Cognitive Behavioral Science behind the Value of Play: Leveraging Everyday Experiences to Promote Play, Learning, and Positive Interactions

ABSTRACT

Participating in play affords physical, social, and cognitive benefits. Here, we review the cognitive behavioral science literature highlighting the value of play and describe the different types of play along with the evidence linking play to positive outcomes for children in areas such as social-emotional, cognitive, academic, and social-emotional development. Several case studies demonstrate how educators, caregivers, and community members can integrate low-cost, evidenced-based playful learning interventions into community settings to impact children where they live.

COI-statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Molly A. Schlesinger

Molly A. Schlesinger, PhD, is a Statistician at the School District of Philadelphia supporting all aspects of the Office of Research and Evaluation. As a former Temple University Research Fellow, Molly serves as a Scientific Advisor for Playful Learning Landscapes.

Brenna Hassinger-Das

Brenna Hassinger-Das, PhD, is an Assistant Professor of Psychology at Pace University. Her areas of expertise encompass executive functioning, early number sense, and vocabulary acquisition and she is particularly interested in investigating the role of play and games for learning.

Jennifer M. Zosh

Jennifer M. Zosh, PhD, is an Associate Professor of Human Development and Family Studies at Pennsylvania State University (Brandywine) where she is the Director of the Brandywine Child Development Lab. She researches playful learning, the impact of technology on children and families, and cognitive development.

Jeremy Sawyer

Jeremy Sawyer, PhD, is an Assistant Professor of Psychology at Kingsborough Community College, CUNY, and a NY State Certified Bilingual School Psychologist. Jeremy studies sociocultural influences on child development, including play and the private speech of monolingual and bilingual children.

Natalie Evans

Natalie Evans is a Doctoral Candidate at Temple University studying playful learning and creativity.

Kathy Hirsh-Pasek

Kathy Hirsh-Pasek, PhD, is the Stanley and Deborah Lefkowitz Professor of Psychology at Temple University in Philadelphia, where she directs the Temple University Infant Language Laboratory, and she is a Senior Fellow at the Brookings Institution’s Center for Universal Education.