Child Study
In the 4 billion dollar tutoring business In the 4 billion dollar tutoring business (still growing), 20% of the children being (still growing), 20% of the children being tutored are 2-6 years old (Junior Kumon tutored are 2-6 years old (Junior Kumon and Kaplan)and Kaplan)
National Public Radio June 6, 2005National Public Radio June 6, 2005
And more…..And more…..
““Educational” toysEducational” toys have become a have become a billion dollar industry, much of it billion dollar industry, much of it promoting “one-right-answer” promoting “one-right-answer” learning and little creativitylearning and little creativity
AssessmentAssessment has become a huge has become a huge industry in the U.S.as accountability industry in the U.S.as accountability becomes the norm and learning is becomes the norm and learning is defined through a narrow lensdefined through a narrow lens
We are confusingWe are confusing
learninglearning with with memorizationmemorization
and and
academic achievementacademic achievement with with successsuccess
Teachers are forced to choose Teachers are forced to choose betweenbetween
And parents are barraged with books And parents are barraged with books that speak to their newly created that speak to their newly created
anxietiesanxietiesabout whether their children will about whether their children will
succeedsucceed
As a society, we have a choiceAs a society, we have a choice
ROBOTS? CREATIVE THINKERS?
The 21st Century ChildThe 21st Century Child
Has facts at Has facts at her fingertips.her fingertips.
To be a lifelong To be a lifelong learner, learner,
and a productive and a productive citizen, she must citizen, she must become a creative become a creative thinker who can use thinker who can use information in information in innovative ways.innovative ways.
It is critical to find some It is critical to find some balance balance
between the desire to breed little between the desire to breed little “Einsteins” and the need to foster play as a “Einsteins” and the need to foster play as a
foundation for academic and social foundation for academic and social learning. learning.
How did we move from a How did we move from a childhood dominated by play to childhood dominated by play to one that is more skill oriented?one that is more skill oriented?
We believe thatWe believe thatWell-intentioned parents and Well-intentioned parents and
teachersteachers
Have been misled by . . .Have been misled by . . .
Exaggerated scienceExaggerated science
Societal forcesSocietal forces
Marketing ploysMarketing ploys
Exaggerated ScienceExaggerated Science
Remember the Remember the “Mozart “Mozart Effect”?Effect”?
“the existence of a short-lived effect by which music enhances . . . performance in adults does not lead to the conclusion that exposing children to classical music will raise their intelligence.”
Professor Hetland (Harvard): examined 67 studies on the “Mozart Effect” with 4,564 adults
The REAL evidence
Societal ForcesSocietal Forces
Even comic strips reflect our insatiable Even comic strips reflect our insatiable appetite for products that will boost IQ appetite for products that will boost IQ and save our children from the fate of and save our children from the fate of
being *gasp* “normal.”being *gasp* “normal.”From Baby Blues
Reprinted with permission of King Features Syndicate
Marketing PloysMarketing Ploys
In this talk we In this talk we will will
demonstrate . . .demonstrate . . .What 30 years of What 30 years of
developmental science has developmental science has taught us about how to create taught us about how to create
lifelong learners.lifelong learners.
The accumulated evidence The accumulated evidence suggests:suggests:
1.1. Early education is important but . . .Early education is important but . . .-- HowHow you learn is as important as you learn is as important as whatwhat you you learn.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 helping Each of you has a role to play in helping children become life-long learners.children become life-long learners.
- You are the village- You are the village
A talk in three parts
Part 1Part 1
1.1. What’s the evidence that early What’s the evidence that early education is important ?education is 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 Each of you has a role to play in helping children become life-long helping children become life-long learners.learners.
- You are the village- You are the village
Three kinds of studies Three kinds of studies illustrate this point:illustrate this point:
Their goal?
To understand the achievement gap
The findings…The findings…
In an average year, children hear…In an average year, children hear…
11 million words11 million words - - Professional homesProfessional homes
6 million words6 million words - Working class homes - Working class homes 33 million words - Welfare homes million words - Welfare homes
By age 3 these children had By age 3 these children had HUGE differences in vocabulary and differences in vocabulary and in IQ scoresin IQ scores
Early Head Start has made a tremendous difference here in Early Head Start has made a tremendous difference here in helping all children hear more language and use more helping all children hear more language and use more
language!language!
Early learning Early learning matters!matters!
We see this in the Head Start We see this in the Head Start data too…data too…
Early Head Start(2002):
17 programs, 3001 families, random assignment study
Head Start Impact Study (2005):
84 programs, 5000 children, random assignment study
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
Positive Results Cont. Positive Results Cont.
Head Start Impact Study (2005):
The programs: Head Start program vs. Head Start-eligible community
The findings: Head Start children had:
> pre-reading scores> pre-writing scores> vocabulary< problem behaviors
The positive effect that Head Start attendance has on pre-reading skills is comparable to, or larger than, the effect that homework has on school achievement, the effect that lead poisoning has on diminished IQ scores, and the effect that asbestos exposure has on cancer occurrence (Phillips & McCartney, 2005).
And in an intervention study And in an intervention study that spans into adulthood…that spans into adulthood…
Campbell & Ramey
These researchers asked:These researchers asked:
How much can cognitive development be
enhanced by
environmental stimulation?
Loooooong-term intervention study
•Children were either in a high qualitychild care environment or anordinary environment at age 5.
•Children followed until 21 years of age!
