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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">OKLAHOMA CITY — Two third-graders sat on the floor of their classroom and lined up a row of dominoes along the edge of a low-lying table. They positioned themselves at each end of the row of rectangles, leaned in, and blew. The dominoes tumbled forward, crashing into each other. The girls flung their heads back and laughed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another part of the room, two students spontaneously connected a set of wooden orbs to sticks to mimic planets circling a sun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a solar system,” one of the students said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third-graders in Crystal O’Brien’s class darted from station to station — laughing, arguing, playing. But it wasn’t indoor recess — play is one of the ways students learn every day in O’Brien’s science and social studies class at Shidler Elementary School. Throughout the day, O’Brien weaves free and structured play into her class time. During structured play, O’Brien guides the topic and provides parameters. But during free play, she only asks them to connect something they learned that day to their chosen play activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They are able to choose whatever materials they want to play with in the room, but I encourage them to think about what we’ve been doing in our science block when they’re playing,” O’Brien said. “And sometimes they’ll just naturally do that. They’ll tell me, ‘Look, this is an example of gravity. This is an unbalanced force. This is a chain reaction.’”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While play-based learning remains relatively rare in elementary classrooms, Oklahoma City is among a small number of school districts across the country experimenting with increased play time for children as old as 8 or 9. In Watertown, New York, for example, educators have been teaching through play in pre-K and kindergarten for years, said former Superintendent Patti LaBarr, but the district recently shifted to encouraging play for older elementary students, too. And in Austin, Texas, one school official has started training elementary teachers to use Lego Education products toys as a play-based learning tool during class time.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60270\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60270\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary4-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A third grade student sets the last domino down in a row along the edge of a table while playing in Crystal O’Brien’s classroom at Shidler Elementary School in Oklahoma City. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The growing focus on play in older grades is not always easy, as teachers contend with pressure to meet standardized testing mandates and a lack of support from some administrators. But educators who have turned to play-based learning say the approach is particularly helpful now, as pandemic disruptions have left students with social, emotional and behavioral gaps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to explain what play-based learning looks like, said Mara Krechevsky, senior researcher at Project Zero, an education research group in Harvard’s Graduate School of Education. Over the past seven years, Krechevsky and her research team have been working on a project called the \u003c/span>\u003ca href=\"http://www.pz.harvard.edu/projects/pedagogy-of-play\">\u003cspan style=\"font-weight: 400\">Pedagogy of Play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, studying play-based learning at schools in Boston, Denmark, South Africa and Colombia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through their research, Krechevsky’s group came up with three basic tenets for playful learning: students should be able to help lead their own learning, explore the unknown, and find joy. Under this framework, play time doesn’t have to be the reward for completing work and learning. Play can actually be the work, Krechevsky said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of the impetus for the shift in Oklahoma City comes from Stephanie Hinton, who started overseeing pre-K through second grade at Oklahoma City Public Schools a few years ago. She knew she wanted to encourage hands-on, playful learning as much as possible. The approach worked for her as a teacher, and it’s \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730\">\u003cspan style=\"font-weight: 400\">backed up by research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Shidler Elementary, most students qualify for free and reduced lunch and test scores have \u003c/span>\u003ca href=\"https://oklaschools.com/school/988/\">\u003cspan style=\"font-weight: 400\">historically been low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s the kind of school where, typically, it’s difficult to get everyone on board with play-based learning, Hinton said. Despite those challenges, play has begun to catch on in its classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is this push for skill and drill in schools and communities where we’re not passing the test,” Hinton said. It can be easy to think the solution is assigning more schoolwork and sending home more worksheets, Hinton added. That’s because worksheets are black and white — either the student knows the answer to the questions on the assignment or they don’t. But Hinton said regurgitating answers on a piece of paper isn’t a sign of understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not authentic, it’s not true learning,” she said. “And we know from research that when it comes down to it, it hasn’t engaged enough of the brain to make it permanent learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60269\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60269\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Crystal O’Brien, center, plays with her third grade students during free play time in her classroom at Shidler Elementary School in Oklahoma City. Free play, which is when O’Brien lets students play any way they want, is a regular part of their class time. