Notes
- Fred Rogers, Mister Rogers' Playtime (Philadelphia: Running Press, 2001), 28.
- Narrative representation of one child's memory of superhero play.
- The kindergarten teachers from Falk School included Jill Sarada, Diana Dimitrovski, Jennifer Porter, and Stephanie Weiss. The museum educators from The Warhol included Emily Jaworski, a museum education intern from Penn State University, and Nicole Dezelon, Associate Education Curator: School and Teacher Programs.
- The following quotations are excerpts from teacher documentation of first grade children's memories of their kindergarten experience at the Warhol.
- Patricia Monighan-Nourot, Barbara Scales, Judith Van Hoorn, with Millie Almy, Looking at Children's Play: A Bridge Between Theory and Practice (New York: Teachers College Press, 1987), 15–19.
- Sandra Smidt, Playing to Learn: The Role of Play in the Early Years (New York: Routledge, 2011), 2. Smidt references Getting Serious About Play—A Review of Children's Play (London: Department for Culture, Media and Sport, 2004).
- Sigmund Freud, “Creative Writers and Daydreaming,” in The Standard Edition of the Complete Psychological Works of Sigmund Freud (Vol. IX), ed. James Strachey (London: Hogarth Press, 1959) and Jean Piaget, Play, Dreams, and Imitation in Childhood (New York: Norton, 1962).
- Lev Vygotsky, Mind in Society (Cambridge: Harvard University Press, 1978), 102.
- Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Laura Berk, and Dorothy Singer, A Mandate for Playful Learning in Preschool: Presenting the Evidence (New York: Oxford, 2009), 27.
- Ibid., Mandate for Playful Learning.
- Quoted in R. A. McWilliam and Amy M. Casey, Engagement of Every Child in the Preschool Classroom (Baltimore: Paul H. Brookes, 2008), 4.
- Ibid., 4.
- Piaget, Play, Dreams, and Imitation.
- Vygotsky, Mind in Society.
- John Dewey, The School and Society (Chicago: University of Chicago Press, 1915/1971).
- John Dewey, John Dewey: The Early Works, 1882–1898, No. 5 (Carbondale: Southern Illinois University Press, 1896/1972), 192–201.
- John Dewey, “Play,” in A Cyclopedia of Education, ed. Paul Monroe (New York: Dutton, 1913), 725–727.
- Dewey, The school and Society.
- Excerpt from teacher documentation of children's conversations during the Warhol museum educators' pre-visit.
- Mihaly Csikszentmihalyi and Kim Hermanson, “Intrinsic Motivation in Museums: Why Does One Want to Learn?” in John Howard Falk and Lynn Diane Dierking, eds., Public Institutions for Personal Learning: Establishing a Research Agenda (Washington DC: American Association of Museums, 1995), 67–77.
- Ibid., 68.
- Ibid., 72.
- Ibid., 73.
- Louise Boyd Cadwell, Bringing Learning to Life: The Reggio Approach to Early Childhood Education, (New York: Teachers College Press, 2002), 189. Cadwell paraphrases the words of Reggio educator, Paola Strozzi.
- Smidt, Playing to Learn.
- Margaret Donaldson, Children's Minds (New York: Norton, 1979).
- Dorothy Sluss, Supporting Play: Birth Through Age Eight (New York: Thomson Del mar Learning, 2005).
- Vivian Gussin Paley, A Child's Work: The Importance of Fantasy Play (Chicago: University of Chicago Press, 2004).
- Lev Vygotsky, “Play and Its Role in Mental Development of the Child,” Soviet Psychology 5(3), 6–18.
- Smidt on Vygotsky, Playing to Learn, 11, 107.
- Kieran Egan, Primary Understanding: Education in Early Childhood (New York: Routledge, 1988).
- Jerome Bruner, Actual Minds, Possible Worlds (Cambridge: Harvard University Press, 1986).
- Smidt, Playing to Learn, 3.
- Excerpt from teacher documentation, first graders' memories.