Learning through play

Abstract: Targeted or universal pre-K? Direct instruction or learning through play? These and other debates are heating up as more and more young children across the country gain access to pre-K programs. Now there's a single volume that spotlights today's most urgent pre-K debates, explores each one from all sides, and paves the way for sound, educated decision-making. Edited by a founder of Head Start and two other highly respected experts, this forward-thinking book gathers a who's who of more than 40 leading thinkers in early childhood education for a rigorous examination of the most-debated pre-K issues. In a clear and compelling point-counterpoint format, this book gives current and future decision-makers multifaceted perspectives on critical questions: Should pre-K be targeted or universal? What kind of teacher preparation should be required, in terms of credentials and education? When should pre-K services be provided and for how long? Where should pre-K be provided-in public schools only or in other early childhood programs? What should the primary focus of instruction be-- academics or the whole child? Should pre-K be structured around direct instruction or learning through play? How can we ensure quality and accountability in pre-K programs? Readers will also get a helpful synthesis of the major themes of the pre-K debate, investigate lessons learned from model programs in two states (New Jersey and Oklahoma), and identify key issues for future research and debate, including education policies for English language learners and children with special needs. Whether used as a reference or a preservice text, this landmark book will prepare early childhood administrators, policy makers, and researchers to make informed decisions about the future of preK-- so all young children will have the best chance at school success.

Abstract: Entrepreneurship education continues to grow and develop worldwide. This article seeks to expand knowledge and understanding of educational practice in entrepreneurship by focusing on serious games...

Abstract: Whilst research underlines the importance of early mathematics in kindergarten, practitioners need effective and innovative approaches to pedagogy. Currently, very different approaches are deployed...

Abstract: •Merging the literatures of how to enhance young children’s vocabulary development and how to improve learning through play, this study tested two vocabularyteaching protocols on at-risk preschool children: Explicit Instructional Vocabulary Protocol (EIVP) and shortened EIVP and a play session (EIVP + Play). From a group of 118 lowest-performing students, 49 children were divided into two groups and received either EIVP or EIVP + Play twice weekly in thirty-minute tutoring sessions over the course of four months. A total of 64 words were taught. The results revealed that children who received the EVIP + Play showed more growth on both receptive-vocabulary and expressive-vocabulary measures and that more children who received EIVP + Play met the benchmark on the receptive vocabulary, measured by their performance on the Peabody Picture Vocabulary Test (PPVT III). Additionally, children in the EIVP + Play group showed a steeper growth trajectory on the curriculum-based measurement tool. The premise and importance of guided play in literacy learning is discussed, and further research is suggested.