A n eb o o k o f I ns p i r a t i o na l q u o t es f o r t ho s e w ho ...Teach+... · Zosh, J....

An ebook of Inspirational quotes for those who "Peter Pan Believe"

in the power of play!

"You can discover more about a

person in an hour of play than in a

year of conversation."

~ P L A T O

ll rights

rved. https:

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andpla

"But if we ignore the child's needs, and the incentives which are effective in getting him to act, we will never be able to understand his advance from one developmental stage

to the next, because every advance is connected with a marked change in motives, inclinations, and incentives. That which is of

the greatest interest to the infant has almost ceased to interest the toddler. The maturing of needs is a dominant issue in

this discussion because it is impossible to ignore the fact that the child satisfies

certain needs in play. If we do not understand the special character of these

needs, we cannot understand the uniqueness of play as a form of activity.”

Vygotsy, 1978, p. 93

Vygotsky, L. (1978). The Role of Play in Development

(pp. 92-104). In Mind in Society. (Trans. M. Cole).

Cambridge, MA: Harvard University Press.

"Children’s natural curiosity, a neurobiological feature, drives exploratory play. Exploratory play expands children’s experience, stimulating neural activity and changes in the neural networks and their sophistication. Play is usually an enjoyable activity and hence encourages engagement and

repetition leading to mastery and a sense of accomplishment and confidence."

Winter, 2010, p. 22

Winter, P. (2010). Engaging families in the early childhood development

story- Neuroscience and early childhood development: Summary of

selected literature and key messages for parenting. Victoria, Australia:

Education Services Australia Ltd., Ministerial Council for Education, Early

Childhood Development and Youth Affairs (MCEECDYA).

GLASCOTT BURRISS & TSAOP, 2002, P. 233

Children at play are motivated to learn

"Play is voluntary activity that is dependent upon and respectful of individual children’s learning pace, and children at play are intrinsically motivated to learn.”

Glascott Burriss, K. & Tsao, L. L. (2002) Review of research: How much do we know about the

importance of play in child development? Childhood Education, 78(4), 230-233. doi:

10.1080/00094056.2002.10522188

"Through play at recess, children learn

valuable communication skills, including

negotiation, cooperation, sharing, and

problem solving as well as coping skills,

such as perseverance and self-control.These skills become fundamental, lifelong personal tools.”

A A P , 2 0 1 3 , P . 1 8 4

AMERICAN ACADEMY OF PEDIATRICS (2013). THE CRUCIAL ROLE OF RECESS IN SCHOOL. PEDIATRICS, 131, 183-188.

"PLAY IS IMPERATIVE IF CHILDREN ARE TO THRIVE IN A 21ST CENTURY WORLD. AS THE WORLD HAS CHANGED, SO TOO HAVE THE KNOWLEDGE AND COMPETENCIES NEEDED TO SUCCEED- SUCH AS CREATIVITY, CRITICAL THINKING, COLLABORATION, COMMUNICATION, CONFIDENCE, AND CONTENT- ALL OF WHICH BEGIN IN THE SANDBOX AND TAKE US TO THE BOARDROOM.”

Zosh, J. M., Fisher, K., Michnick Golinkoff, R., & Hirsh-Pasek, K. (2013 ). The ultimate block party: Bridging the science of learning and the importantance of play. In M. Honey & D. Kantner (Eds.), Design, make, play: Growing the next generation of STEM innovators (pp. 95-118). New York: Taylor & Francis.

Zosh, et al., 2013, p. 96

AU THOR

"Tapping play's value in the education of young children is not purely a matter of alternating didactic/academic instruction with unstructured free-play periods. We also need to devise educational practices that systematically integrate the play element into the curriculum in carefully structured ways that simultaneously engage children's enthusiasm and provide scope for their own initiative and creativity."

Nicolopoulou, A., Barbosa de Sá, A., Ilgaz, H. & Brockmeyer, C. (2009) Using the transformative power of play to educate hearts and minds: From Vygotsky to Vivian Paley

and beyond. Mind, Culture, and Activity, 17(1), 42-58.

Nicolopoulou, 2009, abstract

"The somatosensory experiences in some play activities have been viewed as the neurobiological foundations for later advanced mental skills, such as creativty, abstract thought, prosocial behavior and expressive language. "

G A S K I L L & P E R R Y , 2 0 1 4 , P . 1 8 0Gaskill, R. L. & Perry, B. D. (2014). The neurobiological power of play: Using the neurosequential model of therapeutics to guide play in the healing process. In C. Malchiodi & D. Crenshaw (Eds.), Creative arts and play therapy for attachment problems. New York: Guilford Press.

“Think of playtime like an innovation lab where tomorrow’s civilization is being actively designed.” JORDAN SHAPIRO

Mastrangelo, S. (2009). Harnessing the power of play: Opportunities for children with autism spectrum disorders. Teaching Exceptional Children, 42(1), 34-44.

