Mise en place: setting the stage for thought and action

 Mise en place: setting the stage for thought and action},
  author={Deena Skolnick Weisberg and Kathy Hirsh-Pasek and Roberta Michnick Golinkoff and Bruce D. McCandliss},
  journal={Trends in Cognitive Sciences},

Making play work for education

Children, especially in the preschool years, learn a tremendous amount through play. Research on guided play demonstrates how schools can couple a curriculum-centered preschool program with a

Erratum to: Chapter 5 Guided Play: A Solution to the Play Versus Learning Dichotomy

A fundamental question we face is how to educate twenty-fi rst century children to best prepare them for a world marked by increased globalization and advancing technology . In addition to developing

Guided Play: A Solution to the Play Versus Learning Dichotomy

A fundamental question guiding early childhood education research is the ideological debate of how children learn. A dichotomy exists, suggesting that play and learning are mutually exclusive.

Making Play Work for Education: Research Demonstrates That Guided Play Can Help Preschool Children Prepare for Reading and Math Better Than Free Play and Direct Instruction Alone

In 2014, New York City implemented a badly needed and bold initiative: It vastly expanded its prekindergarten offerings, with the promise of serving every 4-year-old in the city. The goal is to boost

Where Learning Meets Creativity: The Promise of Guided Play

As the United States and other countries consider “educational reform,” the discussion appears to be primarily about fostering basic skills and content knowledge. Our contention is that this approach

Urban Thinkscape: Infusing Public Spaces with STEM Conversation and Interaction Opportunities

ABSTRACT How can we transform places where people gather or wait into hubs for interaction and playful learning? Bus stops offer one setting in which to test this idea. Urban Thinkscape reimagines an

Playing with Mathematics: How Play Supports Learning and the Common Core State Standards

International rankings show children in the United States perform well below average in mathematics. There are also large mathematics achievement gaps between children of lower- and

Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces

Children from under-resourced communities regularly enter formal schooling lagging behind their peers. These deficits in areas such as language development, reading readiness, and even in the kind of

How, when, and what do young children learn from fictional stories?



Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap

An intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced the racial achievement gap and treated students' self-perceptions showed long-term benefits.

The impact of pretend play on children's development: a review of the evidence.

Pretend play has been claimed to be crucial to children's healthy development. Here we examine evidence for this position versus 2 alternatives: Pretend play is 1 of many routes to positive

The effect of make‐believe play on deductive reasoning

Under certain circumstances, a deductive or ‘theoretical’ mode of reasoning is revealed among young children, as well as among illiterate adults. In four experiments we asked whether 4-, 5- and

Pupillometric and behavioral markers of a developmental shift in the temporal dynamics of cognitive control

The AX Continuous Performance Task (AX-CPT) in combination with high-resolution pupillometry is used to find that whereas 8-year-old children resemble adults in their proactive use of cognitive control, 3.5-year old children exhibit a qualitatively different, reactive form of Cognitive control.

Neural Mechanisms of Interference Control in Working Memory: Effects of Interference Expectancy and Fluid Intelligence

The results suggest the presence of two neural mechanisms of interference control, with the differential expression of these mechanisms modulated by both experimental and individual difference factors.

Response Anticipation and Response Conflict: An Event-Related Potential and Functional Magnetic Resonance Imaging Study

The results suggest that common regions of a dorsal frontoparietal network and the ACC are engaged in the flexible control of a wide range of executive processes, and that response anticipation modulates overall activity in the executive control network but does not interact with response conflict processing.