Browsing by Author "Hirsh-Pasek, Kathy"

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    Assessing the language of 2 year-olds: From theory to practice
    (Infancy, 2023-06-23) Jackson, Emily; Levine, Dani; de Villiers, Jill; Iglesias, Aquiles; Hirsh-Pasek, Kathy; Michnick Golinkoff, Roberta
    Early screening for language problems is a priority given the importance of language for success in school and interpersonal relationships. The paucity of reliable behavioral instruments for this age group prompted the development of a new touchscreen language screener for 2-year-olds that relies on language comprehension. Developmental literature guided selection of age-appropriate markers of language disorder risk that are culturally and dialectally neutral and could be reliably assessed. Items extend beyond products of linguistic knowledge (vocabulary and syntax) and tap the process by which children learn language, also known as fast mapping. After piloting an extensive set of items (139), two phases of testing with over 500 children aged 2; 0–2; 11 were conducted to choose the final 40-item set. Rasch analysis was used to select the best fitting and least redundant items. Norms were created based on 270 children. Sufficient test-retest reliability, Cronbach's alpha, and convergent validity with the MB-CDI and PPVT are reported. This quick behavioral measure of language capabilities could support research studies and facilitate the early detection of language problems.
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    Making schools work: An equation for active playful learning
    (Theory Into Practice, 2023-05-15) Nesbitt, Kimberly T.; Blinkoff, Elias; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy
    Research from the interdisciplinary science of learning indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially guided play. This active, playful pedagogy enhances learning through intentional instruction that activates students’ autonomy and intrinsic motivation while teachers guide them toward a learning goal. In this paper, we provide a framework for facilitating guided play through a 3-part equation of incorporation of cultural values, the science of how children learn, and the science of what children need to learn to thrive in school and beyond. A summary of the research supporting the efficacy of this approach is provided, as are recommendations for how to implement the equation through guided play in our schools.
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    Portrait of early science education in majority dual language learner classrooms: Where do we start?
    (Journal of Childhood, Education & Society, 2021-01-01) Rumper, Brooke; Frechette, Elizabeth; Sharifnia, Elica; Greenfield, Daryl B.; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy
    Despite the growing interest in early science education, there is much left to be explored, particularly in majority Dual Language Learning (DLL) classrooms. The current study examined 1) early science opportunities across classroom contexts in majority Spanish-English DLL Head Start classrooms, 2) the languages (i.e., English and Spanish) that teachers used to engage DLL children in science, 3) and how teachers’ discussion of scientific and engineering practices and disciplinary core ideas related to children’s academic outcomes. In a sample of 411 children (ages 3-5) from 34 Head Start classrooms, the current study found that teachers discussed and encouraged more practices during science lessons than circle time, dramatic play, and story time. There were no differences in teachers’ discussion of core ideas across contexts. Teachers used the same amount of English and Spanish to discuss practices and core ideas. Teaching physical science was associated with children’s science outcomes. Making observations and discussing life science were associated with children’s math outcomes. Teaching math, making observations, and developing and using models were related to children’s executive functioning. Findings from this study demonstrate that science opportunities occur across preschool classroom settings. Additionally, it provides evidence that teachers may be supporting DLL children’s home language while discussing science. Finally, results indicate that teaching science supports children’s academic performance in several outcomes. These findings have implications for DLL education policy as science may be a domain where teachers can support children’s home language and their learning across multiple domains.
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    U.S. parents' attitudes toward playful learning
    (Frontiers in Developmental Psychology, 2023-12-15) Wright, Charlotte Anne; Pasek, Josh; Lee, Ji Young; Masters, Ally S.; Golinkoff, Roberta Michnick; Thomsen, Bo Stjerne; Hirsh-Pasek, Kathy
    Introduction: There has been a surge of research on the power of play to facilitate learning in recent years. Guided play, specifically, has emerged as an optimal learning approach over free play and direct instruction. However, whether parents' attitudes toward play align with the emerging research remains largely unexplored. Addressing this gap, the present study is the first to operationalize play by using the playful learning spectrum (i.e., free play, guided play, games, and direct instruction) to investigate parents' attitudes toward play. Methods: The study surveyed a broad, national sample of parents with at least one child aged 2 to 12 years living in the United States (N = 1,172). To understand preferences for each approach and the factors related to those preferences, we examined how individuals regarded each of the four learning approaches and ran a series of regressions predicting perceptions of learning from the approaches as a function of demographic and attitudinal factors. These regressions were estimated in two different ways, allowing us to identify which predictors were related to each outcome as well as which explained these perceptions uniquely, over and above other predictors. Results: The findings revealed a preference for play over direct instruction, with parents likely to perceive free play as most conducive to learning. Regression analyses uncovered significant variations in perceptions based on demographic and attitudinal factors, with highly educated respondents most likely to endorse free play, more knowledgeable respondents most likely to endorse guided play and the least educated respondents most likely to favor direct instruction. Discussion: While the study reveals parents' evolving, positive attitudes toward play, it also underscores a gap between academic research, which highlights the advantages of guided play, and parents' perceptions. Implications for parent support initiatives are discussed.