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The Ultimate Playlist: 50 Reasons to Believe in the Power of Play

This infographic explores 50 solid, science-backed reasons why parents and educators should believe in the importance of play for child development and learning. Source: http://www.playgroundequipment.com/the-ultimate-playlist-50-reasons-to-believe-in-the-power-of-play/

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The Ultimate Playlist: 50 Reasons to Believe in the Power of Play

  1. 1. I ft‘. lllnifm lltilillil-'--'-t"If. I A rich, active imagination is a resource that brightens every aspect of life! Like a muscle, creativity is expanded and strengthened by daily use. Playtime serves as a “jungle gym" where kids can cultivate their inner inventors. adventurers, artists, and scientists. I: I iiI-.4 i'r. ii‘i I I: Fig: : I lllmilttl ii: c4’I : I i lngniu : i.: i(: ill I-‘:4 urzw: fl -I: l i in :4. r. ll I': ;.'1 ll I lhv : i l ; .- | I.r. l Ii. IIIIi’Ii'I: .'-‘Ii Iiiuini ; i l ; i fl:1i'I : l ivI''Ii‘I‘—I: ' "| 've seen it firsthand. and a growing body of evidence now shows that when it comes to changing schools for the better, recess and play may be one of the most powerful and underutilized tools we have. " "I . _‘r‘Iir. niiim/ I lliiiiiiiuq. Ii. .. i; .i-I i IL; 3"(I ; . "I1 III». I " ill I hll I ~. I Hi! I L. ’. .«: II’—l'-J’. I- Ii i' Mi ll) I I I i; i.'. .. lll : II‘. I I I I Iit ill In. ’ I I ; .4 | l‘ : it Hit : i III I I', { . L.'~‘ 3| i ll I~‘Il-Ii IIII’. Ii IIII; in. ’-. I': :: - I. -I14 r: i.»-. - II I; Ml“ I "'l’I'. Fill it = I-. r-I . I'I*i; . I Illlt "WI: ul-IIT’ :50-If _-il: 'l]u: _' 'IlG(i. ".jIL‘1'. ‘ I. -I-. ~ gruiui -ital. w-. ~ grow olli il‘—(‘. ‘?lIL‘(‘. ‘ W: dilly nkvflu3' :1'l_(‘lllfl_'Ji flf')llIl_l’llll gillllll / i ' I ‘‘It stokes the creation of imagination. autonomy. and social skills. And it's just plain fun no matter the age. " rlfttadleti, €al. 'I)eJzt "Play helps kids feel more connected to their communities. Community play spaces have a positive effect on social cohesion, foster positive attitudes toward racial and cultural diversity. and help reduce feelings of isolation or exclusion. " ‘l{af3(7(3llll -' I / /, l‘ "i ‘I: : *r. i I ~ . '=it-. I I I : :~I II: It I-. - ( my ' (; (I1hiI. llllllflb r]uI')II. Im. : il1l‘l‘; 'Il :11: unit; llitztv 1» iii MP1: iIIflI: . : ui-I mtg-. a’¢: i‘uIt: i: : lit= I : It-Izitv it in -I‘ 1:414.-1:. 'l'| I:t(-. it : -WSW. in 2(: ?=L'1‘- in C-)II~’1|| II| g)Tl~l| . v. -mi -I! -‘V/ .. ll :1lItul: lnI-: ‘lilIlI)~‘nI| :. 1| l= l'= L'1i rm; iI: I:. lH'I' llatn. 3‘. I1I. (It: t:1 ‘. '.‘. 'I‘. ‘IlI‘= |iIII: -Imiii ". ‘I'. 'In'AI Irtkvuite ‘. II'. 'i'. 'AI-IiiIIi: Ib. ,pI'cI: IuIu wxuxii I; :Ifl: IiITo¢, ,:r= io; I; III‘ Wvcillui Iifidllf M‘II. ‘I'. 'l2o: IiII; oIIi Incite I “. ‘-‘. 'I'. ‘IIIiiiii min ". '.'. u'. 'IIki. 'TItgiim‘teituv-an-iiiiiIi: Ii. I “Play is our brain's favorite way of learning. " “Think of playtime like an innovation lab where tomorrow's civilization is being actively designed. " *2- . |I. “ I’. l ‘I ll ii i II: i: i l . liI'i . i 'l . .t i [ii I I I. " ' i I "Free .53." wives I _D c| *.il. :7ren an outl: t LO express their emotions and "'I'lII: iI Zlllllll‘-ili . ':: »'. inr'= s and ii-Qle-s "“""""- “""' "‘ tfiem to develop 2. "“""1' l""“ sense of‘ +0 Iieev ‘ I CFC. ‘l{afGC‘7(7llll Playworks paired with Mathematica Policy Research and Stanford University to conduct a study on optimized recess. Key findings include: 43% less bullying and isolating behavior Students felt 20% safer. More engagement in vigorous physical activity Less time to transition from recess to learning activities “Great recess is an essential building block for healthy school environments that help kids thrive socially. emotionally. and physically. " 3 . .8 5 l) LO-l- . .'