References
- Albertson, K., & Shore, C. (2009). Holding in mind conflicting information: Pretending, working memory, and executive control. Journal of Cognition and Development, 9(4), 390–410. https://doi.org/10.1080/15248370802678240
- Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18. https://doi.org/10.1037/a0021017
- Barker, J. E., Semenov, A. D., Michaelson, L., Provan, L. S., Snyder, H. R., & Munakata, Y. (2014). Less-structured time in children’s daily lives predicts self-directed executive functioning. Frontiers in Psychology, 5, 593. https://doi.org/10.3389/fpsyg.2014.00593
- Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade? AERA open, 2(1), 2332858415616358. https://doi.org/10.1177/2332858415616358
- Bergen, D. (Ed.). (1988). Play as a medium for learning and development: A handbook of theory and practice. Heinemann Educational Books.
- Berk, L. E., Mann, T. D., & Ogan, A. T. (2006). Make-believe play: Wellspring for development of self-regulation. In D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play= learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 74–100). Oxford University Press.
- Berkowitz, T., Schaeffer, M. W., Maloney, E. A., Peterson, L., Gregor, C., Levine, S. C., & Beilock, S. L. (2015). Math at home adds up to achievement in school. Science, 350(6257), 196–198. https://doi.org/10.1126/science.aac7427
- Best, J. R. (2010). Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise. Developmental Review, 30(4), 331–351. https://doi.org/10.1016/j.dr.2010.08.001
- Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61–79. https://doi.org/10.1016/S0022-4405(96)00029-5
- Bjorklund, D. F., & Green, B. L. (1992). The adaptive nature of cognitive immaturity. American Psychologist, 47(1), 46. https://doi.org/10.1037/0003-066X.47.1.46
- Bjorklund, D. F., & Pellegrini, A. D. (2000). Child development and evolutionary psychology. Child Development, 71(6), 1687–1708. https://doi.org/10.1111/1467-8624.00258
- Blair, C., McKinnon, R. D., & Daneri, M. P. (2018). Effect of the tools of the mind kindergarten program on children’s social and emotional development. Early Childhood Research Quarterly, 43, 52–61. https://doi.org/10.1016/j.ecresq.2018.01.002
- Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLoS One, 9(11), e112393. https://doi.org/10.1371/journal.pone.0112393
- Blakey, E., & Carroll, D. J. (2015). A short executive function training program improves preschoolers’ working memory. Frontiers in Psychology, 6, 1827. https://doi.org/10.3389/fpsyg.2015.01827
- Blatchford, P., & Baines, E. (2010). Peer relations in school. In K. Littleton, C. Wood, & K. Staarman (Eds.), International handbook of psychology in education (pp. 227–274). Emerald Group Publishing Limited.
- Bodrova, E., Leong, D. J., Norford, J. S., & Paynter, D. E. (2003). It only looks like child’s play. Journal of Staff Development, 24(2), 47–51.
- Bonawitz, E. B., Chang, I., Clark, C., & Lombrozo, T. (2008). Occam’s razor as inductive bias in preschoolers’ causal explanations. Proceedings of the 7th International Conference of Development and Learning, Monterey, CA.
- Brandon, K. (2002). Kindergarten less playful as pressure to achieve grows. Chicago Tribune, 1.
- Brown, S. L., Nobiling, B. D., Teufel, J., & Birch, D. A. (2011). Are kids too busy? Early adolescents’ perceptions of discretionary activities, overscheduling, and stress. Journal of School Health, 81(9), 574–580. https://doi.org/10.1111/j.1746-1561.2011.00629.x
- Buck, S. M., Hillman, C. H., & Castelli, D. M. (2008). The relation of aerobic fitness to stroop task performance in preadolescent children. Medicine and Science in Sports and Exercise, 40(1), 166–172. https://doi.org/10.1249/mss.0b013e318159b035
- Burghardt, G. M. (2014). A brief glimpse at the long evolutionary history of play. Animal Behavior and Cognition, 1(2), 90–98. https://doi.org/10.12966/abc.05.01.2014
- Bustamante, A. S., Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Putting the science of learning to work: Designing learning landscapes for cities and families. Child Development Perspectives, 13(1), 34–40. https://doi.org/10.1111/cdep.12309
- Carlson, S. M., White, R. E., & Davis-Unger, A. C. (2014). Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development, 29, 1–16. https://doi.org/10.1016/j.cogdev.2013.09.001
- Chang, C. (2013). Before I die. St. Martin’s Griffin.
