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The authors speak nationally and internationally to parents, teachers, museum educators, colleges, universities, librarians, and governmental groups on topics related to A Mandate for Playful Learning in Preschool. Please email an author directly for more information. |
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Kathy Hirsh-Pasek |
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Kathryn Hirsh-Pasek is the Stanley and Debra Lefkowitz Professor in the Department of Psychology at Temple University. Kathy received her bachelor's degree from the University of Pittsburgh and her Ph.D. at University of Pennsylvania. Her research in the areas of early language development and infant cognition has been funded by the National Science Foundation and the National Institutes of Health and Human Development resulting in 11 books and over 100 publications. She is a recipient of Temple University's Great Teacher Award and the Paul Eberman Research Award, is a Fellow of the American Psychological Association and the American Psychological Society, served as the Associate Editor of Child Development and is treasurer of the International Association for Infant Studies. Her recent book, Einstein Never Used Flashcards: How Children Really Learn and Why They Need to Play More and Memorize Less, (Rodale) won the prestigious Books for a Better Life Award in 2003.
Visit Kathy Hirsh-Pasek's Website
Email Kathy Hirsh-Pasek |
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Roberta Michnick Golinkoff |
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Dr. Roberta Michnick Golinkoff, H. Rodney Sharp Professor of Education at the University of Delaware, is winner of the prestigious John Simon Guggenheim Fellowship and the James McKeen Cattell prize for her research on language development. Another research focus on the benefits of play has yielded Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth (Oxford), and Celebrate the Scribble (Crayola). To reveal the benefits of playful learning, she wrote the award-winning Einstein Never Used Flash Cards: How Our Children Really Learn and Why They Need to Play More and Memorize Less (Rodale). She is also an associate editor of Child Development, the premier journal in the field, and is presently funded by the National Science Foundation and the National Institutes of Health.
Visit Roberta Michnick Golinkoff's Website
Email Roberta Michnick Golinkoff |
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Laura E. Berk |
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Laura E. Berk is Distinguished Professor of Psychology at Illinois State University. She received her Ph.D. in early childhood development and education from the University of Chicago and has published widely on the effects of school environments on children's development, the social origins and development of children's private speech, and the role of make-believe play in the development of self-regulation. Berk serves on the national board of directors of Jumpstart for Young Children, an organization that delivers one-on-one early literacy intervention to nearly 15,000 U.S. preschoolers from low-income families. She was recently named associate editor of the Journal of Cognitive Education and Psychology.
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Email Laura E. Berk |
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Dorothy G. Singer |
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Dorothy G. Singer is Senior Research Scientist, Department of Psychology, Yale University and Co-Director, with Jerome L. Singer, of the Yale University Family Television Research and Consultation Center. She has focused on early childhood development, television effects on youth, and parent training in imaginative play. Recent books include Handbook of Children and the Media; Make-Believe: Games and Activities for Imaginative Play; Imagination and Play in the Electronic Age. She co-edited Play = Learning, and Children's Play: Roots of Reading, which was selected for CHOICE's Outstanding Academic Title list. Singer received the award for Distinguished Scientific Contributions to the Media by Division 46 of the American Psychological Association in 2004 and the Distinguished Alumni Award from Teachers College, Columbia University in 2006.
Email Dorothy G. Singer |
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