. ‘s Ch-I—= - “Play gives children a chance to practice what they are learning. " ff-‘ted. Quigens “Almost all creativity involves purposeful play. ” Glonnham lllazvluui E: ', II1l lI“.4I II'. .'. ; ‘Ii; II‘-. '—. ‘ I III '-Ill iflni-. I Wt‘ WA‘ 1-‘ III : l| HI| - ‘M 1:: II: y. '.'$-‘ii I ' “Play is critical for stress relief. as it allows kids to create fantasies that help them cope with difficult situations. " lllelinda. l. ll€11!LOJL ‘If! . Ii1ui«; iI (‘sfillli iiir-iuigii . i.nu; .. git? !’ 1- Iuw in-, i.v ; )I§gll9ilf- in-,1] 'I'l9H(i‘. t-. -r-in 'll”"" to = I-rwiai-71: flat, I" i‘InII:1"'lIi. I. zine‘ ggai (9 l(IIgIv. v iiiaiuui-riaitvrai-. -I‘ l1i')llI_u. . (, 'lHI'l[')ll(1o‘- Nature is restorative for both kids and adults. Being outside relieves stress, eases anger, reduces blood pressure. and helps lift depression. In one study by Mind, 95% of interview participants stated that their mood improved after spending time outside. 'l . " y 3(= I:i‘. r:II 'IlGJ‘: ~. m-Ia int! ;i | :(: t:[]| |:, 1| liI= InI. 'I III tlln‘ war: tlailall Vb‘ mimic I : mi Itarfl-3. ‘I: .'(I L‘ LIIIIIIIII II : :II: mi - I ) Iamua I‘ Ian mil L‘ ill: :1: lull 5:. LI II: I Ia . itaulsilat illlt MU r: In| 'I ('iIl'm‘. nm. lllr"’iIU'In. . ’: 'HlHA'I Uh» "V"? -' L‘ nitzu I’-Il((: u ' ' " ililtllj ti: 1'1 5'1‘-H: '. ‘ A. Iztlla’ item : i=ifl-III: ‘ ' l'-? -llIllI|3 tin ‘Ian : ‘Ii1t-‘Ir-. iI. ‘Ill’-V 1: :1‘-lI'l'l| l-‘ l'—P'-IlIllI|3 'll’-' 1.‘ 1:8’-ll' lit‘. ‘Halli 0)’ Pretend play is how children naturally discover the world beyond and within themselves. It nurtures creativity, develops communication skills. cultivates empathy. and builds vocabulary. ' Jr-t~ : - ‘ I. ‘ Ili II’ I Hi’ i Inlll L‘ Iliiii-I t"I? lIL‘ I I: .; I ‘I r: I‘. i I; : ilk : i l I ru ‘: :1 ; t'. 'I'. |I" I‘ 3: I I III 1 l’-Ill": 1| il| ';1 Ii-‘}. '~ my . '1l L‘ : lL‘ | liIA'F-ll’ ; :2‘ u I . iIIiI': ii uiI. ‘.III l Whil ‘-4 I1’ '. 'I I i ; iIIIII in‘ ‘‘Today's young children are controlled by the expectations. schedules. whims. and rules of adults. Play is the only time they can take control of their world. " glteila, (flamnan ‘‘I shouldn't have to : 'l| l(*lll| l|N. ” -75:11:. .. l: ’(l'! fl’)II_a'. AV kg “Play is the highest expression of human development in childhood. for it alone is the free expression of what is in a child's soul. " ffrtiednidt (fwlelnel, 4 Throughout the animal kingdom. young offspring instinctively engage in playful behavior that imitates survival skills. Young birds toy with any kind of new object they encounter: leaves. pebbles. seashells. inedible berries. This helps them learn what objects are safe or threatening. : Ir= r.ii'I-I- -i‘ Jilllllzlilllllg‘ ll‘-l'I‘ 1: I4 , . Il- II-I zt : I-III], -IlL‘1'II: n H‘ in: iIl(= Ill: ; . iv in‘. y-lt= ' llllinll 1.