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'opacity-30 visible' : 'invisible opacity-0']" v-on:click="showMenu = false" v-cloak> </div>  </div> </header> <main class="header-spacer"> <div class="bg-dark-blue"> <div class="flex flex-col items-center justify-center min-h-250 px-8 py-16 overflow-hidden relative"> <h1 class="leading-tight max-w-4xl text-center text-white"> Push Pause: The Pressing Case for Play </h1> <p class="text-center text-white text-sm mt-4"> By Kimberly Kopko, Peg Oliveira </p> <svg class="absolute -left-12 w-1/3 xs:w-3/4 xs:-left-32 md:-left-24 md:w-1/2" width="663" height="379" viewBox="0 0 663 379" fill="none" xmlns="http://www.w3.org/2000/svg"> <path d="M2.52 2.516l153.542.985c1.025 52.945 15.755 109.389 51.179 152.876 36.043 44.249 93.291 74.808 178.501 74.808 57.467 0 133.046-25.564 177.169-68.824l96.648 109.035C585.889 343.783 491.342 376.5 385.742 376.5c-137.153 0-232.59-44.674-293.902-113.862C31 193.984 3.495 100.891 2.52 2.516z" stroke="#fff" stroke-opacity=".05" stroke-width="10"/> </svg> <svg class="absolute -right-12 rotate-135 transform w-1/3 xs:w-3/4 xs:-right-32 md:-right-24 md:w-1/2" width="663" height="379" viewBox="0 0 663 379" fill="none" xmlns="http://www.w3.org/2000/svg"> <path d="M2.52 2.516l153.542.985c1.025 52.945 15.755 109.389 51.179 152.876 36.043 44.249 93.291 74.808 178.501 74.808 57.467 0 133.046-25.564 177.169-68.824l96.648 109.035C585.889 343.783 491.342 376.5 385.742 376.5c-137.153 0-232.59-44.674-293.902-113.862C31 193.984 3.495 100.891 2.52 2.516z" stroke="#fff" stroke-opacity=".05" stroke-width="10"/> </svg> </div> </div> <article class="container mt-20"> <div class="flex items-center justify-between"> <a class="btn inline-flex items-center space-x-1" href="https://www.crslearn.org/publication/sel-at-home/"> <svg xmlns="http://www.w3.org/2000/svg" class="h-4 w-4" viewBox="0 0 20 20" fill="currentColor"> <path fill-rule="evenodd" d="M12.707 5.293a1 1 0 010 1.414L9.414 10l3.293 3.293a1 1 0 01-1.414 1.414l-4-4a1 1 0 010-1.414l4-4a1 1 0 011.414 0z" clip-rule="evenodd" /> </svg> <span>Go Back to Journal</span> </a> <button class="duration-300 flex font-semibold items-center space-x-2 text-body-sm hover:opacity-70 sm:hidden" onClick="window.print()"> <span>Print Article</span> <svg xmlns="http://www.w3.org/2000/svg" class="h-5 w-5" fill="none" viewBox="0 0 24 24" stroke="currentColor"> <path stroke-linecap="round" stroke-linejoin="round" stroke-width="2" d="M17 17h2a2 2 0 002-2v-4a2 2 0 00-2-2H5a2 2 0 00-2 2v4a2 2 0 002 2h2m2 4h6a2 2 0 002-2v-4a2 2 0 00-2-2H9a2 2 0 00-2 2v4a2 2 0 002 2zm8-12V5a2 2 0 00-2-2H9a2 2 0 00-2 2v4h10z" /> </svg> </button> </div> <div class="mt-8 overflow-auto " id="printable"> <div class="flex lg:flex-col"> <div class="w-3/4 lg:w-full"> <div class="prose max-w-full"><div> <p>Andrew was almost two years old when COVID-19 shut down the world. For the two years that followed, Andrew, an only child, spent his days with no one but his parents, who were working from home. By the fall of 2022, Andrew was legally eligible to start kindergarten. Because of pandemic restrictions, he had never attended preschool and had had no play-dates. He did, however, have the reading skills typical of a much older child, which is why his parents were surprised to learn that a developmental assessment suggested Andrew struggled with literacy, numeracy, and motor tasks, and showed delays in social and emotional skills. The assessor noted that he consistently looked to his mother for reassurance when answering questions and became anxious when she briefly left the room. Although old enough to attend kindergarten, Andrew, a child of the COVID-19 generation, was not prepared for the expectations of a kindergarten classroom.</p> </div></div> <div class="prose max-w-full"><div> <p>The COVID-19 pandemic continues to affect the lives of young children (Jalongo, 2021) and the long-range impacts of the epidemic cannot yet be fully predicted. But a clear picture is emerging of the immediate social and emotional impacts on children during the pandemic. Families are struggling (Phelps & Sperry, 2020), and research suggests that parents are reporting more child behavior problems (Sun et al., 2022). With a growing increase in requests for mental health services, a plan for ensuring that the children of the COVID-19 generation receive the academic and social and emotional support they need to rebound from continued pandemic echoes is needed.