Is pleasurable and enjoyable Has no goals imposed from the outside Is spontaneous, voluntary, and intrinsically motivating Involves some active engagement on the part of the player Requires attention to the means over the end production of the action or activity Is flexible and changing Must have a nonliteral orientation

Mastrangelo, 2009, p. 35

"ACTIVE PLAY HAS THE PARADOXICAL EFFECT OF INCREASING ATTENTION SPAN AND

IMPROVING THE EFFICIENCY OF THINKING AND PROBLEM SOLVING.

TWO HOURS OF ACTIVE PLAY PER DAY MAY HELP REDUCE ATTENTION DECITS AND

HYPERACTIVITY."

Goldstein, 2012, p. 3

Goldstein, J. (2012). Play in children's development,

health and well-being. Brussels: Toy Industries of

Europe (TIE).

" C H I L D R E N N E E D M O R E T H A N F I X E D P L A Y G R O U N D E Q U I P M E N T , T H E Y N E E D A D Y N A M I C , C H A N G I N G ,

N A T U R A L E N V I R O N M E N T F I L L E D W I T H N A T I V E P L A N T S , R O L L I N G T O P O G R A P H Y , C H A N G I N G S E A S O N A L

I N T E R E S T , A N D E L E M E N T S F R O M T H E N A T U R A L W O R L D S U C H A S B O U L D E R S , L O G S , A N D S T U M P S , A S W E L L A S

A R T I S T - B U I L T S C U L P T U R E A N D I N V I T A T I O N S F O R P L A Y . "

Keeler, 2015, p. 19

"IF THE RESIDUAL BENEFIT OBSERVED IN THIS STUDY PERSISTS THROUGH ADOLESCENCE, EARLY CHILDHOOD MAY PROVE TO BE AN IMPORTANT DEVELOPMENTAL PERIOD FOR THE PROMOTION OF PHYSICAL ACTIVITY TO OPTIMIZE PEAK BONE MASS DURING YOUNG ADULTHOOD AND, PERHAPS,

THE PREVENTION OF OSTEOPOROSIS DURING LATER YEARS."

Janz, K. F., Letuchy, E. M., Eichenberger Gilmore, J. M., Burns, T. L., Torner, J. C., Willing, M. C., & Levy, S. M. (2010). Early physical activity provides sustained bone health benefits later in childhood. Medicine & Science in Sports & Exercise, 42, 1072–1078.

J A N Z , E T A L . , 2 0 1 1 , F I N A L P A R A G R A P H :

"Powerful evidence has also emerged within developmental psychology as new research techniques using neuroscientific and other physiological measures have shown strong and consistent relationships between children's level of play and their cognitive and emotional development...Within the educational arena, play is widely recognized as a leading context for the child's acquisition of communication and collaboration skills and provides an important context for well-being, learning and development." ~ 2015, ABSTRACT

Siraj , I . & Asani , R. (2015) . The role of sustained shared thinking, play and metacognit ion in young chi ldren's learning. In S. Robson & S. F lannery. Quinn (Eds. ) , Rout ledge Internat ional Handbook of Young Chi ldren's Thinking and Understanding (pp. 403-415) . London: Routledge.© ALL RIGHTS RESERVED. PREKTEACHANDPLAY.COM

"Unstructured play can foster creativity. From pretending to be a dinosaur or a princess, building a fort, putting on a show, playing a game, or simply bouncing a ball, play fosters creativity. This is something that is universally true for any age." Danneman, 2016, Creativity section

Danneman, I. (2016). The power of play: 7

benefits of play time [blog]. Retrieved from

the Firnedship Circle Web Site

at: http://www.friendshipcircle.org/blog/2016

/07/19/the-power-of-play-7-benefits-of-play-

VERDINE, ET AL., 2014, P. 9

"Goal-oriented play with blocks appears to have two advantages for spatial instruction:

(1) It elicits more spatial language than when the play is open-ended; and (2) it focuses...the child on solving specific problems that require

Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N.S.

(2014). Finding the missing piece: Blocks, puzzles, and shapes fuel

school readiness. Trends in Neuroscience and Education, 3(1), 7-13.

" A C T I V E S C A F F O L D I N G O F I M A G I N A T I V E P L A Y I S N E E D E D I N E A R L Y C H I L D H O O D S E T T I N G S I F C H I L D R E N A R E T O D E V E L O P T H E S U S T A I N E D , M A T U R E D R A M A T I C P L A Y T H A T C O N T R I B U T E S S I G N I F I C A N T L Y T O T H E I R S E L F - R E G U L A T I O N A N D O T H E R C O G N I T I V E , L I N G U I S T I C , S O C I A L , A N D E M O T I O N A L B E N E F I T S . "

NAEYC, 2009, p. 15National Association for the Education of Young Children [NAEYC]. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 [position statement]. Washington, DC: Author. © ALL RIGHTS RESERVED. PREKTEACHANDPLAY.COM

"Logic will get you from A to B. Imagination will take you everywhere.” - Albert Einstein

"The research and development of [play] approaches to intervention have validated the

importance of play for young children with disabilities both as behavior highly preferred by the children themselves and as behavior

that provides a means for learning, development, assessment, and intervention."

