Part 3

Research is busting out all over the world each day explaining in more detail the significance of play. Technology has helped to fast track the study of a baby’s brain. I-Labs at the University of Washington pioneered a new kind of MEG (magnetoencephalography), an imaging device which measures magnetic fields in the brain. It was modified and redesigned for use with babies. It’s a non-invasive way to gather data on the baby brain activities It has led to tremendous valuable discoveries. I-LABS Research stated, “ The exquisitely sensitive MEG brain imaging device can map the mental activity of an infant only a few days old and proves that newborn brains are anything but empty.”

In 2020 the Princeton Baby Lab released a study that used fMRI (functional magnetic resonance imaging) scanning caps on both the mother and baby simultaneously. It showed that, “during natural play, they found measurable similarities in their neural activity. In other words, baby and adult brain activity rose and fell together as they shared toys and eye contact.” Dr. Elise Piassa continued, by stating “So when a baby and an adult play together their brains influence each other in dynamic ways.”

Playful learning is described as having two major types in the baby’s first year. One area of play is called self-directed play or free play – an exploratory way of learning. Here an adult is the “Watcher”  who only observes the activity and is available for support only if needed due to safety concerns. The baby is the doer in a solitary way, content to play alone. It is a. joyful, a freeing experience and self-selected by the baby. There is not a predesigned goal since the baby is in charge. The second area of play is called guided play.  It basically seems to be in two forms. (1 ) There is a follow-the-leader situation between baby and parent, where the child leads as the parent goes with the flow while being fully involved with their baby during this flexible PLAY Time. There is continued involvement between  them throughout this activity. Learning is occurring as the brain processes this whole stimulating time. Sometimes it’s called child guided. (2) Another form of guided play is more directed and has specific learning goals The parent provides objects or situations for the learner. The role of the parent varies depending on the focus. They may be modeling the activity, reviewing prior learning, engaging the learner by posing questions or introducing new vocabulary, offering positive feedback and monitoring progress while assisting the child in their learning. This PLAY Time experience may be planned in advance, or one just takes advantage of the interests of the child at that moment to teach a skill. Guided play may sometimes be called Adult-guided.

These examples above for guided play time seem self evident. Yes, true – but the trick is always who’s the leader when it comes to guided play and what’s the intent. Guided play may be directed with the goals set by the parent, or it may be a free-flow style where the parent lets the baby lead the play activity Oh, and sometimes it’s a mix of both.