</p> </div></div> <div class="prose max-w-full"><div> <p>So is a pause.</p> </div></div> <div class="prose max-w-full"><div> <p>In stressful times, parents and teachers can return to a basic, fundamental “old school” priority of child development: play. Despite the overwhelming evidence of the value of play for children such as Andrew, concerns about learning loss can lead instead to a counterproductive doubling down on academics, a message that is being communicated to parents. They, too, are now responding by engaging children in more adult-directed structured activities, lessons, and tutoring, and leaving less room in the day for play.</p> </div></div> <div class="prose max-w-full"><div> <p>While the idea that academics and play exist on opposite ends of the learning spectrum is a tidy one, it is also a myth (Hirsh-Pasek & Golinkoff, 2008). More misleading is the concept that a push-down of academic expectations, rigor, and high-stakes testing has led to better outcomes for young children or even a narrowing of existing achievement gaps. They have not. Instead, research has found that children who engage in play can learn as much in some domains of literacy and executive function as children who receive direct instruction from a teacher (Skene et al., 2022). Rather than perpetuate the battle of learning versus play, new research supports a philosophy of learning <em>through </em>play. This is an essential pedagogical shift that should be addressed immediately, within the context of the emotional fatigue of the pandemic. It may be that more time on drills and flash cards leads not to academic achievement but to burnout. Play, on the other hand, acts as a balm easing stress and anxiety and provides children with agency.</p> </div></div> <div class="prose max-w-full"><div> <h2 class="wp-block-heading">How Does Play Work?</h2> </div></div> <div class="prose max-w-full"><div> <p>The research is clear: Children learn and grow through active, engaged, meaningful, and joyful social experiences (Zosh et al., 2022). In other words, through play. But how is this accomplished? There are five components that contribute to this growth. Learning must be:</p> </div></div> <div class="prose max-w-full"><div> <ul> <li><strong>Active.</strong> Children learn with their whole bodies, not just their eyes and ears. They process information and apply and digest it through application, which allows them to own concepts, tinker with ideas, and make new discoveries that make sense. Children require more than just reading, observing, or lectures.</li> <li><strong>Engaged.</strong> Focused attention, with minimal distractions and transitions, allows children to become absorbed in an activity. Consider this: How long can adults you know stay focused, without looking at the screen or nodding off?</li> <li><strong>Meaningful. </strong>New concepts must be understood in context and applied. New knowledge is constructed based on hypothesis testing and revising our existing knowledge over time. Children need to be given opportunities to discover truths, not be dictated by them.</li> <li><strong>Socially interactive. </strong>Through play, children are able to practice and create safe, stable, and nurturing relationships with adults and other children. Feeling safe makes exploration possible, which is essential to learning. Securely attached children have better peer relationships, are more agreeable, and have greater self-regulation skills.</li> <li><strong>Joyful! </strong>Positive affect is linked to increased executive functions, academic outcomes, and brain flexibility. Play has been shown to regulate the body’s stress response and reduce stress hormones such as cortisol.</li> </ul> </div></div> <div class="prose max-w-full"><div> <p>The combination of these five ingredients leads to change at the molecular (epigenetic), cellular (neuronal connectivity), and behavioral levels (executive function). Developmentally appropriate play with parents and peers is an opportunity for a child to promote the social-emotional, cognitive, language, and self-regulation skills that build executive function and a prosocial brain. (To read about ten things every parent should know about play, see Bongiorno, 2022.)</p> </div></div> <div class="prose max-w-full"><div> <h2 class="wp-block-heading">Why Is Play Important for Child Development?