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Child’s Play – It’s Really Work
How can games help shape children’s brains and learning?
what is play When we think it’s fun, it’s play; but when it’s hard, it’s work. You might call children’s development play, but that’s how adults see it. For kids, it’s work.
Everything your child does stimulates the muscles, nervous system and brain. Babies first gain control of hands, arms, feet, and legs, seeing and hearing things and trying to grasp them (motor cortex aligns with occipital and parietal lobes). Since the baby’s mouth is the most sensitive (also the place for learning), after being attracted by the color, it will be in the mouth as soon as it is grabbed. Texture, weight and shape can only be learned by feel. These are the initial steps in gaining the muscle control needed to sit and stand where balance is crucial. All of these skills develop and refine over several years (early childhood) in terms of movement and control.
Children need to learn about their bodies (control and localization) as they exist in space (spatial relationships in the right hemisphere of the brain). Ever seen a preschooler in an empty room? They run throughout as an opportunity to be released from the constraints of the space used/furniture. The body has 3 midlines (top/bottom of the waist, front/back of the sides and left/right of the mid-axis of the torso). Children have to learn to use these spaces; those who don’t, have difficulties later: letter/number inversion/inversion in reading and writing, their body’s relationship to others, use of space (on paper, on desk on, in their room, etc.), and later with linguistic concepts (prepositions, subject/object in a sentence, etc.)
At the same time a child develops gross motor body control, he develops fine motor control of language skills. Children are language from conception (babies at birth respond to their parents’ voices and familiar music, crying in the intonation patterns of their parents’ language). Their language first develops pure vowels, becoming limited as they imitate the sounds of the home language, and then progresses to bilabials (p, b, m, etc.), glottal stops (hard g, k, etc.) and lingual Sounds (d, t, n, etc.). I won’t bore you with the rest of the progression, but this stimulates the left hemisphere of the brain.
When a child begins to speak, he or she practices those developed sounds and begins to imitate words in isolation and then increasingly complex sentences (noun, noun-verb, noun-verb-adjective, adjective-noun- verb-adjective-noun, and then add adverbs and prepositional phrases to the same basic pattern before complicating sentences with clauses). These skills and subsequent steps develop the association pathways of the corpus callosum, enabling the two hemispheres to “cooperate”.
When children play, they use language to talk to themselves. They are practicing language and learning to internalize language, which will later control behavior, thoughts, and conceptualizations (think about how you don’t put all your thoughts into words). They will express their every consciousness to anyone nearby, but usually the other person is irrelevant. Adults think of it as play, and it can, but it does help with skill development.
Young children don’t know the difference between fantasy and what we call reality. Santa Claus, Tooth Fairy, Easter Bunny, Mickey Mouse, etc., are all real to them (they get scared when adults wear Santa costumes). They are using their creativity and imagination because they are not bound by the logical reasoning that develops between the ages of 6 and 8 (when Santa Claus is no longer there) due to language structures that begin to internalize. Playing from this point allows them to switch between the concrete and literal world (mainly left-brain dominant) and the spatial and creative world (right-brain dominant). This is when the Knock Knock joke comes in because they suddenly understand the meaning of multiple words, abstract concepts (concept inversion) and are learning organizational skills. All the process of “sorting out” things develops the frontal lobe’s ability to use existing information from both hemispheres and make decisions, establish priorities, and create the hierarchical order necessary for problem solving and abstract reasoning, all of which usually occur before age 11. Time becomes apparent and 13 years.
When children engage in social play, they use all of these skills on a more abstract level and do so with others. They are preparing to live in society, get along with others and master the content/process they need as adults. When information is conceptualized abstractly (such as making sense of this information), the abstraction and skills of “whole brain” processing of information or creation are used during adolescence.
Why is it so important to allow them to explore?
Exploration is about pushing limits and boundaries. Sometimes it’s good to do that, and sometimes it’s not. We all have limitations, and we cannot fulfill our potential if we only function within our known and limited world. Children who are always protected from exploration develop fear, and fear is crippling in life. Moving beyond the known and limited can develop imagination and creativity.
One of the greatest limitations parents place on their children is the fear of the unknown. Unable to explore the world around them, they cannot explore their inner world. The child knows that the outside world is not safe, so he or she retreats to the inner world where everything is known, safe and secure. When a child does not stretch his/her boundaries, he/she will not be able to achieve all that he/she can be and do.
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