Best Selling Books by Roberta Michnick Golinkoff

In Play=Learning, top experts in child development and learning contend that in over-emphasizing academic achievement, our culture has forgotten about the importance of play for children''s development.

An enlightening guide to how infants, toddlers, and children learn and why play is the key to enhancing your child’s development—now revised and updated with a new chapter on the impacts of screen time “An authoritative, up-to-date playbook on why we should raise our children to be learn-it-alls, not know-it-alls—plus practical advice on how parents can do that!”—Angela Duckworth, New York Times bestselling author of Grit “A breath of fresh air for moms, dads, and childcare professionals.”—Steven Pinker, Johnstone Family Professor of Psychology at Harvard University and New York Times bestselling author of When Everyone Knows That Everyone Knows In Einstein Never Used Flash Cards, award-winning early childhood development experts Kathy Hirsh-Pasek, PhD, and Roberta Michnick Golinkoff, PhD, show how parents can help their children succeed while reducing the pressures they both face. They offer a compelling message for today’s parents: rather than invest in expensive enrichment programs and “educational” apps and toys, the best way to boost brainpower and interpersonal skills is to let children play. In fact, free and guided play is a better way for kids to learn and for parents to enjoy their children. Drawing on overwhelming scientific evidence, Hirsh-Pasek and Golinkoff explain how learning works from a child’s point of view. They address how kids pick up key mathematical concepts, acquire language, develop a sense of self, and more. They also offer more than forty age-appropriate activities for children under nine. These simple, fun—yet powerful—exercises work as well or better than unnecessary interventions to engage kids and their ever-active, curious minds. This revised edition also includes the latest findings on how play supports learning, as well as a new chapter on the benefits and downsides of time spent with digital media. Packed with insights from fascinating studies and reassuring advice, Einstein Never Used Flash Cards empowers readers to help their children thrive while bringing more joy to the hard work of parenting.

Language acquisition is a contentious field of research occupied by cognitive and developmental psychologists, linguists, philosophers, and biologists. Perhaps the key component to understanding how language is mastered is explaining word acquisition. At twelve months, an infant learns new words slowly and laboriously but at twenty months he or she acquires an average of ten new words per day. How can we explain this phenomenal change? A theory of word acquisition will not only deepen our understanding of the nature of language but will provide real insight into the workings of the developing mind. In the latest entry in Oxford''s Counterpoints series, Roberta Golinkoff and Kathryn Hirsh-Pasek will present competing word acquisition theories that have emerged in the past decade. Each theory will be presented by the pioneering researcher. Contributors will include Lois Bloom of Columbia University, Linda Smith of Indiana University, Amanda Woodward of the University if Chicago, Nameera Akhtar of the University of California, Santa Cruz and Michael Tomasello of the Max Planck Institute. The editors will provide introductory and summary chapters to help assess each theoretical model. Roberta Golinkoff has been the director of The Infant Language Project at the University of Delaware since 1974. For the past decade she has collaborated with Kathryn Hirsh-Pasek of Temple University to solve the question of language acquisition in children.

In their first three years of life, babies face the most complex learning endeavor they will ever undertake as human beings: They learn to talk. Now, as researchers make new forays into the mystery of the development of the human brain, Golinkoff and Hirsh-Pasek, both developmental psychologists and language experts, offer parents a powerfully insightful guidebook to how infants—even while in the womb—begin to learn language. Along the way, the authors provide parents with the latest scientific findings, developmental milestones, and important advice on how to create the most effective learning environments for their children. This book takes readers on a fascinating, vitally important exploration of the dance between nature and nurture, and explains how parents can help their children learn more successfully.

Young children are losing out on play time at home and school as parents and teachers make them devote increasing effort to developing academic skills like reading and mathematics. Excising play from the lives of children is not the answer, as research has demonstrated the clear value of both free play and guided, playful learning for achieving optimal academic and social outcomes. This book provides a counterargument to the rising tide of didactic instruction in preschool classrooms around the world.

If we teach in the way that human brains learn, both students and their teachers will thrive! This book aligns evidence from the learning sciences on how and what students need to learn with classroom practice (pre-K-12). It demonstrates, with hands-on examples, how a change in educational mindset (rather than in curriculum) can improve student outcomes on both standardized tests and a breadth of 21st-century skills skills. Written collectively by classroom teachers, administrators, parents, and learning scientists, this book shows readers how to co-construct and reimagine an optimal educational system. Making Schools Work offers three case studies of schools, including a statewide system, that are all realizing a 6 Cs approach to learning focused on collaboration, communication, content, critical thinking, creative innovation, and confidence. The text documents the ever-evolving implementation process, as well as outcomes and the ongoing work of stakeholders. Readers can use this resource to create an education for all children that is culturally responsive, inclusive, effective, and fun. Book Features: Helps educators teach in the way that human minds learn. Jointly written in accessible language by teachers, administrators, parents, and learning scientists. Offers hands-on ways to reimagine classrooms without investing in new curricula. Puts teachers in the driver''s seat, reminding them of why they teach. Provides culturally responsive, inclusive, effective, and fun strategies. Offers children the possibility of learning the skills they will need for 21st-century skills success.

