{"id":1835,"date":"2020-11-09T06:44:30","date_gmt":"2020-11-09T12:44:30","guid":{"rendered":"https:\/\/www.playworks.org\/minnesota\/2020\/11\/09\/play-builds-serious-skills\/"},"modified":"2025-02-21T12:00:30","modified_gmt":"2025-02-21T18:00:30","slug":"play-builds-serious-skills","status":"publish","type":"post","link":"https:\/\/www.playworks.org\/minnesota\/2020\/11\/09\/play-builds-serious-skills\/","title":{"rendered":"Play Builds Serious Skills"},"content":{"rendered":"

Playtime is many things. It\u2019s fun for children. It\u2019s an escape for busy parents. But it\u2019s much more than that. According to\u00a0Dr. Stephanie M. Carlson<\/a>, distinguished McKnight University Professor at the University of Minnesota, and\u00a0Reflection Sciences<\/a>\u00a0co-founder, \u201cPlay is about as \u2018blueprinted\u2019 a behavior as you can have in terms of basic survival and reproduction.\u201d Furthermore, she adds, \u201c[play] can be construed as a waste of time. But the fact that it\u2019s so universal has led us, researchers, to take it quite seriously.\u201d<\/p>\n

What is Executive Function<\/b><\/h6>\n

Carlson\u2019s recent research findings suggest that play can have immediate, beneficial effects on a child\u2019s\u00a0Executive Function<\/a>\u00a0(EF)\u2014the skill set that allows for conscious control of thoughts, actions, and emotions.\u00a0This distinct set of skills is\u00a0imperative to school readiness<\/a>\u00a0and academic success. Scientists refer to EF as the biological foundation for adaptation and learning throughout life. They argue that strong\u00a0working memory, cognitive flexibility, and inhibitory control<\/b>\u00a0\u2013 the three components of EF \u2013 provide the basis upon which children\u2019s abilities to learn to read, write, and do math can be built.<\/p>\n

Importance of Play<\/b><\/h6>\n

Play is not frivolous\u2014it enhances brain structure and function, and promotes EF development.\u00a0This happens by practicing EF skills over and over again in a variety of settings. This is where playtime comes in.\u00a0Unfortunately,\u00a0according to Gayla Marty, University of Minnesota\u2019s College of Education and Human Development (CEHD)\u00a0Connect Magazine<\/a>\u00a0writer, in today\u2019s world, children play an estimated eight hours less each week than children did just 30 years ago.<\/p>\n

\u201cPlay gets contrasted with learning, and because we want children to learn more, we cut playtime. But by doing that, we remove a powerful pedagogical tool from our toolkit,\u201d says\u00a0Dr. Megan Gunnar<\/a>, Regents Professor of Child Development and Director of the Institute of Child Development.<\/p>\n

Playworks has collaborated with numerous researchers and leaders to determine best practices. The newest program, Keep Playing, offers a Game of the Week and Brain Breaks that develop EF. The Game of the Week is designed to engage and interact to develop and strengthen their skills. Brain Breaks, short games for the entire class, specifically address EF development.<\/p>\n

They can be used to teach and review behavioral skills that rely on\u00a0inhibitory control\u00a0<\/i>as well as reinforce following rules by accessing their\u00a0working memory<\/i>. In addition, Brain Breaks decrease the cognitive overload children can experience from the academic rigors of the day, allowing learners to return to work with renewed energy and focus.<\/p>\n

\u201cPlay is one of the most important ways in which children learn<\/a>,\u201d Jack Shonkoff, Director of the Center on the Developing Child at Harvard University, explained. He also noted that the \u201cright\u201d kind of play can produce the \u201cright\u201d kind of academic achievement because, regardless of the situation, kids will be learning valuable skills.<\/p>\n

Play provides opportunities for self-discovery and building connections, and it allows kids to try out ideas and use what they are learning in their academic subjects in a less pressured environment. Play develops imagination, speaking, and listening skills and solidifies math and science concepts.<\/p>\n

Playtime also provides a safe and healthy way to practice empathy, engage in physical activity, avoid toxic stress, and even heal from trauma. But here\u2019s the problem\u2014there are many barriers to play, especially for students of color and students in low-income communities, which then deprives these students of essential skill development. This disparity existed long before the pandemic, and COVID-19 is creating additional trauma for kids, making playtime even more important.<\/p>\n

Focus on playtime<\/b><\/h6>\n

Even if children can\u2019t run around at recess during a pandemic, educators and parents can\u00a0\u00a0integrate playful learning<\/a>\u00a0into their curricula with resources such as Playworks\u00a0Keep Playing<\/a>. Playful learning promotes EF skills by emphasizing the process of learning, rather than the content. This type of learning helps children develop skills, challenges their imaginations and can ultimately bring them more joy. It\u2019s impossible to overstate the power of play in developing EF and other skills, and parents and educators alike should keep this in mind when we move into a post-pandemic world.<\/p>\n

How will you focus on executive function and help your students grow through play? Whatever you decide\u2014get informed.\u00a0<\/b><\/p>\n

Check out these free resources from Reflection Sciences:<\/b><\/p>\n