We learn some of our most basic life skills through play. Play contributes to the development of one of our most important brain functions—the ability to control and modify our behavior in order to reach a goal.Cognitive principles of learning adults, adolescents, and children all learn and can potentially “change their brains” through play (aamodt &wang, 2011). Research from educational neuroscience suggests that interactive social play improves executive

cognitive principles of learning

These skills promote success in school, personal life, and work. They are emphasized in social-emotional learning and 21st century skills development programs.Cognitive principles of learning poor executive function is associated with high dropout rates, drug use, and crime. Good executive function is a better predictor of success in school and later in professional life than a child’s IQ (diamond, 2010).Cognitive principles of learning

Developing and reinforcing positive behaviors: people learn self-regulation when they practice taking turns and focusing on the different tasks necessary to participate in a game.Cognitive principles of learning playing safely, staying within boundaries, following rules, and other regulatory skills are necessary for, and practiced through, play. Structured and unstructured interactive play

cognitive principles of learning

Is a powerful way to improve executive function in children and adults because many of the cognitive processes involved have plasticity and can be developed through practice.Cognitive principles of learning use of these skills or mental capacities builds that ability. Playful learning in a safe supportive environment promotes inclusion and inherently involves opportunities for adaptation and creativity.Cognitive principles of learning A playful approach facilitates learning by arousing attention and increasing sensory gain (aamodt & wang, 2011; willis, 2010a).

Because play is desirable, participants are motivated to practice rules of self-regulation in ways they might not in everyday life.Cognitive principles of learning games require social rules, boundaries, and structure in order to work. Lev vygotsky, a twentieth-century russian psychologist and proponent of experiential learning methods and the power of play to teach, argued that, in play, a child learns to follow social rules because following social rules leads to pleasure.Cognitive principles of learning he stated, “by subordinating themselves to rules, children renounce what they want, since subjection to rule and renunciation of spontaneous impulsive action constitute the path to maximum pleasure in play” (1933, translation voprosy psikhologii, 1966).Cognitive principles of learning

Many of the cognitive processes involved in executive function have plasticity and can be developed through practice. Play, especially play that involves problem-solving tasks, social interaction, planning, reasoning, and multiple senses, encourages mental growth and self-regulation skills (aamodt & wang, 2011; bodrova & leong, 2007; diamond, 2010).Cognitive principles of learning studies on brain structure and chemistry show that play activates norepinephrine (also known as noradrenaline), which arouses attention, increases sensory gain and the impact sensory information makes on the brain.Cognitive principles of learning it also can improve brain plasticity in some neurons (aamodt & wang, 2011; willis 2010b). The conditions of play generate the signals and processes in the brain that enhance learning by arousing attention.Cognitive principles of learning

Dopamine an important neurotransmitter involved with awareness, attention, and mood, is increased when we experience something pleasurable. Dopamine levels are associated with the reward center of the brain and the heightened sense of pleasure that characterizes rewarding experiences.Cognitive principles of learning playful learning experiences can trigger this “reward center” in the brain increasing positive associations with learning. Engaging participants in learning activities that correlate with increased dopamine release will likely get them to respond not only with pleasure, but also with increased focus, memory, and motivation (willis, 2010b, 2012).Playful approaches that use multiple senses can create multiple pathways to learning by engaging students socially, emotionally, physically, and intellectually.Cognitive principles of learning educational neuroscientists emphasize that the more ways in which something is learned and practiced, the easier it is to recall and access that information (medina, 2014; willis, 2014).Cognitive principles of learning

Where teachers used play as a teaching tool for sustained periods of time scored higher in literacy skills (bodrova & leong, 2007). Play helps educators connect with their students and learn ways to support them.Cognitive principles of learning games and activities help differentiate instruction and provide opportunities for formative assessment. When using interactive activities for review, formative assessment doubles as a learning and teaching tool, an idea tomlinson (2013) promotes in her work on differentiation (see page 21).Cognitive principles of learning

Play inherently involves opportunities for inclusion, adaptation, and creativity. Playful activities can promote inclusivity bringing learners of various abilities together in the classroom.Cognitive principles of learning when I go into my local middle school to offer community building and active academic review, we make sure all students in that grade are present, even if they are usually pulled out for special education support during that period.Cognitive principles of learning this initiates positive changes in the students’ social interactions with each other. Students who are often excluded have opportunities for positive social interactions with their peers.Cognitive principles of learning students who are traditionally known as high academic achievers and may hold preconceived notions about “special education” students gain new perspectives on the many skills and insights their peers bring to class.Cognitive principles of learning I also see teachers gain new perspective in this way. Frequently it is the student who has in the past struggled academically or behaviorally who offers the creative practical solution to a problem or the profound reflective insight that pulls the lesson together.Cognitive principles of learning

• play is motivating and creates conditions for active engagement. Play in an academic setting involves group members who might not engage in more formal lecture situations. (time and time again, I see reluctant participants unable to resist play situations and non hand-raisers actively participate in academic discussion when it comes in the guise of a game.)