40 Permainan Kreatif Yang Melesatkan Kemampuan & Kecerdasan Anak Anda Dalam buku ini dua psikolog anak yang terpercaya menawarkan argumen menarik dari kondisi yang tengah berkembang menuju percepatan kemampuan anak untuk belajar, menyerap, dan mengembangkan kemampuannya. Inilah pesan jitu bagi para orang tua! Tulisan ini berasal dari penelitian ilmiah kolektif mereka sebagai para Ahli Perkembangan anak. Mereka juga adalah ahli pengembangan matematika, membaca, komunikasi verbal, ilmu pengetahuan, kesadaran diri, dan keterampilan sosial. Buku ini menjelaskan proses pencapaian anak dari titik pandang si anak itu sendiri. Kemudian mereka menawarkan 40 permainan yang sesuai dengan usia untuk bermain kreatif. Ini sederhana, menyenangkan! Ini lebih baik dari gadget teknologi tinggi yang mahal harganya untuk mengajarkan kepada anak. Buku persembahan penerbit UfukPublishingGroup

Understanding the development of spatial skills is important for improving overall success in STEM (science, technology, engineering, and mathematics) fields (e.g., Wai, Lubinski, Benbow, & Steiger, 2010). Children use spatial skills to understand the world and can practice them via spatial assembly activities like puzzles or blocks. These skills have been linked to success in subjects like mathematics (Mix & Cheng, 2012) and science (Pallrand & Seeber, 1984; Pribyl & Bodner, 1987). This monograph sought to answer four questions about early spatial development: 1) Can we reliably measure spatial skills in 3- and 4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills at age 5?; 3) Do preschool spatial skills predict mathematics skills at age 5?; and 4) What factors contribute to individual differences in preschool spatial skills (e.g., SES, gender, fine-motor skills, vocabulary, and executive function)? Longitudinal data generated from a new spatial skill test for 3-year-old children, called the TOSA (Test of Spatial Assembly), show that it is a reliable and valid measure of early spatial skills that provides strong prediction to spatial skills measured with established tests at age 5. New data using this measure finds links between early spatial skill and mathematics, language, and executive function skills. Analyses suggest that preschool spatial experiences may play a central role in early mathematical skills. Executive function skills further predict mathematical performance and individual differences, specifically socio economic status, are related to spatial and mathematical skill. We conclude by exploring ways of providing rich early spatial experiences.

Dr. Kathy Hirsh-Pasek and Dr. Roberta Golinkoff, renowned authors and child development experts, offer a peek inside early childhood through the marvelous marks made by young children. Thre''s much to see and celebrate in children''s scribble--much more than meets the eye. What appear to random, accidentls marks are rich in meaning, both for the children creating them and for the adults who proudly display their colorful scribbles on office walls and refrigerator doors.

Jugar es mucho mejor que hincar los codos. Tras décadas de investigación, los especialistas en desarrollo infantil han llegado a una conclusión: el juego es el mejor método para que los niños aprendan.· Los niños sometidos prematuramente a la estricta instrucción académica manifiestan menos creatividad y menos ganas de aprender.· Quienes en la primera etapa de su vida memorizan hechos y datos aislados no muestran una mejor retentiva a largo plazo.· Aprender habilidades sociales y emocionales jugando es fundamental para el éxito futuro.Además de desmontar los mitos que ha difundido la industria del aprendizaje acelerado o las modas de hiperestimulación, este libro aporta a padres y educadores una guía práctica para enseñar conceptos complejos mediante juegos inteligentes, sencillos y llenos de amor.Una obra para entender cómo aprende verdaderamente la mente en cada área clave del desarrollo infantil (lenguaje, lectura, matemáticas, habilidades sociales, conciencia de sí e intelecto) y aprender cuarenta ejercicios centrados en facultadas incipientes para que el niño disfrute, preparándose para el mañana.

In just a few years, today’s children and teens will forge careers that look nothing like those that were available to their parents or grandparents. While the U.S. economy becomes ever more information-driven, our system of education seems stuck on the idea that “content is king,” neglecting other skills that 21st century citizens sorely need. Becoming Brilliant offers solutions that parents can implement right now. Backed by the latest scientific evidence and illustrated with examples of what’s being done right in schools today, this book introduces the 6Cs—collaboration, communication, content, critical thinking, creative innovation, and confidence—along with ways parents can nurture their children’s development in each area.