</h2> </div></div> <div class="prose max-w-full"><div> <p>Most environmental experiences initiate some type of response from the nervous system, and events perceived as challenging or threatening can elicit stress, which can trigger the brain to fight, flee, or freeze. In the presence of danger the brain fires up a survival response and keeps it burning until a sense of safety is restored. While danger is present, this is adaptive. However, in the case of chronic stress, the ongoing firing of the survival response can over time set the whole nervous system aflame, leading to habituated reactivity and potentially illness. It can also lead to a complete shutdown, exhibited as withdrawal behavior. The impact of a communal trauma such as the pandemic or the pressure on students and their families to catch up on lost learning can trigger such a long-term response.</p> </div></div> <div class="prose max-w-full"><div> <p>Play is at the other end of the spectrum. Play can be neurorestorative to a brain affected with stress (Barnett, 1984; Hatfield & Williford, 2017; Wenner, 2009). More than just a respite from the chaos, play has the capacity to put out the fire in an overwhelmed and reactive young brain and nervous system. Developmentally appropriate play meets the child where they are and reminds the young brain that the world can feel manageable and secure again, allowing the nervous system to calm.</p> </div></div> <div class="prose max-w-full"><div> <p>Play offers children a sense of control, allowing them to explore their interests in an unhurried and relaxed manner. Indeed, various types of play, including playing with parents, engage a child’s mind and create space for creativity and discovery. Playing with parents helps build strong relationships (Ginsburg et al., 2007) and is especially helpful to children during stressful times because it allows families to spend time together, which helps children to trust and feel safe and secure. Fantasy play allows children to create their own world where they determine the activities, participants, scenes, and settings. Exercising control over a pretend world and predicting what will happen in that world helps to reduce stress. Sensory play also reduces stress and has a calming effect, helping to regulate overall arousal level and soothe the child.</p> </div></div> <div class="prose max-w-full"><div> <p>Play builds the more creative, curious, and problem-solving areas of the brain known as executive function skills. These skills help a child self-regulate and control their own behavior. The ability to focus, manage distractions and temptations, hold information, and apply these skills in new situations are all executive function skills essential to healthy human development and lifelong success (Shaheen, 2014). Executive function skills are also used by a child when navigating an early childhood playroom. These skills will grow and adapt over a child’s life, and the opportunity to exercise them can be instrumental to their optimal development. Play offers that opportunity. (For more on developmentally appropriate play ideas, see Yogman et al., 2018.)</p> </div></div> <div class="prose max-w-full"><div> <h2 class="wp-block-heading">Playing at Home</h2> </div></div> <div class="prose max-w-full"><div> <p>Parents can set a culture in the home that allows time for open-ended, unstructured, and child-directed play. This includes ensuring children have access to the materials as well as the time needed for play.</p> </div></div> <div class="prose max-w-full"><div> <ul> <li><strong>Provide tools for play. </strong>Offer a dedicated play space that is accessible and in a section of the home where the family congregates. Have multiple types of open-ended play items on hand such as blocks, tiles, dramatic play toys, and art supplies. Let this be a screen-free zone.</li> <li><strong>Allow the time to play freely. </strong>Unstructured play allows children to decide how they will spend this time outside of school and other scheduled activities that are determined by adults. Two of the many advantages of unstructured play include emotional and behavioral benefits, which are important for self-regulation (Colliver et al., 2022). Unstructured play also promotes real-world skills, including knowing how to resolve conflicts and being willing to take risks. Parents can think of unstructured play as a way to ease stress and soothe any sense of feeling overwhelmed. Much like a parent going for a walk or meditating, unstructured play is an activity that feels familiar and safe to a child and creates a space where they can connect to something that helps ground and empower them.