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But letting kids learn through play is hard to grasp for educators who have been trained to follow the rules and structure of a traditional school setting, said Peg Drappo, who runs the pre-K program in Watertown City School District in New York. Watertown began to increase its focus on playful learning in 2015, when the district received a federal grant that helped expand play in its pre-K program. In the seven years since, Drappo and the district’s superintendent have been helping teachers of the older grades who approached them about adding play to their own classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when she was an elementary school principal several years ago, Drappo didn’t understand what playful learning was supposed to look like. Now, when she speaks at conferences on play-based learning, she tells a story about visiting a kindergarten classroom when she was a principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids were all over the place, all over the floor doing things — just like a kindergarten classroom should be. But I did not know this world of pre-K and play, so I said to [the teacher], ‘I’ll come back to your classroom when you’re teaching,’” Drappo said. “Now when I walk into a classroom and it’s loud and a teacher apologizes, I say, ‘Stop apologizing. This is how it’s supposed to sound.’”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60271\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60271\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A group of third graders in Crystal O’Brien’s class at Shidler Elementary School in Oklahoma City play with toys during a part of class time in which they are allowed to play however they want. At other times of the day, O’Brien guides the students through playful lessons. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Oklahoma, playful learning has support from lawmakers as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before becoming a teacher, Oklahoma state Rep. Jacob Rosecrants, a Democrat, thought all students were taught lessons through play. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I became a teacher back in 2012 and I realized it’s [play] not even accepted anymore as a way to learn, even in the younger grades,” Rosecrants said. “Some schools do it great, but I’m talking about the way that I learned — going outside, playing, discovering — that type of thing was not something that was focused on in any of the public schools I went to [as a teacher].” (Rosecrants left teaching in 2017 when he was elected to represent Norman, Oklahoma in the state house.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a middle school teacher, Rosecrants said, he rebelled against the idea that students should learn via memorization, drills, and worksheets. In 2021, the Oklahoma legislature \u003c/span>\u003ca href=\"http://webserver1.lsb.state.ok.us/cf_pdf/2021-22%20ENR/hB/HB1569%20ENR.PDF\">\u003cspan style=\"font-weight: 400\">passed a law\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that encourages the use of play in pre-K through third grade classrooms. The law, which was written by Rosecrants with bi-partisan assistance, also forbids administrators from prohibiting educators’ use of a play-based approach to teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve had a lot of teachers who asked me to print it out so they can post it in their classroom, because administrators will come in and be like, ‘Hey, we gotta hit this standard, what are you doing?’ And they’re like, ‘Well, we’re hitting this standard, but we’re [doing it] with blocks,’” Rosecrants said. “I want to add a piece to [the law] probably this year … to require training for play-based learning for all administrators in pre-K through third grade.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60273\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60273\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Educators at Blake Manor Elementary School say that students learn important math and problem-solving skills while they build, code and play with robots. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools are trying to increase play by turning to STEM-focused activities, like building robots with Lego Education products. Manor Independent School District, a district of about 9,000 students just east of Austin, Texas, launched a robotics program around a decade ago, in an attempt to bring more playful learning to students in the early years of elementary school. For several years, robotics was mostly confined to an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jacob Luevano, the innovative teaching strategist at Manor ISD, said he has been working to train teachers to integrate robotics into their classrooms. “I think now more than ever, we need [playful learning] in the classrooms,” Luevano said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, Luevano has had more success in getting robotics activities introduced to classrooms in kindergarten through second grade than in upper elementary, which he attributes, in part, to the pressure of standardized testing that starts in third grade. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60272\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60272\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary7-800x562.jpg\" alt=\"\" width=\"800\" height=\"562\">\u003cfigcaption class=\"wp-caption-text\">A student at Blake Manor Elementary School in Manor, Texas, works on a Lego Robotics program during a morning meeting of the school’s robotics club. The Manor Independent School District is trying to increase play opportunities for students by using Lego Robotics. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">As children recover from the isolation of the Covid-19 pandemic, active, playful learning is more important than ever because it strengthens social and emotional skills, said Hinton in Oklahoma City. