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play

Pillars to enhance play

From the Good News Network, “Science-Backed Tips for Maximizing Play Time With Kids“. Thankfully, I do try to incorporate all of these when playing with Fleur.

Photo by Mr. Beanbum on Pexels.com

Pillar One: Active

Stay “active” as you play and interact with your child, for example, by incorporating literary and STEM elements into your speech and interactions.

Zosh said this could mean counting the apples out loud as you put them in your basket at the grocery store or asking your child what letter each block starts with as you build a tower. She also said asking lots of questions — such as “What would happen if we mixed these blue and yellow paints together?” or “What might happen if we stack the red square block on top of the yellow triangle block?” — can be helpful, as well.

Pillar Two: Engaged

“Try to limit distractions as much as possible, including background television and your own smartphone use,” Hassinger-Das said. “These types of distractions are sometimes unavoidable, but they do have the potential to take away from these high-quality times with your child. Focusing and staying engaged during play can help you make the most of these interactions.”

Pillar Three: Meaningful

Try building on topics the child is already interested in during play. If they like dinosaurs, you could suggest a make-believe scenario where you dig for dinosaur fossils at the playground. Or, you can integrate information about dinosaurs like counting how many bones they have and what they ate.

“If you are reading a book set in a different state, get out a globe or a map app and explore where the state is and how the weather there is different from where you live,” Zosh said. “Helping children build connections helps them weave together a rich world of understanding.”

Pillar Four: Socially interactive

The researchers advised letting your child lead in play time while you offer support along the way. For example, let your child decide what to build with blocks while asking questions like, “What would happen if you placed that block in a different direction?” or “How many more blocks do you think it would take to build a tower as tall as you?”

Pillar Five: Iterative

Children are naturally scientific thinkers — they like to experiment, see what happens, and try again and again until something works. The researchers advised giving your children opportunities to guess what will happen, conduct “experiments,” make up new words to favorite songs, and make mistakes. Every mistake leads to learning.

Pillar Six: Joyful

Finally, making playtime joyful can be done in many ways, including incorporating elements of surprise.

“Playing with shadows and asking which one is bigger or how you can make your shadow grow or shrink is one way to foster surprise and joy,” Hassinger-Das said. “Similarly, think about what helps your child connect with whatever brings them joy, from construction with a cardboard box to playing vet with their stuffed animals.”

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Behavioral Economics Education Parenting

Doing > Being

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“Charles A.Lindbergh Perfusion Pump | Science Museum Group Collection” is licensed under CC BY-NC-SA NULL

Having a love of science, I naturally was interested in the pipeline from starting to learn to becoming a scientist. Fleur has a couple strikes against her in the current environment in that she is not white and female. We are a long way from getting there, but of course, I am interested in foundation work now. The framing nudge described below is interesting. I think it probably applies to many different kinds of interests. People who conceive of themselves as capable of doing the work are more likely to have an interest in doing it than those who think of themselves as budding members of the job.

Ryan Lei and colleagues recruited 212 children in 2nd and 3rd grade (about 7-9 years old) at two diverse publicly funded schools in New York City. The kids were randomly assigned to one of two groups: one group always received “identity-focused” language about science (that implied that scientists are a specific category of people), while the other always received “action-focused” language (that implied science is an activity that anyone can do).

For instance, at the beginning of the study the kids saw a video that introduced them to the scientific process. For the identity-focused group, the narrator of the video used phrases like “scientists make thoughtful guesses to help them learn about the world”. The action-focused group, on the other hand, heard language like “when people do science, they make thoughtful guesses to help them learn about the world”.

At three points across the academic year, the children answered questions measuring their attitudes towards science, including their levels of interest (either how much they wanted to “be a scientist” or “do science”, depending on the group they were in), and how good they thought they’d be (either at “being a scientist” or “doing science”). At the second and third testing points, they were also asked to judge how many parents of other children at school “were scientists” or “did science”.

Overall, the children in the action-focused group had a greater interest in “doing science” than those in the identity-focussed group had in “being a scientist”. The action-focused group also rated themselves higher in their scientific abilities, and they thought that more adults “did science” compared with how many people the identity group thought “were scientists”.