</li> <li><strong>Play as a family. </strong>Parents can also participate in play with their child. Have the child take the lead and set the rules. This type of play will allow the child to choose what and how to play, while the parent goes along with their choices. Research demonstrates this type of play supports self-regulation (Bodrova et al., 2000) and also provides parents with an opportunity to model appropriate social behavior.</li> <li><strong>Go outside.</strong> Let children engage with a naturalistic setting. Encourage children to collect specimens from land or water and learn about weather patterns. The outdoors also provides the space needed for big movements and developmentally appropriate risk-taking like swimming, scrambling on rocks, or taking long hikes.</li> </ul> </div></div> <div class="prose max-w-full"><div> <h2 class="wp-block-heading">Push Play to Pause</h2> </div></div> <div class="prose max-w-full"><div> <p>Research overwhelmingly supports the importance and value of play for children’s positive development. As children like Andrew return to school post-pandemic and struggle with social and emotional skills, it may be time to issue a crucial call to prioritize play. This would require a fundamental shift in a cultural understanding of what is needed for children’s learning and healthy growth and development, and a true acceptance that learning occurs through play, just as it does through structured activities and academics. More important, play brings a myriad of unmatched other benefits to children including emotion regulation, stress reduction, and a sense of mastery of their environment. Children can play their way into learning. Providing the time and space for play will benefit all members of the family and allow for less stress and a little more joy in the home.</p> </div></div> <div id="block_325f2ef463cf2a777ed9e53929a9f05b" class="gecko-acf-publication-author tw"> <a class="flex items-center space-x-1" href="https://fliphtml5.com/read/gwhvl/zgjh/index.html#p=42" target=""> <h3>See article references here.</h3> <svg xmlns="http://www.w3.org/2000/svg" class="h-5 w-5" fill="none" viewBox="0 0 24 24" stroke="currentColor" stroke-width="2"> <path stroke-linecap="round" stroke-linejoin="round" d="M9 5l7 7-7 7" /> </svg> </a> <div class="gap-10 flex flex-col mt-8"> <div class="gap-8 flex items-center justify-center md:gap-4 md:flex-col"> <img decoding="async" class="h-48 flex-shrink-0 object-cover rounded-full w-48" src="https://www.crslearn.org/wp-content/uploads/2023/02/Kopko_Kim_10-17-22_.jpg" alt=""> <div> <p class="font-semibold md:text-center">Kimberly Kopko</p> <p class="mt-2"><p>Kimberly Kopko received her PhD in child development from the Department of Human Development at Cornell University and works with the Bronfenbrenner Center for Translational Research in the College of Human Ecology. Her research and extension work examine child development and parenting and family processes. Current research and outreach projects include parenting and child learning, parenting education in school-based health centers, teens being raised by custodial grandparents, and the use of research and evidence-based parent education programs to promote positive parenting behaviors and strengthening families.</p> </p> </div> </div> <div class="gap-8 flex items-center justify-center md:gap-4 md:flex-col"> <img decoding="async" class="h-48 flex-shrink-0 object-cover rounded-full w-48" src="https://www.crslearn.org/wp-content/uploads/2023/02/peg-oliveira-554x600.jpg" alt=""> <div> <p class="font-semibold md:text-center">Peg Oliveira</p> <p class="mt-2"><p>Peg Oliveira is the director of the Gesell Program in Early Childhood at the Yale Child Study Center. Peg received her doctorate from Brandeis University and is a developmental psychologist with a career in advocacy and social activism. She has worked with state agencies, national advocacy coalitions, and local initiatives to ensure that all children get a high-quality early learning experience. Peg has written for national publications and education texts, and designs professional development content and trainings on how educators see and teach children.