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This isn’t just about play. This is about building relationships, and social-emotional learning,” Hinton said. “Sometimes when an adult is losing their mind about something, I think: I wonder what your play behaviors were like as a child?” It helps, she clarifies, if children have already experienced losing in a cooperative setting — whether at Monopoly, Hi Ho! Cherry-O or another game. “How you handle that, it says a lot about where you are in your social emotional development,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In O’Brien’s classroom in Oklahoma City, there are no desks. Instead, students sit at round tables or on a rug in front of the whiteboard, depending on the activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, the class learned about static electricity. O’Brien set up stations with different items — balloons, tissue, paper — to show the kids how static electricity works. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I asked them to figure out how they could make these different materials move without directly touching them,” O’Brien said. After that, she led a discussion on what the students discovered and presented them with some technical, scientific terms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year is O’Brien’s first back at Shidler Elementary. She left the district in 2021 to get a master’s degree in early childhood education and work at a private preschool in Colorado that uses the \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/19/parenting/reggio-emilia-preschool.html\">\u003cspan style=\"font-weight: 400\">Reggio Emilia approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to teaching, an approach born in Italy that encompasses significant play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other play-based programs, Reggio Emilia is most often seen in private and affluent preschool classrooms. When O’Brien made the decision to return to Shidler Elementary, she was partly on a mission to bring play-based learning to a public setting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not something that should just be for the elite, and I think all children can benefit from learning this way,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/in-elementary-classrooms-demand-grows-for-play-based-learning/\">play-based learning\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Reporter newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Jackie Mader contributed reporting to this story.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Correction: This story has been updated to note that Manor ISD in Texas is using LEGO Education products.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">OKLAHOMA CITY — Two third-graders sat on the floor of their classroom and lined up a row of dominoes along the edge of a low-lying table. They positioned themselves at each end of the row of rectangles, leaned in, and blew. The dominoes tumbled forward, crashing into each other. The girls flung their heads back and laughed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another part of the room, two students spontaneously connected a set of wooden orbs to sticks to mimic planets circling a sun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a solar system,” one of the students said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third-graders in Crystal O’Brien’s class darted from station to station — laughing, arguing, playing. But it wasn’t indoor recess — play is one of the ways students learn every day in O’Brien’s science and social studies class at Shidler Elementary School. Throughout the day, O’Brien weaves free and structured play into her class time. During structured play, O’Brien guides the topic and provides parameters. But during free play, she only asks them to connect something they learned that day to their chosen play activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They are able to choose whatever materials they want to play with in the room, but I encourage them to think about what we’ve been doing in our science block when they’re playing,” O’Brien said. “And sometimes they’ll just naturally do that. They’ll tell me, ‘Look, this is an example of gravity. This is an unbalanced force. This is a chain reaction.’”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While play-based learning remains relatively rare in elementary classrooms, Oklahoma City is among a small number of school districts across the country experimenting with increased play time for children as old as 8 or 9. In Watertown, New York, for example, educators have been teaching through play in pre-K and kindergarten for years, said former Superintendent Patti LaBarr, but the district recently shifted to encouraging play for older elementary students, too. And in Austin, Texas, one school official has started training elementary teachers to use Lego Education products toys as a play-based learning tool during class time.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60270\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60270\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary4-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A third grade student sets the last domino down in a row along the edge of a table while playing in Crystal O’Brien’s classroom at Shidler Elementary School in Oklahoma City. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The growing focus on play in older grades is not always easy, as teachers contend with pressure to meet standardized testing mandates and a lack of support from some administrators. But educators who have turned to play-based learning say the approach is particularly helpful now, as pandemic disruptions have left students with social, emotional and behavioral gaps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be difficult to explain what play-based learning looks like, said Mara Krechevsky, senior researcher at Project Zero, an education research group in Harvard’s Graduate School of Education. Over the past seven years, Krechevsky and her research team have been working on a project called the \u003c/span>\u003ca href=\"http://www.pz.harvard.edu/projects/pedagogy-of-play\">\u003cspan style=\"font-weight: 400\">Pedagogy of Play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, studying play-based learning at schools in Boston, Denmark, South Africa and Colombia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through their research, Krechevsky’s group came up with three basic tenets for playful learning: students should be able to help lead their own learning, explore the unknown, and find joy. Under this framework, play time doesn’t have to be