The document summarizes research on the cognitive benefits of play for children. It finds that play provides physical activity and exercise, which benefits executive function and math skills. Play also allows breaks from structured learning, improving focus and retention. Additionally, unstructured play facilitates social and language development, and allows children to learn through exploration. The research suggests that increasing opportunities for free play in children's schedules could positively impact cognitive development and learning.

1. April 17, 2013
*The foremost expert in the field of children’s play and cognitive function is Dr. Anthony Pellegrini of the
University of Minnesota (pelle013@umn.edu). In terms of exercise and cognition in children, top names
include Dr. Phillip Tomporowski (ptomporo@uga.edu) and Dr. Catherine Davis
(cadavis@georgiahealth.edu) of the University of Georgia. A writer for the lay audience is Dr. John
Ratey (john_ratey@hms.harvard.edu).
Play and Cognitive Function in Children: A Review of the Literature
Jared Schor
Over the last few decades the amount of time children engage in free play has notably
declined in favor of increased class time and more structured extra-curricular activities
(Ginsburg 2007). This attempt to increase academic performance, however, appears to
be misguided. A review of the existing literature finds that play is not only good for a
child’s physical and emotional health, but that it is also highly beneficial to their cognitive
function and development. Play provides the physical activity, break in routine, and
learning environment that promote improved cognitive performance in children.
Play as Exercise
A key component of most types of play is the physical activity it provides. Research into
the effects of exercise on cognition has dramatically expanded over the past decade
and continues to be a popular area of study. While there has been some debate over
the exact role physical activity plays in the cognitive function of children (Biddle 2011,
Hattie 2012), there are several key findings which have emerged. The most prominent
finding is that exercise seems to benefit cognitive abilities related to executive function
(Pirrie 2012, Tomporowski 2008). Executive function refers to the higher-order
processes involved in planning and governing other cognitive processes which in turn
carry out specific actions. Additionally, research indicates that exercise may also
benefit mathematic ability (Carlson 2008).
The benefits of exercise can be seen in both immediate effects and long-term
performance. Intervention studies, even those as short as two weeks, have shown
improved executive function in students who perform in-school exercise (Hill 2011,
Davis 2011). The short-term results are complemented by observational studies
measuring the fitness level of children and adolescents. These studies have shown a
significant link between fitness levels and executive function (Chaddock 2012).
Play as a “Break”
Play can also contribute to cognitive function by providing children a “break” from
studies or other structured activities. It has been well established that spacing out
learning or practice over a period of time generally yields better retention than
attempting to learn the same thing within a shorter span (Seabrook 2005, Willingham
2002). This is true for both adults and children, and while the benefit of breaking up
learning into multiple intervals varies depending on what is being learned, overall the
results still hold (Donovan 1999).

2. Children in particular can benefit from breaks in their schedule as studies have shown
that their focus declines significantly over long, uninterrupted periods of study or other
extended activities. More than adults, children benefit from regularly changing activities
and refocusing their attention on a topic very different from the one preceding it.
Periods of play are an excellent change of pace for children, providing a dramatic
change from other, more focused learning (A. D. Pellegrini 1997). In the studies that
have been conducted, introducing breaks for play in schools have yielded positive
results in terms of concentration (A. D. Pellegrini 2005). Importantly, these benefits
appear even when the play children undertake is not necessarily physical, supporting
the argument that play has cognitive benefits outside of those linked to exercise (A. D.
Pellegrini 1995).
Play as Learning
Perhaps the most important cognitive benefit of play is that play in itself serves as an
important source of learning. Engaging in unstructured or less-structured play allows
children to explore their environment and interact with others in ways that otherwise
would not be available (A. D. Pellegrini 2005). A clear example of this is the
development of language skills play allows. Engaging in play with their peers, children
have the opportunity to utilize their vocabulary and other speaking skills in an informal
setting (Waite-Stupiansky 2001). Research indicates that in this type of setting, children
speak with greater fluency and accuracy, and use a greater portion of their vocabulary
than they do in more structures settings (Isbell 1991).
In addition to building language skills, play is instrumental to the social development of
children. Playing with others, children learn important social skills such as negotiation,
conflict resolution and empathy which are necessary to develop relationships and
function in society (Waite-Stupiansky 2001). Similarly, many play activities simulate
real-world scenarios and allow children to practice adult roles they will encounter later in
life (Bodrova 2003). These activities teach children cultural rules and social norms they
may not learn within a classroom.
Conclusion
As the research shows, play benefits children’s cognitive function in multiple ways.
Exercise, breaks in routine, and unstructured learning are all aspects of play which
positively contribute to children’s focus and learning. Taken together, these factors
present a strong case for increasing the opportunity and access children have to enjoy
more free-play. Study of the subject is accelerating, particularly with regard to
neurological research. Hopefully, this new information will allow us to understand the
role of play in children’s development even more clearly and provide the evidence
needed to change policies allowing more children play.

3. References
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Chaddock, Laura, et al. "A functional MRI investigation of the association between childhood aerobic
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