•What they found might shock you
Reading scores over timeReading scores over time
Math Achievement over timeMath Achievement over time
Percent ever attending a 4 year Percent ever attending a 4 year collegecollege
The bottom line?The bottom line?
Early experience mattersEarly experience matters
BUTBUT….….
HowHow you learn is as you learn is as important as important as whatwhat you learn you learnPreschool children in highly academic, “drill Preschool children in highly academic, “drill
and kill” learning environments are:and kill” learning environments are:
More aggressive More aggressive
More anxious More anxious
More perfectionisticMore perfectionistic
Than those who learn in Than those who learn in playfulplayful environments environments where learning is where learning is meaningfulmeaningful. .
Play = LearningPlay = Learning
In reading…In reading…
Telling storiesTelling stories Word playWord play
(what rhymes with (what rhymes with “hat”?)“hat”?)
Singing songsSinging songs Dialogical readingDialogical reading Reading product Reading product
labelslabels Engaging Engaging
conversationsconversationsMany of these are already included in the Virginia Foundations for Early Learning
READING IS NOTREADING IS NOT
Phonics without funPhonics without fun
Simply memorizing the alphabet or vocabulary Simply memorizing the alphabet or vocabulary wordswords
These do NOT build great readersThese do NOT build great readers
Why?Why?
Learning works best in Learning works best in meaningful contexts!meaningful contexts!
In mathIn math Finding patternsFinding patterns Dividing candyDividing candy Sorting trail mixSorting trail mix ““I spy”I spy” Noticing more and Noticing more and
lessless (“She got more ice (“She got more ice
cream”)cream”) Lemonade standsLemonade stands Playing cardsPlaying cards
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
Even in physics?Even in physics?
There are lessons There are lessons learnedlearned
When you throw a When you throw a ball?ball?
Or push it to the Or push it to the front of the room?front of the room?
Or make it fly. Or make it fly.
As Einstein once said…As Einstein once said…
"The only thing that interferes with my learning is my education."
HowHow you learn is as important as you learn is as important as whatwhat you learnyou learn
PLAY = LEARNINGPLAY = LEARNING
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Part 2Part 2
1. How you learn is as important as 1. How you learn is as important as what you learnwhat you 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 Each of us has a role to play in helping children become intelligent helping children become intelligent and happy.and happy.
A tale of two SpocksA tale of two Spocks
Dr. Benjamin Spock got it all along: social Dr. Benjamin Spock got it all along: social and emotional skills matter -- a lotand emotional skills matter -- a lot
Mr. Spock did not get it: He is all Mr. Spock did not get it: He is all intelligence and no social skillsintelligence and no social skills
““From the last two decades From the last two decades of research, it is of research, it is
unequivocally clear that unequivocally clear that children’s emotional and children’s emotional and behavioral adjustment is behavioral adjustment is
important for their chances important for their chances
of early school successof early school success.”.”
Raver, 2003
Scientific evidence also points to the power of social skills for emotional health and
intellectual growth!
For example…For example… Parental talk about emotions creates children Parental talk about emotions creates children
who are more sensitive to others’ emotions. who are more sensitive to others’ emotions.
““How would you feel if she took your How would you feel if she took your bear?”bear?”
Identifying emotion is important Identifying emotion is important for understanding yourself and for understanding yourself and
others.others.
EQ (EQ (emotional emotional intelligenceintelligence) is important ) is important
for…for… Building moral character in children who Building moral character in children who
learn right from wronglearn right from wrong
An understanding of who we are, andAn understanding of who we are, and
An understanding of othersAn understanding of others
ANDANDBelieve it or not….it is critical forBelieve it or not….it is critical forSUCCESS IN SCHOOL AND IN THE WORK FORCESUCCESS IN SCHOOL AND IN THE WORK FORCE
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
Part 3Part 3
1.1. Early education is important but . . .Early education is important but . . .-- How you learn is more important than what you How you learn is more important than what you learn.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 Each of us has a role to play in helping children become happy and helping children become happy and intelligent.intelligent.
‘‘It takes a village to raise It takes a village to raise a child’a child’
Ancient African ProverbAncient African Proverb
““Learning is the heartbeat of a strong Learning is the heartbeat of a strong society.”society.”
Andrea Camp
Family
School Library
Media
MuseumReligion
The Arts
A Huge GAPA Huge GAP
What we know in science…
What we do
It is time to bridge the GAP!It is time to bridge the GAP!
What we know… What we do
The science seems to…The science seems to…
Fly in the face of a global world that Fly in the face of a global world that thinksthinks Faster is betterFaster is better Every moment must countEvery moment must count
Yet there is virtual consensus in our Yet there is virtual consensus in our field of child psychology that field of child psychology that
children do not thrive when they are children do not thrive when they are hurried with no time to explore!hurried with no time to explore!
Thus, in Thus, in Einstein Never Used Flash Einstein Never Used Flash CardsCards
We,We,
Bridge the gap between Bridge the gap between science and practicescience and practice
Show how children Show how children reallyreally learn learn
Give real life examples Give real life examples that can be used in the that can be used in the school room and in the school room and in the living room (as well as in living room (as well as in the library, museum and the library, museum and media)media)
To reach her full To reach her full potential as a lifelong potential as a lifelong
learner . . .learner . . .The 21st century The 21st century child must do more child must do more than just learn the than just learn the facts; she needs to facts; she needs to integrate them into integrate them into a creative a creative framework that framework that meets the demands meets the demands of our global of our global society.society.
To reach her potential as To reach her potential as a productive citizen…a productive citizen…
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 put science into practice!