Abstract
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. Evolutionary perspectives can offer insight into how to best educate children and what the role of play might be. We consider the evolutionary perspectives of Peter Gray, who proposes that humans evolved to primarily learn from self-directed free play and exploration, and David Geary, who advocates using direct instruction to promote biologically secondary (i.e., non-evolved) skills. In this chapter, we embrace guided play, which is a type of playful learning that combines the benefits of free play with the value of direct instruction to promote academic, socio-emotional, and cognitive development. In guided play, an adult supports children’s learning through scaffolding techniques while still maintaining child-led direction. We discuss how guided play naturally incorporates four key pillars for effective learning. Specifically, we synthesize research demonstrating that humans learn best when: (1) they take an active role in the learning environment, (2) they are engaged, (3) information is meaningful, and (4) they interact in a social context. We conclude by suggesting possible avenues for future research on guided play.
The original version of this chapter was revised. An erratum to this chapter can be found at DOI 10.1007/978-3-319-29986-0_14
An erratum to this chapter can be found at http://dx.doi.org/10.1007/978-3-319-29986-0_14
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Toub, T.S., Rajan, V., Golinkoff, R.M., Hirsh-Pasek, K. (2016). Guided Play: A Solution to the Play Versus Learning Dichotomy. In: Geary, D., Berch, D. (eds) Evolutionary Perspectives on Child Development and Education. Evolutionary Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-29986-0_5
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