khp_playequalslearningtalk (1)

8/3/2019 KHP_PlayEqualsLearningTalk (1)

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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





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 ?


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

PLAY = LEARNINGPLAY = LEARNINGQuickTime and a

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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..


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.


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



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!

khp_playequalslearningtalk (1)

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