the reward for completing work and learning. Play can actually be the work, Krechevsky said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of the impetus for the shift in Oklahoma City comes from Stephanie Hinton, who started overseeing pre-K through second grade at Oklahoma City Public Schools a few years ago. She knew she wanted to encourage hands-on, playful learning as much as possible. The approach worked for her as a teacher, and it’s \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730\">\u003cspan style=\"font-weight: 400\">backed up by research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Shidler Elementary, most students qualify for free and reduced lunch and test scores have \u003c/span>\u003ca href=\"https://oklaschools.com/school/988/\">\u003cspan style=\"font-weight: 400\">historically been low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It’s the kind of school where, typically, it’s difficult to get everyone on board with play-based learning, Hinton said. Despite those challenges, play has begun to catch on in its classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is this push for skill and drill in schools and communities where we’re not passing the test,” Hinton said. It can be easy to think the solution is assigning more schoolwork and sending home more worksheets, Hinton added. That’s because worksheets are black and white — either the student knows the answer to the questions on the assignment or they don’t. But Hinton said regurgitating answers on a piece of paper isn’t a sign of understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not authentic, it’s not true learning,” she said. “And we know from research that when it comes down to it, it hasn’t engaged enough of the brain to make it permanent learning.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60269\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60269\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Crystal O’Brien, center, plays with her third grade students during free play time in her classroom at Shidler Elementary School in Oklahoma City. Free play, which is when O’Brien lets students play any way they want, is a regular part of their class time. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But letting kids learn through play is hard to grasp for educators who have been trained to follow the rules and structure of a traditional school setting, said Peg Drappo, who runs the pre-K program in Watertown City School District in New York. Watertown began to increase its focus on playful learning in 2015, when the district received a federal grant that helped expand play in its pre-K program. In the seven years since, Drappo and the district’s superintendent have been helping teachers of the older grades who approached them about adding play to their own classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when she was an elementary school principal several years ago, Drappo didn’t understand what playful learning was supposed to look like. Now, when she speaks at conferences on play-based learning, she tells a story about visiting a kindergarten classroom when she was a principal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids were all over the place, all over the floor doing things — just like a kindergarten classroom should be. But I did not know this world of pre-K and play, so I said to [the teacher], ‘I’ll come back to your classroom when you’re teaching,’” Drappo said. “Now when I walk into a classroom and it’s loud and a teacher apologizes, I say, ‘Stop apologizing. This is how it’s supposed to sound.’”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60271\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60271\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">A group of third graders in Crystal O’Brien’s class at Shidler Elementary School in Oklahoma City play with toys during a part of class time in which they are allowed to play however they want. At other times of the day, O’Brien guides the students through playful lessons. \u003ccite>(Ariel Gilreath/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Oklahoma, playful learning has support from lawmakers as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before becoming a teacher, Oklahoma state Rep. Jacob Rosecrants, a Democrat, thought all students were taught lessons through play. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I became a teacher back in 2012 and I realized it’s [play] not even accepted anymore as a way to learn, even in the younger grades,” Rosecrants said. “Some schools do it great, but I’m talking about the way that I learned — going outside, playing, discovering — that type of thing was not something that was focused on in any of the public schools I went to [as a teacher].” (Rosecrants left teaching in 2017 when he was elected to represent Norman, Oklahoma in the state house.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a middle school teacher, Rosecrants said, he rebelled against the idea that students should learn via memorization, drills, and worksheets. In 2021, the Oklahoma legislature \u003c/span>\u003ca href=\"http://webserver1.lsb.state.ok.us/cf_pdf/2021-22%20ENR/hB/HB1569%20ENR.PDF\">\u003cspan style=\"font-weight: 400\">passed a law\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that encourages the use of play in pre-K through third grade classrooms. The law, which was written by Rosecrants with bi-partisan assistance, also forbids administrators from prohibiting educators’ use of a play-based approach to teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve had a lot of teachers who asked me to print it out so they can post it in their classroom, because administrators will come in and be like, ‘Hey, we gotta hit this standard, what are you doing?’ And they’re like, ‘Well, we’re hitting this standard, but we’re [doing it] with blocks,’” Rosecrants said. “I want to add a piece to [the law] probably this year … to require training for play-based learning for all administrators in pre-K through third grade.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60273\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60273\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary8-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Educators at Blake Manor Elementary School say that students learn important math and problem-solving skills while they build, code and play with robots. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools are trying to increase play by turning to STEM-focused activities, like building robots with Lego Education products. Manor Independent School District, a district of about 9,000 students just east of Austin, Texas, launched a robotics program around a decade ago, in an attempt to bring more playful learning to students in the early years of elementary school. For several years, robotics was mostly confined to an after-school program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jacob Luevano, the innovative teaching strategist at Manor ISD, said he has been working to train teachers to integrate robotics into their classrooms. “I think now more than ever, we need [playful learning] in the classrooms,” Luevano said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, Luevano has had more success in getting robotics activities introduced to classrooms in kindergarten through second grade than in upper elementary, which he attributes, in part, to the pressure of standardized testing that starts in third grade. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60272\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60272\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gilreath-Play-Elementary7-800x562.jpg\" alt=\"\" width=\"800\" height=\"562\">\u003cfigcaption class=\"wp-caption-text\">A student at Blake Manor Elementary School in Manor, Texas, works on a Lego Robotics program during a morning meeting of the school’s robotics club. The Manor Independent School District is trying to increase play opportunities for students by using Lego Robotics. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">As children recover from the isolation of the Covid-19 pandemic, active, playful learning is more important than ever because it strengthens social and emotional skills, said Hinton in Oklahoma City. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This isn’t just about play. This is about building relationships, and social-emotional learning,” Hinton said. “Sometimes when an adult is losing their mind about something, I think: I wonder what your play behaviors were like as a child?” It helps, she clarifies, if children have already experienced losing in a cooperative setting — whether at Monopoly, Hi Ho! Cherry-O or another game. “How you handle that, it says a lot about where you are in your social emotional development,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In O’Brien’s classroom in Oklahoma City, there are no desks. Instead, students sit at round tables or on a rug in front of the whiteboard, depending on the activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, the class learned about static electricity. O’Brien set up stations with different items — balloons, tissue, paper — to show the kids how static electricity works. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I asked them to figure out how they could make these different materials move without directly touching them,” O’Brien said. After that, she led a discussion on what the students discovered and presented them with some technical, scientific terms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year is O’Brien’s first back at Shidler Elementary. She left the district in 2021 to get a master’s degree in early childhood education and work at a private preschool in Colorado that uses the \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/19/parenting/reggio-emilia-preschool.html\">\u003cspan style=\"font-weight: 400\">Reggio Emilia approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to teaching, an approach born in Italy that encompasses significant play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like other play-based programs, Reggio Emilia is most often seen in private and affluent preschool classrooms. When O’Brien made the decision to return to Shidler Elementary, she was partly on a mission to bring play-based learning to a public setting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not something that should just be for the elite, and I think all children can benefit from learning this way,” O’Brien said.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/in-elementary-classrooms-demand-grows-for-play-based-learning/\">play-based learning\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger Reporter newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Jackie Mader contributed reporting to this story.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Correction: This story has been updated to note that Manor ISD in Texas is using LEGO Education products.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">SEATTLE — On a bright October morning, two dozen 4- and 5-year-olds were scattered around a classroom at Impact Salish Sea Elementary in south Seattle, enthralled by plastic food, dolls, blocks and clay. In the center of the room, four children buzzed around a wooden play kitchen, mixing various pretend food items in pots and pans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m making chocolate cupcakes,” proclaimed Rosa, age 5. A few feet away, Jordyn, 4, was carefully washing plastic dishes in a bright red sink filled with water, before drying them off with a blue towel. When their teacher, Shareece DeLeon, took a seat at a pint-sized table in the middle of the kitchen, the children paused and turned to look. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our customer is here!” one student proclaimed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With challenging elementary standards and kindergarten readiness assessments looming, some may question whether educators should be spending so much time on play. But child development experts agree that this type of playful activity is exactly what young students should be doing every day — now more than ever since young children lost crucial opportunities to play and build social and pre-academic skills during the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play is uniquely imperative for young children given that the parts of the brain that are most developed in the earliest years are those that respond to play and activity, experts say. Young children have shown \u003c/span>\u003ca href=\"https://parentingscience.com/benefits-of-play/\">\u003cspan style=\"font-weight: 400\">improved language skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, math skills and problem-solving skills after playing. Certain types of \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12695\">\u003cspan style=\"font-weight: 400\">imaginative play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to improve perseverance. When children play, their brains release \u003c/span>\u003ca href=\"https://www.primalplay.com/blog/play-and-the-feel-good-hormones\">\u003cspan style=\"font-weight: 400\">chemicals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that can impact memory, motivation, attention and mood, and help regulate emotions and support social skills. Play is so powerful, there is evidence that it can \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">close achievement gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between children ages three to six.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t have to see it as a choice between play or academics, play should be academics for preschoolers,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Alissa Mwenelupembe, the senior director for early learning program accreditation at the National Association for the Education of Young Children (NAEYC)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does that look like? Experts and educators \u003c/span>\u003cspan style=\"font-weight: 400\">generally agree on \u003c/span>\u003ca href=\"https://www.naeyc.org/our-work/families/five-essentials-meaningful-play\">\u003cspan style=\"font-weight: 400\">a few main principles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when it comes to quality play for young kids: It should be a defining feature of the day and not just a brief diversion, like recess; there should be some element of choice — allowing kids to pick an activity and decide how to pursue it; it should be enjoyable and spontaneous; and in most cases, a supportive adult should provide at least some guidance and help reinforce academic and social emotional concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond those tenets, what learning through play looks like on the ground — or playground, as the case may be — can vary greatly based on a program’s approach or philosophy. Play in early ed settings is more deliberate and nuanced — not to mention important — than the casual observer realizes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “When you’re actually really being intentional with how they’re going to play, they do pick up a lot more and they understand a lot more,” said DeLeon. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60263\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60263\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK2-800x533.jpg\" alt=\"A teacher accepts plastic food items from one of her students.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Shareece DeLeon, a teacher at Impact Public School’s Salish Sea Elementary, accepts plastic food items from one of her students during a 90-minute block of play time. \u003ccite>(Jackie Mader/The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Impact Salish Sea Elementary, one of three elementary charter schools in the Seattle area run by Impact Public Schools, educators focus on “imaginary play,” like pretending to run a restaurant or hospital, as a tool to teach young children self-regulation and cognitive skills. The approach is partially inspired by Russian developmental psychologist Lev Vygotsky, who saw \u003c/span>\u003ca href=\"https://www.child-encyclopedia.com/play-based-learning/according-experts/role-make-believe-play-development-self-regulation\">\u003cspan style=\"font-weight: 400\">imaginative play as a critical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support a child’s development. This differs from “immature play,” where children “don’t interact with each other and flit from thing to thing,” said Deborah Leong, co-founder and president of Tools of the Mind, the organization behind the curriculum used by Impact and \u003c/span>\u003ca href=\"https://toolsofthemind.org/learn/locations-alignments/\">\u003cspan style=\"font-weight: 400\">dozens of other school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> districts and charter schools nationwide.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers act as “play mentors” to help children develop and create a scenario, build props, and plan out their play. Classrooms embrace themes — like grocery store or home — and transform their space accordingly. Children have around 90 minutes each day for this play time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This daily experience ultimately supports the development of “mature” play, where children are able to stay in pretend roles for a longer period of time, Leong said. “It’s the foundation for being able to imagine a world that’s different from what you’re living in,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60266\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60266\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK5-800x533.jpg\" alt=\"The front of a school building with bricks and windows. The school name, Impact, is written above the double door entrance.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Impact Salish Sea Elementary, in south Seattle, is one of three charter schools run by Impact Public Schools. