Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2010). Does instruction enhance learning? Journal of Educational Psychology, 103, Ash, D. & Wells, G. (2006). Dialogic inquiry in classroom and museum: Action, tools, and talk. In Z. Bekerman, N. Burbules, & D. Silberman-Keller (Eds.), Learning in places: The informal education reader (pp. 35-54). New York: Peter Lang Publishing. Barr, R.; Shuck, L.; Salerno, K.; Atkinson, E.; & Linebarger, D. L. (2010). Music interferes with learning from television during infancy. Infant and Child Development, 19, 313-331. Bellin, H. F., & Singer, D. G. (2006). My magic story car: Video-based play intervention to strengthen emergent literacy of at-risk preschoolers. 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. 101-123). New York: Oxford University Press. Berk, L. E., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: NAEYC Press. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663. Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120, 322-330.
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2010). Does instruction enhance learning? Journal of Educational Psychology, 103, Ash, D. & Wells, G. (2006). Dialogic inquiry in classroom and museum: Action, tools, and talk. In Z. Bekerman, N. Burbules, & D. Silberman-Keller (Eds.), Learning in places: The informal education reader (pp. 35-54). New York: Peter Lang Publishing. Barr, R.; Shuck, L.; Salerno, K.; Atkinson, E.; & Linebarger, D. L. (2010). Music interferes with learning from television during infancy. Infant and Child Development, 19, 313-331. Bellin, H. F., & Singer, D. G. (2006). My magic story car: Video-based play intervention to strengthen emergent literacy of at-risk preschoolers. 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. 101-123). New York: Oxford University Press. Berk, L. E., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: NAEYC Press. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663. Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120, 322-330.
Weisberg_2014_MBE_final_Guided_play.docx