Buchanan & Johnson, 2009, p. 45

Buchanan, M., & Johnson, T. G. (2009). A second look at

the play of young children with disabilities. American

Journal of Play, 2(1), 41-59.

(White, 2012, p. 19)

“[E]ncouraging children to engage in pretend play, and furthermore

cultivating more mature forms of pretend play, could be a natural vehicle

by which we can promote executive function within and outside of formal

educational environments.”

White, R. E. (2012). The power of play: A research summary on play and learning. St. Paul, MN:

Minnesota Children’s Museum. Retrieved from http://www.childrensmuseums.org/images/MCM

ResearchSummary.pdf

"Bicycling may be an ideal

brain-boosting exercise—a kind

of cognitive superfood—not only

because of the energy and

balance required, but because

it’s fun. So kids are more likely

to do it."

Barcott, 2013, 2nd to last paragraph

Barcott, B. (2013). It's all in your head [blog].Retrieved from the Bicycle Web Site at: http://www.bicycling.com/training/fitness/its-all-your-head

C H R I S T I E & R O S K O S , 2 0 1 5 , P . 4 1 8

"PLAY CONTRIBUTES AS A SETTING FOR EARLY LITERACY

EXPERIENCE, OFFERING A TIME AND

PLACE FOR YOUNG CHILDREN TO ENCOUNTER

LITERACY PURPOSES, ROLES, AND OBJECTS"

Christie, J. & Roskos, K. (2015). How does play contribute to literacy? In

Johnson, J., Eberle, S., Henricks, T., & Kuschner, D (Eds.), The handbook of

P R E T E N D I N G M I G H T A L S O P R O V I D E A N O T H E R I M P O R T A N T B E N E F I T — I T M I G H T A I D C H I L D R E N I N A C Q U I R I N G G E N E R I C K N O W L E D G E

Sutherland & Friedman, 2013, p. 1660

Sutherland, S. L. & Friedman, O. (2013). Just pretending can be really learning:

Children use pretend play as a source for acquiring generic

knowledge. Developmental Psychology, 49(9), 1660-1668.

"When the materials are

convenient and accessible

and the teaching staff models

measuring, grouping,

counting and comparing in

the context of play, then the

result is intentional instruction

that is developmentally

appropriate."C O O K , 2 0 1 1 , P A R A . 4

Cook, C. (2011). Exploring math in preschool is not magic

[blog]. Virginia Department of Education Training and

Technical Assistance Center. Retrieved

from: http://www.ttacnews.vcu.edu/2011/09/exploring-

math-in-preschool-is-not-magic/

"PLAY ACTIVITIES IN YOUNG CHILDREN CONTRIBUTE A SIGNIFICANT PROPORTION OF PHYSICAL ACTIVITY TOWARDS A CHILD’S DAILY PHYSICAL ACTIVITY LEVELS." BARNETT, ET AL., 2017, P. 2

Barnett, L. M., Ridgers, N. D., Hesketh, K., & Salmon, J. (2017- in press).

Setting them up for lifetime activity: Play competence perceptions and physical

activity in young children. Journal of Science and Medicine in Sport. Online

at: http://www.sciencedirect.com/science/article/pii/S1440244017303316

"RECESS CONTRIBUTES SIGNIFICANTLY TO THE PHYSICAL, SOCIAL, EMOTIONAL, AND COGNITIVE (INTELLECTUAL) DEVELOPMENT OF THE YOUNG CHILD...RECESS IS ONE OF THE FEW PLACES AND TIMES DURING THE DAY WHEN ALL THESE DEVELOPMENTAL DOMAINS ARE UTILIZED IN A CONTEXT THAT CHILDREN VIEW AS MEANINGFUL."

NAEC/SDE, 2001 p. 2-3

National Association of Early Childhood Specialists in State Departments of Education [NAEC/SDE]. (2001). Recess and the importance of play. A Position Statement on young children and recess. Denver, CO: Author.

"From an early age, the possibility to experience several opportunities for unstructured play, in

which the child can decide what to do, with whom and how, promotes positive self-esteem,

autonomy, and confidence."

B E N T O & D I A S , 2 0 1 7 , P . 1

Bento, G. & Dias, G. (2017- in press). The importance of outdoor play for young

children’s healthy development. Porto Biomedical Journal. Available at:

http://dx.doi.org/10.1016/j.pbj.2017.03.003

“Those things you learn without joy you will forget easily.”

Old Finnish Saying

Contact Dr. Kristie Pretti-Frontczak for Training on the Power of Play

https://kristiepf.com

A n eb o o k o f I ns p i r a t i o na l q u o t es f o r t ho s e w ho ...Teach+... · Zosh, J....

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