- Daubert, E., Ramani, G., Rowe, M., Eason, S., & Leech, K. (2018). Sum thing to talk about: Caregiver-preschooler math talk in low-income families from the United States. Bordón. Revista de Pedagogía, 70(3), 115–130. https://doi.org/10.13042/Bordon.2018.62452
- Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In P. McCardle, L. Freund, & J. A. Griffin (Eds.), Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research (pp. 11–43). American Psychological Association. https://doi.org/10.13140/RG.2.1.2644.6483
- Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387–1388. https://doi.org/10.1126/science.1151148
- Diamond, A., Lee, C., Senften, P., Lam, A., & Abbott, D. (2019). Randomized control trial of tools of the mind: Marked benefits to kindergarten children and their teachers. PLoS ONE, 14(9), e0222447. https://doi.org/10.1371/journal.pone.0222447
- Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529
- Eason, S. H., & Ramani, G. B. (2018). Parent–child math talk about fractions during formal learning and guided play activities. Child Development, 91(2), 546–562. https://doi.org/10.1111/cdev.13199
- Fisher, K. R., Hirsh‐Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers' acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. doi:10.1111/cdev.12091
- Foley, G. M. (2017). Play as regulation: Promoting self-regulation through play. Topics in Language Disorders, 37(3), 241–258. https://doi.org/10.1097/TLD.0000000000000129
- Fuller, B., Bein, E., Bridges, M., Kim, Y., & Rabe-Hesketh, S. (2017). Do academic preschools yield stronger benefits? Cognitive emphasis, dosage, and early learning. Journal of Applied Developmental Psychology, 52, 1–11. https://doi.org/10.1016/j.appdev.2017.05.001R
- Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Becoming brilliant: What science tells us about raising successful children. American Psychological Association.
- Gray, P. (2017). What exactly is play, and why is it such a powerful vehicle for learning? Topics in Language Disorders, 37(3), 217–228. https://doi.org/10.1097/TLD.0000000000000130
- Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal‐number knowledge. Developmental Science, 14(5), 1021–1032. https://doi.org/10.1111/j.1467-7687.2011.01050.x
- Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301
- Harvey, S. P., Lambourne, K., Greene, J. L., Gibson, C. A., Lee, J., & Donnelly, J. E. (2017). The effects of physical activity on learning behaviors in elementary school children: A randomized controlled trial. Contemporary School Psychology, 22, 303–312. https://doi.org/10.1007/s40688-017-0143-0
- Hassinger-Das, B., Bustamante, A., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Learning landscapes: Playing the way to learning in public spaces. Education Sciences: (Special Issue) Early Childhood Education, 8(2), 74. https://doi.org/10.3390/educsci8020074
- Hassinger-Das, B., Jordan, N. C., & Dyson, N. (2015). Reading stories to learn math: Mathematics vocabulary instruction for children with early numeracy difficulties. The Elementary School Journal, 116(2), 242–264. https://doi.org/10.1086/683986
- Hassinger-Das, B., Palti, I., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Urban thinkscape: Infusing public spaces with STEM conversation and interaction opportunities. Journal of Cognition and Development, 21(1), 125–147. https://doi.org/10.1080/15248372.2019.1673753
- Hassinger‐Das, B., Ridge, K., Parker, A., Golinkoff, R. M., Hirsh‐Pasek, K., & Dickinson, D. K. (2016). Building vocabulary knowledge in preschoolers through shared book reading and gameplay. Mind, Brain, and Education, 10(2), 71–80. https://doi.org/10.1111/mbe.12103
- Hassinger-Das, B., Schlesinger, M. A., Sawyer, J., Hirsh-Pasek, K., & Golinkoff, R. (2018). Playing to learn: Supporting kids both inside and outside of school. Parents’ League Review.
- Hassinger-Das, B., Toub, T. S., Zosh, J. M., Michnick, J., Golinkoff, R., & Hirsh-Pasek, K. (2017). More than just fun: A place for games in playful learning/Más que diversión: El lugar de los juegos reglados en el aprendizaje lúdico. Infancia y Aprendizaje, 40(2), 191–218. https://doi.org/10.1080/02103702.2017.1292684
- Hassinger-Das, B., Zosh, J. M., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-learn spaces: leveraging library spaces to promote caregiver and child interac- tion. Library & Information Science Research, 42(1), 101002. doi: 10.1016/j.lisr.2020.101002
- Hillman, C. H., Pontifex, M. B., Raine, L. B., Castelli, D. M., Hall, E. E., & Kramer, A. F. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience, 159(3), 1044–1054. https://doi.org/10.1016/j.neuroscience.2009.01.057
- Hirsh-Pasek, K., Golinkoff, R., Berk, L., & Singer, D. (2009). A mandate for playful learning in preschool: Presenting the evidence. Oxford University Press.
