Singer, D., Golinkoff, R. M., & Hirsh-Pasek, K. (Eds.) (in press). Play=Learning: How play motivates and enhances children's cognitive and social-emotional growth . New York, NY: Oxford University Press.

Of interest to parents, practitioners, and researchers, PLAY = LEARNING is an outgrowth of a conference we ran at Yale University in June 2005. In attendance, and presenting the papers that appear in this volume, were leading scientists from all over the country. They presented evidence on the importance of play for children's thinking and social-emotional skills.

Hirsh-Pasek, K., & Golinkoff, R. M. (2003). Einstein never used flash cards: How our children really learn and why they need to play more and memorize less. Emmaus, PA:  Rodale Books. (Translated into Spanish, Chinese, Japanese, Korean, and Indonesian).

This book won the 2003 Books for a Better Life award from the National Multiple Sclerosis Foundation. Our goal in Einstein is to share the secrets of our field. What does it take to raise zero budget, smart, and well-adjusted children? We reassure parents that they can trust their instincts and allow their children to play. Children don't need flash cards, expensive electronic toys, computer programs, and endless adult-structured lessons to help them achieve in school and become socially and emotionally well adjusted.

Golinkoff, R. M., & Hirsh-Pasek, K. (1999). How babies talk: The magic and mystery of language in the first three years of life . New York: Dutton/Penguin Press. (Translated into French, Spanish, Italian, and Chinese.)

In this easy to read book, we describe the work that our lab has been doing as well the findings from the labs of our colleagues around the world. See if you can recognize an experiment in which your child participated.

Hirsh-Pasek, K., & Golinkoff, R. M. (Eds.) (in press). Action meets word: How children learn verbs. New York, NY: Oxford University Press.

Researchers from all over the world who study language development, and in particular, how children learn verbs, contributed chapters to this book. A state-of-the-art book, it reviews what is currently known about all aspects of verb learning.

Golinkoff, R. M., Hirsh-Pasek, K., Akhtar, N., Bloom, L., Hollich, G., Smith, L., Tomasello, M., & Woodward, A. (2000). Becoming a word learner: A debate on lexical acquisition .  New York City, NY:  Oxford University Press.

This book captures the theoretical controversies in the area of vocabulary learning.

Hollich, G. J., Hirsh-Pasek, K., Golinkoff, R. M. (With Hennon, E., Chung, H. L., Rocroi, C., Brand, R. J., & Brown, E.) (2000).  Breaking the language barrier: An emergentist coalition model for the origins of word learning . Monographs of the Society for Research in Child Development, 65, (3, Serial No. 262.)

Many of the experiments conducted in our laboratory in the past 10 years are described in this Monograph designed to share our theory and findings with researchers and graduate students in our field. All our student collaborators have gone on to greater glory in professorships, graduate school programs, and postdoctoral fellowships. We are very proud of our crew!

Hirsh-Pasek, K., & Golinkoff, R. M. (Eds.) (1996).  The origins of grammar:  Evidence from early language comprehension.  Cambridge, MA:  MIT Press.

Origins describes our theory of how children break into the grammar of their language. It also presents many studies that used the Intermodal Preferential Looking Paradigm to “trick” babies into revealing their burgeoning linguistic competence.