Play, learning and the brain

This course examines the subject of brain-based learning, with a particular focus on the development of the young child's brain and is of particular relevance to those who work with young children. We begin by looking at the structure and functions of the brain, and the impact that sensory deprivation can have on these. We consider the implications of current understandings of brain development for teaching and learning, particularly in an early years setting, and finish by exploring the value of play (particularly outdoor play) in children's learning and the development of their brains.

This course provides a sample of postgraduate study in Education, Childhood & Youth qualifications.

‘Brain-based learning’ (BBL) is receiving increasing attention in the popular and professional fields. But what exactly is it? Before we explore the idea further it is important to understand the brain as we currently know it. The diagram of the brain (below) will remind you of some key ideas about its various areas and functions.

Our brain and the spinal cord together make up our central nervous system. The spinal cord goes from the brain down to the lower part of the back. It is responsible for taking messages to the brain from the rest of the body, and from the brain to the rest of the body.

When we look at the brain image we can see three main parts:

• the cerebrum
• the cerebellum
• the brainstem.

Each of these parts controls a number of important functions.

The cerebrum is the largest part of the brain and it is found at the front of the head. It controls our sense organs – touch, vision, hearing, temperature – and it initiates and co-ordinates movement. It also has a role in problem solving, reasoning, emotions and learning. All thoughts, memories, and imagination occur in this region. In this diagram the cerebrum has been displayed to show the lobes and their function.

Neuroscientists now have more sophisticated ways of examining living brains than was ever possible before. It is now possible to obtain images of the brain that show activity as it occurs. The importance of the first years of life has always been recognised by early years practitioners but the new information about the brain deepens our understanding about why this might be.

Research from the National Scientific Council on the Developing Child (2012) and Perry and Pollard (1997) has reported on the effects of sensory stimulation, or the lack of it, on early brain development. Using data from CT scans, physical measurements and documentary sources they explored the brain development of a group of neglected children. As an example of what can happen in an extreme case of sensory deprivation, Perry and Pollard published the startling images shown below.

Figure 1 An example of the effect of sensory deprivation on the brain

These images illustrate the negative impact of neglect on the developing brain. The CT scan on the left is from a healthy three-year-old child with an average head size (50th percentile). The image on the right is from a three-year-old child following severe sensory-deprivation neglect in early childhood. This child's brain is significantly smaller than average and has abnormal development of the cortex (cortical atrophy) and other abnormalities suggesting under-development and mal-development of the brain. The contrast is marked but it is important to remember the comparison is with a very extreme example.

Research like this suggests that new information about how the brain works will help us to develop more effective learning strategies. Now complete Activity 2, which will take you more deeply into the key ideas behind brain-based learning and the ways these can be linked to educational practices.

It is apparent that there is a great deal of overlap between what is termed BBE (brain-based education) and what has been considered ‘good’ early years practice (e.g. contextualised learning).

But are there any problems with the way in which research into brain development and function has been used by educationalists to develop the distinctive approach labelled ‘brain-based education’?

As could be anticipated with any new idea, BBE has both its advocates and others who urge practitioners to take a more cautious approach. Activity 3 presents some alternative perspectives and may help you decide which view you find most convincing.

Why are early years practitioners convinced about the value of play?

It is interesting that although writers are able to state what children may learn through play in terms of dispositions, knowledge, skills and attitudes, there is less written on why play rather than any other form of activity is particularly valuable to the young child and their developing brain. BBL begins to address the issues of ‘quality and play’, as Activity 4 explores.

Three teaching elements are said to arise from the principles underpinning brain-based learning taken from the Wilson and Spears article, which you read in conjunction with Activity 2:

• orchestrated immersion in complex experiences

• relaxed alertness

• active processing (i.e. meta cognition).

There are many ways in which we can make judgements about ‘quality’ in early years settings including, for example, environmental factors, staff qualifications, staff turnover and the appropriateness of the programme provided. Most importantly, the learning experiences provided need to be developmentally and culturally appropriate in meeting children's needs. Additionally adults and children need to be able to interact with warmth in responsive and reciprocal ways.

To decide how you feel play can fulfil these criteria you should now go to Activity 4.

Early years practitioners have always argued strongly for children to have the opportunity to play in both indoor and outdoor environments. But currently, adult fears appear to be making outdoor play an ‘endangered activity’.

The following list, adapted from Kemple et al. (2016), offers some good reasons for making sure young children have the opportunity for outdoor play time.

• Health and physical development: in recent years, childhood obesity rates around the world have increased. To combat this many countries are recommending outdoor activity for all children. Physical play outdoors provides important opportunities for the development and refinement of locomotor skills as well as fine motor skill. Vigorous physical activity increases lung function, contributes to muscle, bone and joint health and strengthens the heart. It also increases the flow of oxygen-rich blood to the brain, benefiting brain function.
• Appreciation of nature and the environment: learning in an outdoor environment allows children to interact with the elements around us and helps them to gain an understanding of the world we live in. They can experience animals in their own surroundings and learn about their habitats and lifecycles.
• Development of social skills: researchers found that when part of an asphalt play area was transformed into a more natural area with vegetation, children’s social behaviour changed; they showed less aggression when playing in the natural area than on the asphalt area. Another study that compares children’s behaviour on natural vs. less natural areas of a play environment found that children not only spent more time playing in the natural space and utilised the traditional equipment less, but also engaged in more social interaction.
• Encouragement of independence: the extra space offered by being outdoors will give children the sense of freedom to make discoveries by themselves. They can develop their own ideas or create games and activities to take part in with their friends without feeling like they’re being directly supervised. They’ll begin to understand what they can do by themselves and develop a ‘can do’ attitude, which will act as a solid foundation for future learning.
• Understanding of risk: being outdoors provides children with more opportunities to experience risk-taking. They have the chance to take part in tasks on a much bigger scale and complete them in ways they might not when they’re indoors.

Activity 5 now asks you to consider your own setting and identify the contribution your outdoor play provision makes to learning.

The activities that can be provided depend on the type of setting, the resources available and the practitioner's views about the place of outdoor activities in the overall development of the child.

This course provided an introduction to studying Education, Childhood & Youth qualifications. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.