- Holmes, R. M., Pellegrini, A. D., & Schmidt, S. L. (2006). The effects of different recess timing regimens on preschoolers’ classroom attention. Early Child Development and Care, 176(7), 735–743. https://doi.org/10.1080/03004430500207179
- Jarrett, O. S., Maxwell, D. M., Dickerson, C., Hoge, P., Davies, G., & Yetley, A. (1998). Impact of recess on classroom behavior: Group effects and individual differences. The Journal of Educational Research, 92(2), 121–126. https://doi.org/10.1080/00220679809597584
- Kelly, R., Hammond, S., Dissanayake, C., & Ihsen, E. (2011). The relationship between symbolic play and executive function in young children. Australasian Journal of Early Childhood, 36(2), 21–27. https://doi.org/10.1177/183693911103600204
- Konold, T. R., & Pianta, R. C. (2005). Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement. Applied Developmental Science, 9(4), 174–187. https://doi.org/10.1207/s1532480xads0904_1
- Ladd, G. W., Herald, S. L., & Kochel, K. P. (2006). School readiness: Are there social prerequisites? Early Education and Development, 17(1), 115–150. https://doi.org/10.1207/s15566935eed1701_6
- Leong, D. J., & Bodrova, E. (2012). Assessing and scaffolding: Make-believe play. YC Young Children, 67(1), 28–34.
- Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin, 139(1), 1.
- McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29–44. https://doi.org/10.1002/cd.302
- McClelland, M. M., Cameron, C. E., Wanless, S. B., Murray, A., Saracho, O., & Spodek, B. (2007). Executive function, behavioral self-regulation, and social-emotional competence. Contemporary Perspectives on Social Learning in Early Childhood Education, 1, 113–137.
- Melman, S., Little, S. G., & Akin-Little, K. A. (2007). Adolescent overscheduling: The relationship between levels of participation in scheduled activities and self-reported clinical symptomology. The High School Journal, 90(3), 18–30. https://doi.org/10.1353/hsj.2007.0011
- Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Alliance for Childhood (NJ3a).
- Murline, A. (2000). What’s your favorite class? Most kids would say recess. Yet many schools are cutting back on unstructured schoolyard play. US News and World Report, 128(17), 50–52.
- Passolunghi, M. C., & Costa, H. M. (2016). Working memory and early numeracy training in preschool children. Child Neuropsychology, 22(1), 81–98. https://doi.org/10.1080/09297049.2014.971726
- Pellegrini, A. D., & Bohn, C. M. (2005). The role of recess in children’s cognitive performance and school adjustment. Educational Researcher, 34(1), 13–19. https://doi.org/10.3102/0013189x034001013
- Pellegrini, A. D., Huberty, P. D., & Jones, I. (1995). The effects of recess timing on children’s playground and classroom behaviors. American Educational Research Journal, 32(4), 845–864. https://doi.org/10.3102/00028312032004845
- Piaget, J. (1952). Play, dreams and imitation in childhood. W W Norton & Co.
- Purpura, D. J., Logan, J. A., Hassinger-Das, B., & Napoli, A. R. (2017). Why do early mathematics skills predict later reading? The role of mathematical language. Developmental Psychology, 53(9), 1633. https://doi.org/10.1037/dev0000375
- Ramani, G. B. (2012). Influence of a playful, child-directed context on preschool children’s peer cooperation. Merrill-Palmer Quarterly, 58(2), 159–190. https://doi.org/10.1353/mpq.2012.0011
- Ramani, G. B., & Brownell, C. A. (2014). Preschoolers’ cooperative problem solving: Integrating play and problem solving. Journal of Early Childhood Research, 12(1), 92–108. https://doi.org/10.1177/1476718x13498337
- Ramani, G. B., & Scalise, N. R. (2018). It’s more than just fun and games: Play-based mathematics activities for head start families. Early Childhood Research Quarterly.
- Rideout, V. (2017). The common sense census: Media use by kids age zero to eight. Common Sense Media.
