Supporting and Repairing Through Play: Free Play’s Effect on First-to-Fifth Graders’ Neurological and Whole-Child Development

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Research and Quality in Early Childhood Education (Table 7)

Abstract

Free play represents a significant mechanism for whole child development because of its effect on brain circuitry for neural growth, regulation, and regeneration/repair (Panksepp, 1998, 2008, 2009). This study explicates developmental/behavioral, neural, and child well-being outcomes of children in 1st-5th grade (n=124) playing on a routine basis for 12 weeks in our “Free Play Lab” in a high-poverty public-school. Vygotskian and neuroscience theories informed our design and use of multiple data sources. A multi-disciplinary approach is being used to investigate changes to child well-being because of Free Play Lab exposure. Initial EEG analyses indicate increases in neural frontal theta power (associated with cognitive function and inhibitory control) suggesting play-related enhancement of these neural outcomes beyond typical development.

Authors

• Erin M Casey, University of Oklahoma

• Lauren Ethridge, University of Oklahoma