The cognitive benefits of play: Effects on the learning brain. © 2008 - 2014, Gwen Dewar, Ph.D., all rights reserved Science supports many of our intuitions about the benefits of play.
Playful behavior appears to have positive effects on the brain and on a child’s ability to learn. In fact, play may function as an important, if not crucial, mode for learning. Want specifics? Here are some examples. Animal experiments: Play improves memory and stimulates the growth of the cerebral cortex In 1964, Marion Diamond and her colleagues published an exciting paper about brain growth in rats. When researchers examined the rats’ brains, they discovered that the “enriched" rats had thicker cerebral cortices than did the “impoverished" rats (Diamond et al 1964). Subsequent research confirmed the results—rats raised stimulating environments had bigger brains. The magic of child-directed play.
Play to Learn: Discussion. The cognitive benefits of play: Effects on the learning brain. Why play-based learning? (free article) - Early Childhood Australia. ‘ … for the EYLF to be implemented properly, all early childhood educators need to know what play is, why it is important, how to implement and assess a play-based program and their role in it.’
Questioning practice The Early Years Learning Framework (EYLF) is built on the understanding that the principles of early childhood pedagogy (DEEWR, 2009, pp. 12-13) guide the practice of early childhood educators. Research tells us that an educator’s pedagogy is one of the most important aspects when assessing the quality of children’s learning. So early childhood educators need to carefully consider and question their pedagogy and corresponding practices. In implementing the EYLF, educators should discuss and describe their understandings of the practice principles. Different types play. Importance of play for babies & children. Play is more than just fun for babies and children.
It’s how they learn best, and how they work out who they are, how the world works and where they fit into it. You can read this article in a selection of languages other than English. How young children learn English through play. As we release Learning Time with Timmy – our first app for early-years learners of English – Danitza Villarroel, a teacher on our Learning Time with Shaun and Timmy course in Chile, explains the importance of learning through play, and offers a few tips for teachers new to this age group.
Teaching English to pre-school children can be daunting for teachers new to this age group. Young children have shorter attention spans than older children and adults, and they're still learning their mother tongue. But teaching these learners can be enormously rewarding once you've taken a few basic principles on board. ZERO TO THREE. Children need time to play. How can I help my child to start talking? (Video) Health visitor Sara Patience describes how you can help develop your child's language skills by talking and playing with her.
Why does my toddler love repetition? Paediatric speech and language therapist.
It may test your patience when your toddler demands 'Row, row, row your boat' for the 10th time. But there's a good reason for her insistence. Toddlers love repetition because it helps them to learn, and because it's familiar and comforting. From around the age of two, you will notice your toddler repeating the same words and phrases constantly. By the time she's three, she will also demand her favourite stories and nursery rhymes over and over again. Through repeating things, your toddler is able to take in new information each time. Let's Talk. What do babies need in order to learn and thrive?
One thing they need is conversation — responsive, back-and-forth communication with their parents and caregivers. This interactive engagement is like food for their developing brains, nurturing language acquisition, early literacy, school readiness, and social and emotional well-being. A dispiriting number of children don’t get that kind of brain-fueling communication, research suggests. In early childhood policy (and in the wider media), much attention has been paid to the so-called word gap — findings that show that low-income children hear 30 million fewer words, on average, and have less than half the vocabulary of upper-income peers by age three.
But putting that alarming number in the spotlight obscures a more critical component of the research, says Harvard Graduate School of Education literacy expert Meredith Rowe: it’s not so much the quantity of words but the quality of the talk that matters most to a child’s development. The Woman Who Changed Her Brain: Barbara Arrowsmith-Young at TEDxToronto.
Deb Roy: The birth of a word. How do you speak 'Motherese'? How young children learn English as another language. By Opal Dunn, educational consultant and author Introduction Young children are natural language acquirers; they are self-motivated to pick up language without conscious learning, unlike adolescents and adults.
They have the ability to imitate pronunciation and work out the rules for themselves. Any idea that learning to talk in English is difficult does not occur to them unless it’s suggested by adults, who themselves probably learned English academically at a later age through grammar-based text books. Read the notes below about young children learning English as another language. Alison Gopnik: What do babies think? Patricia Kuhl: The linguistic genius of babies. What Parents Can Gain From Learning the Science of Talking to Kids. The widening education gap between the rich and the poor is not news to those who work in education, many of whom have been struggling to close the gap beginning the day poor children enter kindergarten or preschool.
But one unlikely soldier has joined the fight: a pediatric surgeon who wants to get started way before kindergarten. She wants to start closing the gap the day babies are born. When Dr. Dana Suskind began doing cochlear implants on infants at the University of Chicago—a cutting-edge surgical technique that allows once-deaf babies to hear—in her follow-ups with families she noticed a stark difference in how the now-hearing children acquired language. Once they could hear, some children’s language skills thrived and grew, while others languished. The difference turned out to be the words children heard from their parents and caregivers, millions of them.
For Suskind, a lightbulb went on. Bringing Parents On Board Of course, some words are more powerful than others. . * Tune In.