In a world where attention spans are shortening and self-regulation is deteriorating, the importance of play in education is multifaceted. From neuroscience-based evidence to intervention data measures, the science of play displays an exciting way to engage children successfully. The Harvard EASEL (Ecological Approaches to Social and Emotional Learning) Lab has taken on a few tactics for the inclusion of play within learning through the Brain Games project.
There are two parts to a child’s engagement and mental well-being: channeling positive emotions and engaging executive functions. A child’s ability to access uplifting emotions, such as happiness, love, creativity, and kindness is vital to their mental health. The second aspect involves executive functions, which include working memory, inhibitory control, and cognitive flexibility. Executive functions are crucial to maturation because they eventually translate into self-control, self-regulation, and greater happiness. Executive functions have even been proven to be a stronger predictor of a child’s academic success than an IQ score (Alloway, 2009).
One way to help children access these positive emotions and strengthen their executive functions naturally is by making the interventions more fun. Specifically, this means translating an intervention or a program into games and other opportunities for play. When a child is in a play environment, they are in a socially motivated state and therefore more likely to have greater attention, learn new things, and induce neuroplasticity (Shaheen, 2014). Play has the potential to enhance social connection through bonding, therefore creating new relationships and supports that the child may not have outside of the classroom. The process of developing executive functions is strengthened by having good role models and mentorship, a privilege that is not available to every student (Blair et. al, 2013). “On average, exposure to all kinds of adversities and vulnerabilities are definitely linked to challenges in the domain of SEL (social and emotional learning) behavior,” said Dr. Stephanie M. Jones, the director of the EASEL Lab. Dr. Jones suggests “experiences of high-quality engagement and interactions with a supportive adult” to curb adversities, both major factors that comprise the Brain Games, an EASEL initiative.
Brain Games takes on a novel perspective to social and emotional learning interventions. Through the creation of 31 sporadic games, the EASEL Lab has developed an approach that is easily scalable and doable without much preparation or time (EASEL Lab, 2016). “Brain Games are fun, intentional, and based on relationships,” said Sophie Barnes, a Ph.D. candidate in Human Development and Learning and Teaching. “The important part of it is to have fun with other people in your setting.” This emphasis on relationships is collaborative in nature. But what really entails collaborative play, and what does this look like in the classroom?
Firstly, play is not something that should be mandated, as this defeats the purpose of its creative nature. Creating excessive rules around an activity engages competition, which strays from the collaborative focus that a play-centric activity entails. Additionally, it should be used as a resource for experimenting. “Often through unstructured, un-routinized activities, play is an opportunity to try things, whether they work or don’t work, and then try them again,” said Dr. Jones. These activities can still be intentional for skill-building, even without a rigorous structure.
Successfully implementing play-based education for both academic and social/emotional skills is vital for elementary classrooms. Programs such as Brain Games provide interventional support that is flexible, centers around collaboration and interpersonal relationships, and enhances attention levels. A shift toward play-based learning is an important transition for a generation of engaged, creative, and compassionate students.
About the Author
Gauri Sood is a freshman at Harvard College concentrating in Psychology (Mind, Brain, Behavior) with a secondary in Educational Studies.
References:
There are two parts to a child’s engagement and mental well-being: channeling positive emotions and engaging executive functions. A child’s ability to access uplifting emotions, such as happiness, love, creativity, and kindness is vital to their mental health. The second aspect involves executive functions, which include working memory, inhibitory control, and cognitive flexibility. Executive functions are crucial to maturation because they eventually translate into self-control, self-regulation, and greater happiness. Executive functions have even been proven to be a stronger predictor of a child’s academic success than an IQ score (Alloway, 2009).
One way to help children access these positive emotions and strengthen their executive functions naturally is by making the interventions more fun. Specifically, this means translating an intervention or a program into games and other opportunities for play. When a child is in a play environment, they are in a socially motivated state and therefore more likely to have greater attention, learn new things, and induce neuroplasticity (Shaheen, 2014). Play has the potential to enhance social connection through bonding, therefore creating new relationships and supports that the child may not have outside of the classroom. The process of developing executive functions is strengthened by having good role models and mentorship, a privilege that is not available to every student (Blair et. al, 2013). “On average, exposure to all kinds of adversities and vulnerabilities are definitely linked to challenges in the domain of SEL (social and emotional learning) behavior,” said Dr. Stephanie M. Jones, the director of the EASEL Lab. Dr. Jones suggests “experiences of high-quality engagement and interactions with a supportive adult” to curb adversities, both major factors that comprise the Brain Games, an EASEL initiative.
Brain Games takes on a novel perspective to social and emotional learning interventions. Through the creation of 31 sporadic games, the EASEL Lab has developed an approach that is easily scalable and doable without much preparation or time (EASEL Lab, 2016). “Brain Games are fun, intentional, and based on relationships,” said Sophie Barnes, a Ph.D. candidate in Human Development and Learning and Teaching. “The important part of it is to have fun with other people in your setting.” This emphasis on relationships is collaborative in nature. But what really entails collaborative play, and what does this look like in the classroom?
Firstly, play is not something that should be mandated, as this defeats the purpose of its creative nature. Creating excessive rules around an activity engages competition, which strays from the collaborative focus that a play-centric activity entails. Additionally, it should be used as a resource for experimenting. “Often through unstructured, un-routinized activities, play is an opportunity to try things, whether they work or don’t work, and then try them again,” said Dr. Jones. These activities can still be intentional for skill-building, even without a rigorous structure.
Successfully implementing play-based education for both academic and social/emotional skills is vital for elementary classrooms. Programs such as Brain Games provide interventional support that is flexible, centers around collaboration and interpersonal relationships, and enhances attention levels. A shift toward play-based learning is an important transition for a generation of engaged, creative, and compassionate students.
About the Author
Gauri Sood is a freshman at Harvard College concentrating in Psychology (Mind, Brain, Behavior) with a secondary in Educational Studies.
References:
- Blair, C., Raver, C. C., Berry, D. J., & Family Life Project Investigators (2014). Two approaches to estimating the effect of parenting on the development of executive function in early childhood. Developmental psychology, 50(2), 554–565. https://doi.org/10.1037/a0033647
- Brain Games (2016). EASEL Lab. https://easel.gse.harvard.edu/brain-games.
- Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of experimental child psychology, 106(1), 20–29. https://doi.org/10.1016/j.jecp.2009.11.003
- Shaheen S. (2014). How child's play impacts executive function--related behaviors. Applied neuropsychology. Child, 3(3), 182–187. https://doi.org/10.1080/21622965.2013.839612