Play-Annotated+Bibliography

** __Sue Fontaine found these particularly interesting__... ** New research has found that there is a connection between the Cerebellum (previously associated with motor development, we now see a separated function linked to cognition) and the Cerebral Cortex (associated with higher-order thinking and functioning). The research found a correlation between “maturation of the Cerebellum”, volume/size, and cognitive development and the negative effects of deprivation. This has fascinating implications related to the benefits of outdoor play in the use of motor activities to possibly improve brain development for young children who may be at risk due to the socio-economic consequences of poverty, neglect, and abuse. This is supported by other research (   doi:10.1016/j.humov.2007.11.002    ).
 * Bauer, P.M., Hanson , J.L., Pierson , R.K., Davidson, R.J. , & Pollak, S.D. (2009). Cerebellar volume and cognitive functioning in children who experienced early deprivation. // Biol Psychiatry, // 66(12), pp.1100–1106. doi:10.1016/j.biopsych.2009.06.014. Retrieved 7/2/2010 from [] **

**Mackenzie, S.J., Getchell, N., Deutsch, K., Wilms-Floet, A., Clark, J.E., & Whitall, J.** **(2008). Multi-limb coordination and rhythmic variability under varying sensory availability conditions in children with DCD.** //**Human Movement Science**//**, 27, pp.256–269. doi:10.1016/j.humov.2008.02.010** Marching and clapping your hands…multi-limb coordination…add music and you have the rhythmic variability…close your eyes and/or block your ears…and you’ve got varying sensory availability. As this is a method for assessing children presence of and degrees of DCD (Developmental Coordination Disorder), then we can use it to train the brain and thereby improve cognitive development, as gross motor activity is known to do. This paper briefly explains thirteen presentations from a 2007 conference on human movement (see MacKenzie et al, 2008), referencing the benefits of early childhood gross motor development and later cognitive development specifically in the areas of “working memory and processing speed”, and the negative effects of poor early childhood motor activities, alluding to those effects across our lifespan.
 * Piek, J. & Summers, J. (Guest Eds.). (2008). Motor control and coordination across the lifespan.** //**Human Movement Science**//**: Elsvier URL www.elsevier.com/locate/humov, 27, pp.665-667. Retrieved 7/2/10 from Science Direct at** [|**http://www.sciencedirect.com.ezproxy.lib.ucf.edu/science?_ob=MImg&_imagekey=B6V8T-4SNGRDN-1-1&_cdi=5879&_user=2139851&_pii=S0167945708000262&_orig=search&_coverDate=10/31/2008&_sk=999729994&view=c&wchp=dGLzVtb-zSkzS&md5=82b09cbe0b3d944a3114ae5d3f4a7360&ie=/sdarticle.pdf**]

 **__Patty Lister found these particularly interesting...__**

This article talks about the importance of dramatic play and its implementation on our playgrounds.Many playgrounds do not offer play spaces that promote dramatic play.When we give children the opportunity for dramatic play experiences it will affect their cognitive development, intensity of play, social development, and emotional development.When designing play spaces we need to consider the arrangement of the space and the materials we will put in these spaces. Putting materials such as castles does not make the play space flexible and adaptable.A cubby can be a house one day and a fort the next.When designing playgrounds designers need to look at playground equipment through children’s eyes and consider their imagination, creativity, and intensity of dramatic play.
 * Brown, P-S., Sutterby, J.A., & Thornton, C.D. (n.d.). Dramatic play in outdoor play environments. PTO Today.com **

This article discusses the connection of outside play and brain development in children.Children who engage in outside play or recess show an increase in academic development.The authors found that children who had several breaks from their academic work during the day were better able to process the new information they were taught during the learning period.They also found that when children are given a break, specifically one that involves physical activity, between lessons or teaching a new concept they were more focused a better able to learn. This article specifically touches on children’s cognitive abilities, health and physical development, social and emotional adjustment, language development, and classroom behavior.In all cases children’s skills were increased in each area when given recess or free outdoor playtime.It concluded that recess was valuable to all areas of development and that children learned better in the classroom when given the opportunity to play outside.
 * Waite-Stupiansky, S. & Findlay, M. (2001). The forth R: Recess and its link to learning. //The Education Forum//, 66, p.16-24 **

**__Isabel Dopson found these particularly interesting__... **

**Pellegrini, A.D., Huberty, P.D. & Jones, I. (1995). The effects of recess timing on children's playground and classroom behaviors.** //**American Educational Research Journal** // **, 32(4), 845- 864. EJ 520 960. DOI: 10.3102/00028312032004845** This article suggests that recess may have an important role in the learning, development, and social health of children in primary school. Although there are arguments against having recess, no research supports its complete its absence. The authors believe that more investigation is needed to determine the current percentage of schools that have eliminated recess and evaluate the impact of these policies on test scores, attitudes and student behavior. Experimental research could further help to clarify the appropriate frequency for recess, if recess inside the school building can provide similar benefits as recess on the playground, and the necessary level of guided participation by responsible adults.

The authors in this research investigate to determine if play may be beneficial to both typically developing children and children with special needs. The present study used a choice board intervention during center time, which incorporated child choice to assist children in accessing low preference centers and decreasing the amount of time they spent not engaged. Results indicate that a choice board intervention may be a useful tool that teachers can use to encourage children to spend more time in identified low preference interest areas and spend less time not engaged.
 * Couse, L.J. & Clawson, M.A. (2000). Social play of preschool children with special needs and typically developing children. Syracuse, NY. (ERIC document Reproduction ServiceNo. ED447943)**


 * We all found this very interesting...**

**Stegelin, D.A. 2005. Making the case for play policy: Researched-based reasons to support play-based environments.** //**Young Children 60** **(2), 76-85.** //  // This article helps teachers and administrators become effective advocates for play-based early learning environments. It defines play and play policy and discusses distinct research areas that support play policy and practice for physical, cognitive, and social and emotional development within diverse childhood settings. //