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Volumn 96, Issue 8, 2015, Pages 8-13

Making play work for education

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[No Author keywords available]

Indexed keywords


EID: 84947732360     PISSN: 00317217     EISSN: 19406487     Source Type: Journal    
DOI: 10.1177/0031721715583955     Document Type: Review
Times cited : (53)

References (23)
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    • E.BonawitzP.ShaftoH.GweonN.D.GoodmanE.SpelkeL.Schulz (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120 (3), 322–330.
    • (2011) Cognition , vol.120 , Issue.3 , pp. 322-330
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  • 2
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    • Active-constructive-interactive: A conceptual framework for differentiating learning activities
    • M.T.H.Chi (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1 (1), 73–105.
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    • Chi, M.T.H.1
  • 3
    • 0001068475 scopus 로고
    • Make-believe: A mediator of the relationship between play and associative fluency
    • J.L.Dansky (1980). Make-believe: A mediator of the relationship between play and associative fluency. Child Development, 51 (2), 576–579.
    • (1980) Child Development , vol.51 , Issue.2 , pp. 576-579
    • Dansky, J.L.1
  • 4
    • 80051875790 scopus 로고    scopus 로고
    • Interventions shown to aid executive function development in children 4- to 12-years-old
    • A.DiamondK.Lee (2011). Interventions shown to aid executive function development in children 4- to 12-years-old. Science, 333 (6045), 959–64.
    • (2011) Science , vol.333 , Issue.6045 , pp. 959-964
    • Diamond, A.1    Lee, K.2
  • 8
    • 84880702725 scopus 로고    scopus 로고
    • Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play
    • K.R.FisherK.Hirsh-PasekN.NewcombeR.M.Golinkoff (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84 (6), 1872–1878.
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  • 9
    • 84878418057 scopus 로고    scopus 로고
    • The great balancing act: Optimizing core curricula through playful learning
    • Baltimore, MD: Brookes Publishing,,. In (Eds.),, (pp.
    • K.Hirsh-PasekR.M.Golinkoff (2011). The great balancing act: Optimizing core curricula through playful learning. In (Eds.), The pre-K debates: Current controversies and issues (pp. 110–115). Baltimore, MD: Brookes Publishing.
    • (2011) The pre-K debates: Current controversies and issues , pp. 110-115
    • Hirsh-Pasek, K.1    Golinkoff, R.M.2
  • 11
    • 48849108666 scopus 로고    scopus 로고
    • School readiness and children’s play: Contemporary oxymoron or compatible option?
    • Washington, DC: Zero to Three Press,, In (Eds.),, (pp.
    • S.L.KaganA.Lowenstein (2004). School readiness and children’s play: Contemporary oxymoron or compatible option? In (Eds.), Children’s play: The roots of reading (pp. 59–76). Washington, DC: Zero to Three Press.
    • (2004) Children’s play: The roots of reading , pp. 59-76
    • Kagan, S.L.1    Lowenstein, A.2
  • 12
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    • Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA:
    • A.K.KittredgeD.KlahrA.V.Fisher (2014). Direct instruction of discovery. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
    • (2014) Direct instruction of discovery
    • Kittredge, A.K.1    Klahr, D.2    Fisher, A.V.3
  • 14
    • 7444269930 scopus 로고    scopus 로고
    • The equivalence of learning paths in early science education: Effects of direct instruction and discovery learning
    • D.KlahrM.Nigam (2004). The equivalence of learning paths in early science education: Effects of direct instruction and discovery learning. Psychological Science, 15 (10), 661–667.
    • (2004) Psychological Science , vol.15 , Issue.10 , pp. 661-667
    • Klahr, D.1    Nigam, M.2
  • 15
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    • Playful learning and Montessori education
    • A.S.Lillard (2013). Playful learning and Montessori education. American Journal of Play, 5 (2), 157–186.
    • (2013) American Journal of Play , vol.5 , Issue.2 , pp. 157-186
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  • 23
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    • Poster presented at the biennial meeting of the Society for Research in Child Development, Boston, MA:
    • J.M.ZoshM.BrinsterJ.P.Halberda (2013). Inference is better than instruction. Poster presented at the biennial meeting of the Society for Research in Child Development. Boston, MA.
    • (2013) Inference is better than instruction
    • Zosh, J.M.1    Brinster, M.2    Halberda, J.P.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.