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THE POWER OF PLAY Redefining Priorities in Early Childhood Michael W. Yogman M.D. Children's Book Council New York, New York September 17, 2014 Play is brain building Play facilitates the normal developmental progression from

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THE POWER OF PLAY

Redefining Priorities in Early Childhood

Michael W. Yogman M.D. Children's Book Council New York, New York September 17, 2014

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Play is brain building
Play facilitates the normal developmental

progression from dependency to independence

Pre-school curricula must emphasize

informal, play-based learning

Adult success is enhanced by play in childhood

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PLAY

READING TECHNOLOGY

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WHAT IS PLAY?

 Enjoyable  No Extrinsic Goals  Voluntary  Active Engagement  Brain Building  Business of Childhood  Development of Executive Function

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Development results from an on-going, re-iterative, and cumulative dance between nurture and nature

Brain Development

Alterations in Brain Structure and Function

Experience

Protective and Personal (versus Insecure and Impersonal)

Epigenetic Changes

Alterations in the Way the Genetic Program is Read

Behavior

Adaptive or Healthy Coping Skills (vs. Maladaptive or Unhealthy Coping)

SUMMARY

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Out of Balance?

Prefrontal Cortex Amygdala

Col Cold Cognition Hot

t Cognition

Judgme mental Emotio ional Refle lectiv ive Reactiv ive Calc lcula ulatin ing Impuls lsiv ive Thi hink k abou bout i it Ju Just t do i do it Biological maturity by 24 24 Biological maturity by 18 18

Adapted from Ken Winters, Ph.D.

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Attunement
Hands-On Play
Physical Play
Imaginary Play

and Storytelling

Guided Play

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Attunement

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Hands-on Play

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Physical Rough and Tumble Play

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Imaginary Play

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Guided Group Play

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Fostering Self-Regulation

Tools of the Mind

— Mature make-believe play — Planning play — Teacher scaffolding — Peer interactions; buddy reading, doing and checking — Use of mediators — Self-regulation games

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200 400 600 800 1000 1200 9 12 15 18 21 24 27 30 33 36

Age of child in months Vocabulary Size

Disparities in Early Vocabulary Growth

Source: Hart, B. and Risley, T. R. (2003). “The Early Catastrophe: The 30 Million Word Gap by Age 3.”

Professional Families 1,116 words Working Class Families 749 words Welfare Families 525 words

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Promoting the Five R’s of Early Childhood Education

READING together - daily
RHYMING, playing and cuddling
ROUTINES – help children know

what to expect of us - what is expected of them

REWARDS for everyday successes –

PRAISE is a powerful reward

RELATIONSHIPS, reciprocal and nurturing-

foundation of healthy child development

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CREATIVITY INNOVATION COLLABORATION

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US Spending on Early Childhood

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Perry Preschool and Abecedarian Projects: An Update

Improved behavior/psychological

functioning in Perry treatment group, associated with lower arrest, incarceration rates among males (Am Econ Rev, 2013)

Lower rate of teen pregnancy, higher

educational and employment status

Follow up at age 30: substantially lower

blood pressure, lower rates of metabolic syndrome (Abecedarian study, Science, 2014)

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Public Investment in Children by Age

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Heckman Equation

Annual return on investment in early childhood: 7-10%

(Heckman et al.)

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New Protective Interventions

Building an Enhanced Theory of Change that Balances Enrichm ent and Protection

Significant Adversity Healthy Developmental Trajectory Supportive Relationships, Stimulating Experiences, and Health-Promoting Environments

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PLAY

MOMA: Century of the Child, 1900-2000

Play is to the 21st century what work was to industrialization; it demonstrates a way of knowing, doing and creating value.

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