Do academic preschools yield stronger benefits? Cognitive emphasis, dosage, and early learning

Fuller, Bruce; Bein, Edward; Bridges, Margaret; Kim, Yoonjeon; Rabe‐Hesketh, Sophia

doi:10.1016/j.appdev.2017.05.001

Cited by 50 publications

(37 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The expansion of our definition of play to include guided play widens the range of contexts and topic areas where play might have a beneficial impact on learning. Research in the past has found that free play was less effective in academic settings than direct instruction ( Pianta et al, 2009 ; Fuller et al, 2017 ), but that does not mean that playful learning has no place in education. Rather, guided play, with its adult support and focus on particular learning goal, may offer an optimal pedagogical approach in academic contexts.…”

Section: A More Nuanced Definition Of Playmentioning

confidence: 99%

“…However, what direct instruction does is teach children that these exact exemplars are triangles and the child may not understand that a square split along its diagonal is triangle because that was not what was taught. Thus, when free play pedagogies have been compared to direct instruction pedagogies – direct instruction pedagogical approaches are often better suited to learning ( Pianta et al, 2009 ; Fuller et al, 2017 ). Bonawitz et al (2009) suggest “Understanding how to combine the efficiency of pedagogical knowledge transmission while encouraging curiosity and exploratory play is an important direction for future work.” (p. 1580).…”

Section: Lessons From the Science Of Learningmentioning

confidence: 99%

See 1 more Smart Citation

Accessing the Inaccessible: Redefining Play as a Spectrum

et al. 2018

View full text Add to dashboard Cite

Defining play has plagued researchers and philosophers for years. From describing play as an inaccessible concept due to its complexity, to providing checklists of features, the field has struggled with how to conceptualize and operationalize “play.” This theoretical piece reviews the literature about both play and learning and suggests that by viewing play as a spectrum – that ranges from free play (no guidance or support) to guided play and games (including purposeful adult support while maintaining playful elements), we better capture the true essence of play and explain its relationship to learning. Insights from the Science of Learning allow us to better understand why play supports learning across social and academic domains. By changing the lens through which we conceptualize play, we account for previous findings in a cohesive way while also proposing new avenues of exploration for the field to study the role of learning through play across age and context.

show abstract

Section: A More Nuanced Definition Of Playmentioning

confidence: 99%

Section: Lessons From the Science Of Learningmentioning

confidence: 99%

Accessing the Inaccessible: Redefining Play as a Spectrum

et al. 2018

View full text Add to dashboard Cite

show abstract

“…For example, the studies about literacy and SES show that children from low SES perform worse in standardised tests than their peers with high SES (Arnold and Doctoroff, 2003[27]; OECD, 2013 [6]; Aikens and Barbarin, 2008 [28]). Differences in language performance associated with socio-economic status might be evident already at 18 months (Fernald, Marchman and Weisleder, 2013 [29]). Evidence also indicates that high quality learning opportunities in the early years increase future earnings and reduce later life inequality (Ruhm and Waldfogel, 2012 [30]; Shuey and Kankaraš, 2018 [12]).…”

Section: Importance Of Early Child Developmentmentioning

confidence: 99%

Attendance in early childhood education and care programmes and academic proficiencies at age 15

Balladares

Kankaraš

2020

OECD Education Working Papers

View full text Add to dashboard Cite

Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

show abstract

“…This incidental learning depends on exposure to a language rich environment in which these new words are used in varied oral contexts. Consensus is that most vocabulary in elementary-age children is acquired incidentally, through exposure to words in written contexts [21], [22], [23]. It is estimated that of the approximately 3,000 words that children learn in each school year, almost 90% are learned through incidental exposure in reading contexts.…”

Section: A Vocabulary Development Of Early Yearsmentioning

confidence: 99%

Mastery of 4-5 Years Old Children Vocabulary in Role-playing Activities at the Role Play Center

Wahyuningsih¹,

Suparno²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

View full text Add to dashboard Cite

Children learns language through a pleasant learning experience in kindergarten. This study aims to describe the vocabulary mastery of children aged 4-5 years in role-playing activities in the Role Play Center. This type of research is descriptive qualitative. The study was conducted at Tiara Chandra Kindergarten located in Bantul Regency, Yogyakarta for 2 weeks. The instrument used to collect data is observation and documentation sheets. Observation of vocabulary mastery is observed through oral language skills that appear when the child starts a conversation and responds in each role-playing activity in the Center of Playing Role, the ability to initiate conversation and the ability to respond in conversation reveals that role-playing activities create many opportunities to develop vocabulary mastery through oral language skills in children aged 4-5 years at the Role Play Center rather than in the regular class or other centers.

show abstract

Do academic preschools yield stronger benefits? Cognitive emphasis, dosage, and early learning

Cited by 50 publications

References 40 publications

Accessing the Inaccessible: Redefining Play as a Spectrum

Accessing the Inaccessible: Redefining Play as a Spectrum

Attendance in early childhood education and care programmes and academic proficiencies at age 15

Mastery of 4-5 Years Old Children Vocabulary in Role-playing Activities at the Role Play Center

Contact Info

Product

Resources

About