</p> </p> </div> </div> </div> </div> </div> <div class="ml-16 w-1/4 lg:ml-0 lg:mt-8 lg:w-full"> <aside class="flex items-center justify-center rounded w-full"> <a href="https://www.crslearn.org/schedule-now/" target=""> <img class="w-full" src="https://www.crslearn.org/wp-content/uploads/2023/03/AASA-ad-tagline-2_160x600.png" alt=""> </a> </aside> </div> </div> </div> </article> </main> <footer class="gecko-site-footer pt-72 lg:pt-36"> <div class="relative"> <div class="px-8"> <div class="bg-white container relative rounded-3xl shadow-2xl z-10"> <div class="grid grid-cols-2 lg:grid-cols-1"> <div class="pl-16 py-16 lg:pr-16 md:px-4 md:py-8"> <h3 class="leading-tight text-h1">Adopt your SEL curriculum!</h3> <p class="mt-4">Find out how to bring Fly Five: The Social and Emotional Learning Curriculum to your school.</p> <a class="btn inline-flex items-center mt-12 space-x-2" href="https://www.flyfivesel.org/product-category/shop-sel-curriculum-online/" target=""> <span>Learn more</span> <svg width="16" height="16" fill="none" xmlns="http://www.w3.org/2000/svg"> <path d="M0 2.645a2 2 0 012-2h7a2 2 0 012 2v3.998a2 2 0 01-2 1.999H7L4 11.64V8.642H2a2 2 0 01-2-2V2.646z" fill="#fff"/> <path d="M13 4.644V6.64a4 4 0 01-4 4H7.828l-1.766 1.766c.28.149.599.233.938.233h2l3 2.999V12.64h2a2 2 0 002-2V6.644a2 2 0 00-2-2h-1z" fill="#fff"/> </svg> </a> </div> <div class="relative"> <div class="absolute bottom-0 flex justify-center w-full lg:relative"> <img class="max-h-570" src="https://www.crslearn.org/wp-content/uploads/2021/08/CRS_CTA_02.png" alt="image" /> </div> <svg class="pointer-events-none px-8 stroke-current w-full lg:absolute lg:bottom-16 sm:bottom-0" width="663" height="379" viewBox="0 0 663 379" fill="none" xmlns="http://www.w3.org/2000/svg"> <path d="M2.52 2.516l153.542.985c1.025 52.945 15.755 109.389 51.179 152.876 36.043 44.249 93.291 74.808 178.501 74.808 57.467 0 133.046-25.564 177.169-68.824l96.648 109.035C585.889 343.783 491.342 376.5 385.742 376.5c-137.153 0-232.59-44.674-293.902-113.862C31 193.984 3.495 100.891 2.52 2.516z" stroke-opacity=".05" stroke-width="5"/> </svg> </div> </div> </div> </div> <div class="absolute bg-dark-blue bottom-0 h-44 w-full"></div> </div> <div class="bg-dark-blue flex items-end justify-center pt-24 px-8 w-full"> <div class="max-w-1100 mx-auto w-full"> <div class="gap-32 grid grid-cols-2 lg:grid-cols-1 lg:max-w-md lg:mx-auto xl:gap-16"> <div> <img class="max-w-[300px]" src="https://www.crslearn.org/wp-content/themes/gecko-crs-theme/assets/logo-light.png" alt="Center for Responsive Schools logo" /> </div> <div class="gap-x-6 gap-y-3 grid grid-cols-max-min"> <span class="font-bold text-body text-right text-white">Phone</span> <a class="text-accent-2" href="tel:1.800.360.6332"> 1.800.360.6332 </a> <span class="font-bold text-body text-right text-white">Hours</span> <span class="text-accent-2">8:30am – 4:30pm ET<br /> Monday – Friday</span> <span class="font-bold text-body text-right text-white">Address</span> <span class="text-accent-2">85 Avenue A, <br /> Turners Falls, MA, 01376</span> </div>  <div class="hidden flex h-full items-center overflow-hidden relative"> <svg class="absolute px-8 rotate-135 text-background transform w-full" width="663" height="379" viewBox="0 0 663 379" fill="none" xmlns="http://www.w3.org/2000/svg"> <path d="M2.52 2.516l153.542.985c1.025 52.945 15.755 109.389 51.179 152.876 36.043 44.249 93.291 74.808 178.501 74.808 57.467 0 133.046-25.564 177.169-68.824l96.648 109.035C585.889 343.783 491.342 376.5 385.742 376.5c-137.153 0-232.59-44.674-293.902-113.862C31 193.984 3.495 100.891 2.52 2.516z" stroke="currentColor" stroke-opacity=".05" stroke-width="5"/> </svg> <div class="flex flex-col w-full"> <span class="font-bold text-body text-white">Stay Connected</span> <span class="inline-block mt-1 text-accent-2 text-caption">Sign up for our mailing list</span> <form class="mt-3" action="/"> <div class="flex items-center relative"> <input class="border-none py-3 rounded-r-none w-full" type="email" class="w-full" placeholder="Email" /> <div class="bg-white p-0.5 rounded-r-3xl"> <button class="btn">Send</button> </div> </div> </form> </div> </div> </div> <div class="border-t border-opacity-50 flex items-center justify-between mt-9 pb-9 pt-7 text-caption text-link lg:flex-col lg:space-y-4 lg:text-center"> <span>© 2024 Center for Responsive Schools. 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