The Impact of Play on the Mental Self in Early Childhood Development

By: Taylor Stevens    

      Decades ago, Benjamin Spock, as cited by The Children’s Centre (2010) stated that “a child loves his play, not because it’s easy, but because it’s hard.” He observed the intensity and concentration of children at play, and how play facilitates learning. In the decades since, researchers of child development have continued to explore the many ways play fosters brain development, including cognitive and social growth. “Play is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child” (Ginsburg, 2007, p. 182). Play is an essential tool in healthy brain development.

 An example of children partaking in a game guided by rules for behaviour to successfully play.

      In early childhood academic contexts, play reinforces concepts such as literacy, mathematics, and science. Vygotsky, a theorist on social and cognitive development, emphasized the significance of representational play – from early childhood make-believe play to middle childhood schoolyard games – claiming that play was the primary factor in development (Berk, 1994). Vygotsky noted “in play, the child always behaves beyond his average age, above his daily behaviour … play contains all developmental tendencies in a condensed form and is itself a major source of development” (Berk, 1994, p. 31). Play advances children to higher levels of psychological functioning. Attributes of play have a significant role in development, these include: teaching young children to delay gratification in favour of self-regulated activities (e.g. waiting for a turn), develop socially acceptable behaviours (e.g. washing of hands), and the ability to differentiate thought from actions and objects (e.g. the use of a folded blanket to represent a baby). This development in thinking acts as critical preparation for the later development of abstract thought, it also develops the capacity to participate in mental planning and self-regulatory behaviour (Berk, 1994).

An example of a child acting out fantasy play.

      Cognitive development focuses on a child's development in the areas of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development (Preston, 2010, Lecture 4). Growing research on this topic suggests that play strengthens various specific mental abilities among young children. Play advances general intellect, enhances interpersonal skills and the ability to understand others’ feelings, promotes memory, encourages reasoning, and develops language skills (Berk, 1994). “As children engage in play talk, they often correct one another’s errors, either directly or by demonstrating acceptable ways to speak” (Berk, 1994, p. 34). Through play, a child’s vocabulary expands as peers introduce new words they have recently heard (Berk, 1994). Preston (2010) states that dramatic play is important to young children because it gives them the opportunity to practice adult roles, perform acceptable ranges of behaviour, and test societal relationships (Lecture 4).

Various types of type have different impacts on a child’s cognitive development. Preston (2010) explains that sensory play, such as splashing water or play dough, enhances sensory development. Play with motion, such as jumping or skipping, assists in the development of large motor skills. Rough and tumble play, such as play fighting, allows young children to learn the limits of their bodies, release energy, and practice skills with aggression. Lastly, play with language, such as rhyming games, allows children to experiment with rhythm and cadences, playfully manipulating sounds, patterns and meanings. (Lecture 4). 

 An example of children participating in sensory play and play with motion.

Examples of play which contribute to the essential elements of cognitive development: problem solving, spatial abilities, organization abilities, mental planning, mathematical abilities, and evaluation (Berk, 1994).

 

 Here is a video that further explores Vygotsky's theory on the significance of play in cognitive development. Enjoy!

References

Berk, L. E. (1994). Vygotsky’s Theory: The Importance of Make-Believe Play. Young

Children, (50)1, 30-39. National Association of Education of Children.

Ginsburg, K. R. (2007). The importance of play in promoting healthy child development

and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.

Preston, S. (2010). Lecture 4: Our Physical Selves [PowerPoint Slides]. Retrieved from
            https://avenue.cllmcmaster.ca/d2l/lms/content/viewer/main_frame.
            d2l?ou=44187&tId=518752

The Children’s Centre. (2010). The Children’s Centre. Retrieved from

http://www.tccmaine.org/tcc-philosophy.html

All videos are courtesy of Youtube