On this page we summarize the broad range of play research conducted in universities around the world under the auspices of over twenty scientific disciplines. We identify some of the scientists working to understand the biological, psychological and social mechanisms that underlie the benefits of play in our everyday lives.
For simplicity, we’ve grouped this broad range of play research into three primary branches:
Researchers in neuroscience have shown that play is built into the biology of all mammals.
Affective neuroscientists, who study how emotions work in the brain, have proven that humans are born with seven primary-process emotional systems, one of which is play. All of these emotional systems are pre-wired in the midbrain, the source of our most basic instincts and motivations.
When the play circuits in the midbrain are triggered, the related neurons create a cascade of activity in our higher brain functions. The more often this happens — the more often we play — the more those neurons connect and the stronger those pathways get. The neural connections created when we play are the brain wiring patterns that give us better control over our movement, our thoughts, and our emotions.
Disciplines NIFP Includes in the Neuroscience Branch:
Some Researchers in This Branch:
Behavioral Sciences is a broad area of scientific study generally focused on human behavior, cultures, and the mind. This category encompasses everyone from therapists to people who study childhood development, human evolution, and how we learn.
One of the disciplines in this branch that does a great deal of play research is educational psychology: the study of how humans learn, what helps us improve, and what makes learning harder. Studies in this field show that encouraging playful curiosity enhances learning outcomes.
In preschool, when play-based instruction is replaced with memorization and demand for measurable outcomes not in accord with the child’s engaged curiosity, the result is a negative experience for the child. Some children deprived of play in early instruction are more impulsive, have more behavior and emotional problems, and have more trouble getting along with their peers.
Over the long run, children who are able to play a lot before they start first grade outperform their peers who sat in teacher-led classrooms. The earlier kids start traditional schooling, the worse the damage.
Disciplines NIFP Includes in the Behavioral Sciences Branch:
Some Researchers in This Branch:
In a world where information is doubling every few years, we need critical thinkers, we need creative innovators and we need children who have the confidence to learn from failure and to persevere so that they create new things and I think Play, the sandbox, incorporates all of these.
Ethology generally refers to systematic field observations of animal behavior in natural settings. However, observing humans engaged in play behavior in natural settings is a useful addition and fits the definition of ethology.
These researchers look at behavior in the field and ask why a behavior (in this case, play) exists, how it might have evolved, what function it plays, and how it helps animals or humans adapt and thrive.
Disciplines NIFP Includes in the Ethology Branch:
Some Researchers in This Branch:
Irenäus Eibl-Eibesfeldt
Edward Norbeck
Jan van Hooff
I envision a future in which the the import of good play practices is as much a social imperative as good sleep and good nutrition practices.
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The Institute wants the world to know:
A) Playing, being playful, is the healthiest way to spend your time (after feeding and housing yourself).
B) The activities that evoke playful feelings are unique to each of us.
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