The Power of Play

Explore the science behind play and why it is so essential for young children’s developing brains.

See how play builds the skills children need for phonics learning, leading to stronger reading and writing outcomes.

This training draws on research from developmental psychology, neuroscience and early childhood education to explore the role of play in children’s learning and development. The sources below provide further reading around the biological foundations of play, brain development and plasticity, executive function, emotional and social development, motivation and sustained shared thinking.

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K. & Golinkoff, R. M. (2018) — The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142(3), e20182058.
A broad review from the American Academy of Pediatrics examining the role of play in children’s cognitive, social-emotional, language and self-regulation development. It also discusses research into play, brain development and executive function, while recognising the limitations of extrapolating animal neuroscience directly to humans.

Burghardt, G. M. (2005) — The Genesis of Animal Play: Testing the Limits. MIT Press.
A major examination of play from comparative, evolutionary and biological perspectives, exploring the origins and characteristics of play across humans and other animals.

Achterberg, E. J. M. & Vanderschuren, L. J. M. J. (2023) — The Neurobiology of Social Play Behaviour: Past, Present and Future. Neuroscience & Biobehavioral Reviews, 152, 105319.
A review of the neurobiology of social play, particularly the extensive animal research in this field. It discusses play as a highly rewarding behaviour that is especially prominent during juvenile development and occurs across most mammalian species.

Kolb, B., Mychasiuk, R., Muhammad, A., Li, Y., Frost, D. O. & Gibb, R. (2012) — Experience and the Developing Prefrontal Cortex. Proceedings of the National Academy of Sciences, 109(Supplement 2), 17186–17193.
Explores how experience interacts with the development and plasticity of the prefrontal cortex. Particularly relevant to the training’s discussion of the developing brain, experience, relationships and the systems involved in executive functioning.

Center on the Developing Child at Harvard University (2014) — Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence.
An accessible evidence-informed guide to executive function and self-regulation, including working memory, attention, cognitive flexibility and self-control. It provides examples of how games, imaginary play and social interaction give children opportunities to practise these developing skills.

Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R. & Bell, D. (2002) — Researching Effective Pedagogy in the Early Years. Department for Education and Skills, Research Report 356.
Research underpinning the concept of Sustained Shared Thinking — moments in which children and adults work together intellectually to solve problems, clarify ideas, evaluate activities or extend narratives. This concept is discussed directly within the training.

Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D. & Palmquist, C. M. (2013) — The Impact of Pretend Play on Children’s Development: A Review of the Evidence. Psychological Bulletin, 139(1), 1–34.
A critical review examining the relationship between pretend play and areas including executive function, language, narrative, emotion regulation and social development. Importantly, the review considers the limits of the evidence and cautions against assuming that pretend play is uniquely responsible for developmental outcomes.

Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C. & Ramchandani, P. G. (2022) — Can Guidance During Play Enhance Children’s Learning and Development in Educational Contexts? A Systematic Review and Meta-analysis. Child Development, 93(4), 1162–1180.
A systematic review and meta-analysis examining guided play in educational contexts. It highlights both evidence for particular learning outcomes and the importance of recognising that different forms of play and adult involvement can serve different purposes.

Wise, R. A. (2004) — Dopamine, Learning and Motivation. Nature Reviews Neuroscience, 5, 483–494.
Reviews the complex role of dopamine in reward, learning and motivation. Relevant to the training’s discussion of rewarding experiences and children’s motivation to continue engaging with games and challenges.

Further Practitioner Reading

Center on the Developing Child at Harvard University — Brain-Building Through Play: Activities for Infants, Toddlers, and Children.
A practical resource exploring how playful interactions and games provide opportunities for children to practise attention, working memory, self-control and other executive-function skills.