- Ridge, K. E., Weisberg, D. S., Ilgaz, H., Hirsh‐Pasek, K. A., & Golinkoff, R. M. (2015). Supermarket speak: Increasing talk among low‐socioeconomic status families. Mind, Brain, and Education, 9(3), 127–135. https://doi.org/10.1111/mbe.2015.9.issue-3
- Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Roebers, C. M. (2012). Improving executive functions in 5‐and 6‐year‐olds: Evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and Child Development, 21(4), 411–429. https://doi.org/10.1002/icd.752
- Savina, E. (2014). Does play promote self-regulation in children? Early Child Development and Care, 184(11), 1692–1705. https://doi.org/10.1080/03004430.2013.875541
- Schiffrin, H. H., Godfrey, H., Liss, M., & Erchull, M. J. (2015). Intensive parenting: Does it have the desired impact on child outcomes? Journal of Child and Family Studies, 24(8), 2322–2331. https://doi.org/10.1007/s10826-014-0035-0
- Schlesinger, M. A., Hassinger-Das, B., Zosh, J. M., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). “When I was little, I loved to play”: Describing play experiences using a community-based lens. Scottish Educational Review, 51(2), 90–107.
- Schlesinger, M. A., Sawyer, J., Hirsh-Pasek, K., & Fabiano, R. (2020). Play captains on play streets: A community-university playful learning and teen leadership collaboration. Collaborations: A Journal of Community-Based Research and Practice, 3(1), 1–13. https://doi.org/10.33596/coll.54
- Schulz, L., & Bonawitz, E. B. (2007). Serious fun: Preschoolers engage in more exploratory play when evidence in confounded. Developmental Psychology, 43(4), 1045–1050. https://doi.org/10.1037/0012-1649.43.4.1045
- Shaheen, S. (2014). How child’s play impacts executive function–related behaviors. Applied Neuropsychology: Child, 3(3), 182–187. https://doi.org/10.1080/21622965.2013.839612
- Sibley, B. A., & Etnier, J. L. (2003). The relationship between physical activity and cognition in children: A meta-analysis. Pediatric Exercise Science, 15(3), 243–256. https://doi.org/10.1123/pes.15.3.243
- Sponseller, D. (Ed.). (1974). Play as a learning medium. National Association for the Education of Young Children.
- Steinhauer, J. (2005). Maybe preschool is the problem. New York Times (pp. 1–4).
- Thibodeau, R. B., Gilpin, A. T., Brown, M. M., & Meyer, B. A. (2016). The effects of fantastical pretend-play on the development of executive functions: An intervention study. Journal of Experimental Child Psychology, 145, 120–138. https://doi.org/10.1016/j.jecp.2016.01.001
- Toub, T. S. (2012). What good is pretending? Adding a pretense context to the dimensional change card sort [Dissertation]. University of Washington.
- Toub, T. S., Hassinger-Das, B., Nesbitt, K. T., Ilgaz, H., Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Nicolopoulou, A., & Dickinson, D. K. (2018). The language of play: Developing preschool vocabulary through play following shared book-reading. Early Childhood Research Quarterly, 45, 1–17. https://doi.org/10.1016/j.ecresq.2018.01.010
- Traverso, L., Viterbori, P., & Usai, M. C. (2015). Improving executive function in childhood: Evaluation of a training intervention for 5-year-old children. Frontiers in Psychology, 6, 525. https://doi.org/10.3389/fpsyg.2015.00525
- Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students’ emotions and academic achievement: When and why emotions matter. Child Development Perspectives, 6(2), 129–135. https://doi.org/10.1111/j.1750-8606.2011.00192.x
- Veiga, G., Neto, C., & Rieffe, C. (2016). Preschoolers’ free play-connections with emotional and social functioning. International Journal of Emotional Education, 8(1), 48–62.
- Vygotsky, L. (1978). Interaction between learning and development. In Mind and society (pp. 79–91). Cambridge, MA: Harvard University Press.
- Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: Play, language development, and the role of adult support. American Journal of Play, 6(1), 39.
- Whitebread, D., Neale, D., Jensen, H., Liu, C., Solis, S. L., Hopkins, E., Hirsh-Pasek, K., & Zosh, J. M. (2017). The role of play in children’s development: A review of the evidence (research summary). The LEGO Foundation, DK.
- Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M., & Committee on Psychosocial Aspects of Child and Family Health. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), e20182058. https://doi.org/10.1542/peds.2018-2058
- Zigler, E. F., & Bishop-Josef, S. J. (2004). Play under siege. Yale’s Center in Child Development and Social Policy, 21, 1–4.
- Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Solis, L. S., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124. https://doi.org/10.3389/fpsyg.2018.01124