The+Brain+&+Play

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• Brown, S., & Vaughn, C. (2009). //Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul//. New York: Penguin Group Inc. This book outlines why play is so instrumental in child development, parenting, education, social policy, business innovation and productivity – even for the future of our society. From new research suggesting the direct role of three-dimensional object play in shaping our brains, to animal studies showing the effects of the lack of play, Brown provides a sweeping look at the latest breakthroughs in our understanding of the importance of play behavior.

Carlsson-Paige, N. (2008) //Reclaiming Play: Helping Children Learn and Thrive in School//. Exchange Press, Redmond WA. Play is slowly being eroded from a young child’s experience, thanks to media influence, commercialism and our fast-paced lifestyle. The consequences are that many young children today are robbed of the opportunity for free play, which is essential for their growth and learning. In fact, Carlsson-Paige writes many children do not know how to play, and many simply imitate scenarios from television and movies. She blames this on legislation that was passed in the US in the mid-80s allowing the marketing of toys and products for children that are directly tied to TV. She also writes educators have an important role in taking back healthy play for children.

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Pellis, S.M. & Pellis, V.C. (2007). [|Rough and Tumble Play and the Development of the Social Brain]. Sage Journals Online: Current Directions in Psychological Science. April 2007. Rough and tumble play, a recurring feature of childhood is correlated with measures of social competence. Play fighting involves many areas of the brain. In experiments with rats, the areas of the brain that work together to deal with social phenomena are activated. In young rats, it induces the release of chemical growth factors that affect social behavior and cognition. This article also concludes adult rats that were prevented from playing with their peers as juveniles ended up with many emotional and cognitive defects.

Rieber, L.P. (1996). [|Seriously Considering Play: Designing Interactive Learning Environments Based on the Blending of Microworlds, Simulations and Games.] Educational Technology Research and Development, 44(2), 43-58. This paper provides a brief overview of the history, research, and theory related to play, which has proven to be a powerful mediator for learning throughout life. Rieber defines play as having the following attributes: It is usually voluntary, it is intrinsically motivating, that is, it’s pleasurable for its own sake and not dependent on external rewards. Play also involves some level of active, often physical engagement, and it is distinct from other behavior by having a make-believe quality to it.