‘ till ’. mI. '«‘ ‘liiiig. , l C? ' int; um I-.1 : r. 2| l-. “f- i -“—ntI. +: ’-II I I llllili‘ l VIII; III ’i; am ll '. *iI'. i f: I ‘. II1 ‘I: -.iI ii. II. III'I~ II II: l -‘-9’-ll“ : '.; ;: III; . ‘—a: *I ‘ll —-il'—lIIL. ""—J‘/ '—L. '. lI| |lIlII! LJ : lIl| 1:! I '? r.v-mi-Intc: defend play for children any more than I should have to defend their eating, sleeping. and breathing. " Qaz ‘Pica. "Kids who play play well as adults. Kids who play build their confidence and learn the social ‘ ‘I ‘I skills that help them become happy. well—adjusted adults. " ‘l{a. (BC70lill Q 0 ’. . k~’« I . COfT1 ‘lIIr'-Igfllr-lT‘I-III-' (- mow-. ‘oizwvlnto iii: ‘-I-Ilimt: ii‘ r-. r.Ill’+. '. ‘ -‘in II . ‘‘-II II‘. = nrttgfl '. 'r: tIIo. ‘ : (*I it ill I: :'. _cII| p)pI'. I, ‘ :1III'-ll Zilllo P‘-II BI: '- . '1lI. II-‘-ll'Il'—Ht. I “I'll. l. _’wIi'JII. . 'I: m- -I I I; :1III. |- I’ ‘-. .3I 1‘ : « '-I . II ‘-ili II: I‘.1vl: nll'-t inm I’-. ;:4I| r.I #11,: win: I gust :1 M128 IL: -'1I| l(‘-" 1* * -"V/ I lail I‘: r.L". ‘. 1: ill: I' i: I:J1 till‘ ll 1 - law‘-ll I Iuizt I w Infill I; : WI. iur. i (‘—: in-I: I-. i.x~. (:4 . I“—e: L". ; ll VII; ‘tutu! /I '. IiI "-lilfillll : '4: : :+: s: I: ‘I ‘:1 I;4Iii- I I-. .- it’-ini I m 1&4.‘-J»‘yl‘2I - innit "I by I I I-Iii: It/ III; tilts’: :. : f}: i uni Iii Inn]. III; I‘uvI.1‘I -. i. mi Iguiilvi; l; t'l'_][ ip: II; .'n “Kids who have play as part of their school day do better in school. become better team players. and develop into more creative thinkers — they are much more likely to carry these skills into adukhoodT ‘l-{a. (l? (7(7llll ""r. ~ -—iIi-. i‘: lV‘i: i-* zin -. uil'l: m: II: . t -. r.i: i-. I: Ill illi I'. III: . i I‘-tII'. t'. iI: III Imtllr-I I’ at-IflIIll~‘1II I L‘-in-‘ Ii: In ( : I»: I:I‘l - ii If it-4:. ' . "l'-l| |~‘l; 7lIl ll‘-1'. ’ (. '.'lllml. 'l. ‘1'IItllIlI.4 ll l By analyzing 46 published studies. psychologist Edward Fisher concluded that pretend play "results in improved performances in both cognitive-linguistic and social affective domains. " (. . ) tic)‘ “Natural environments including green spaces provide children with unique opportunities such as inciting engagement. risk-taking. discovery. creativity. mastery and control. strengthening sense of self. inspiring basic emotional states including sense of wonder. and enhancing psychological restoration. ” Researchers in the Proceedings of the National Academy of Sciences. 7 . nun fl-I1. it : inn -1‘ 9il‘= 'l II’ Illlir-I-' I - '-llli Ill‘ lil II. =K1f? lIlll~'lIllI| :_ : 9: Icflflir; :I: $:I I . 'i= ITl~II iir-I xi: hlfl iI| rll| :1i[»»lII His. Ii : uI‘n= iu 2:»: ltzozfl-I1li'c~. : I-Ir-limtft I-. zin- IIlI1(*~i :1(41lL-. " Iiiltolrzin tar-in ci: iii-. tv witnv. -'-I-I. -I iuni. -I-mciuiit-. in . -Iht-. Z'Illl-Ii‘-In tar-in IIoI'. ' U twin. ’ war. r. ItvIIiri'IaI. -III. ‘ .1-. r.ti'l: _-I-. I-I_-it-. :u-. '. m’t III; ll‘-Nluit-. . ! I:l: ‘:fL‘4I(‘—tII. , '-Ill! lltll‘-1,-I‘-lllllalll ‘Mill : li'-lIIl'-lItIlolll-‘ :1-Mi ti’ ‘-lIl'l‘-llllllf: cm (nil; I’ vll‘. '. ' wit; .'r. III ‘I ill | "—lI I . ».w: . ill l L . ‘”. I . ‘ IlF| ;’[ : I it ; .x'I I ; . III L‘. at I I"! >. .:'. ili | . I w III’-JII. I I‘ I; 7 I. .; - ii: ,:, ‘. ‘I‘—iI“— . ‘Il lll'—. I I I . “‘—ll '. I.~; II’; Illt lii “I i- L. " l: i J II*". “.‘—. ‘l : .—. _ Research by Dimitri Christakis (director of the Center for Child Health, Behavior and Development at Seattle Children's Research Institute) found that children who played with blocks showed greater brain engagement than when watching Baby Einstein DVDs.

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