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just a few weeks into the school year, the students at Impact Salish Sea were still learning the routines of their transitional kindergarten classroom, a year meant to prepare 4- and 5-year-olds for kindergarten. Play period began one mid-October morning with students picking a colorful clothespin from a board and affixing it to their shirt. The different colors of the clothespins corresponded to various play centers in the classroom. As children fanned out across the room, the classroom’s two teachers circulated. They stopped to watch various students, asking questions about their play, and encouraging them to count as they used blocks to build rocket ships or problem solve when the water in the sink became too cold. When a young charge approached DeLeon after the doll she wanted was taken by another student, DeLeon encouraged her to go talk to her peer and try to work it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While such classrooms can look different from traditional elementary classrooms, and even appear chaotic at times, students are indeed learning how to interact with their peers and solidifying early math, science and literacy skills. “It’s not just play for play’s sake,” said Lauren Ellis, senior director of programs at Impact Public Schools, though free play is also important, she added. Students at Impact also receive nearly an hour of recess a day, play games throughout the day and have a block of free play near the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having frequent opportunities to play is something experts with NAEYC look for when assessing the quality of preschools. Regardless of the school’s curriculum or approach, NAEYC evaluators want children to be engaged in play and have some choice about their activities for a “substantial” part of the day, said Mwenelupembe.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One sign of quality play is when children are interacting with materials and peers, she added. Teachers should be asking questions that “stretch” emerging knowledge, and helping children navigate conflicts. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60264\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60264\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK3-800x533.jpg\" alt=\"Two children play with blocks and other tools during a morning play session at Impact Salish Sea Elementary.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students at Impact Salish Sea Elementary play during a long, morning play session. The school uses a curriculum by Tools of the Mind that emphasizes imaginative play. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play can be seen as a spectrum, ranging from direct, teacher-led instruction on one end, to free play on the other, said Kathy Hirsh-Pasek, a professor of psychology at Temple University and senior fellow at the Brookings Institution. While there are benefits to other types of play, the sweet spot for classrooms is in the middle at “guided play,” she added, where children play with a learning goal in mind and educators provide gentle guidance. That does not, however, include activities that some teachers may view as play, she added, like making letters out of Play-Doh. “That is direct instruction in play clothes,” she said, since children are being told exactly what to do with their materials.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet some play advocates lean more toward a form of free play that includes no adult-directed learning goal or teacher direction. AnjiPlay, a philosophy that originated in the Zhejiang Province of China about 20 years ago and has pilot programs around the world, provides children with at least two hours of uninterrupted outdoor play each day using materials like \u003c/span>\u003ca href=\"http://www.anjiplay.com/materials\">\u003cspan style=\"font-weight: 400\">ladders, barrels and climbing cubes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children have additional play time inside, read daily and spend time reflecting on their play through drawings and discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal, as stated on the organization’s website, is to enable “\u003c/span>\u003ca href=\"http://www.anjiplay.com/rights\">\u003cspan style=\"font-weight: 400\">deep and uninterrupted engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” in a chosen play activity. While teachers are on hand, they do not steer or guide students at all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Children make the distinction between play that belongs to them, and play that is coming from somebody else,” said Jesse Coffino, CEO of Anji Education, Inc. and chair of the True Play Foundation. “I don’t see guided play as play,” he said. “There’s specific learning outcomes that an adult has decided are important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of child-led, free play is beneficial and all too often lacking, said Doris Bergen, a distinguished professor emeritus at Miami University of Ohio’s Department of Educational Psychology whose research has focused on child development and play. Bergen finds it worrisome when “children have too much structured time when they’re young,” adding that they should be permitted to make up their own rules and pursue their own interests at least part of the time. “They need to have some control, and some time where they are deciding what to do … and where to be, and what to use.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60261\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60261\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK6-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Experts say providing ample time for play is even more important now than ever, helping to mitigate the impact of the pandemic on young children, many of whom missed out on opportunities to play and build relationships with their peers. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The obstacles to introducing more play opportunities can be formidable: \u003c/span>\u003ca href=\"https://slate.com/human-interest/2014/11/teaching-pre-k-higher-standards-not-enough-training-and-the-importance-of-purposeful-play.html\">\u003cspan style=\"font-weight: 400\">Rigorous\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> academic concepts are \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/307895775_Pulling_preK_1_into_a_K-12_orbit_the_evolution_of_preK_in_the_age_of_standards\">\u003cspan style=\"font-weight: 400\">sliding down\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the preschool years as kids are prepped for more challenging early elementary grades. In addition, research shows teachers may not have support for play-based learning from some school \u003c/span>\u003ca href=\"https://www.naeyc.org/resources/blog/academics-vs-play\">\u003cspan style=\"font-weight: 400\">principals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who don’t understand that young children learn most readily through play, or teachers may get \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/1350293X.2019.1678717?src=recsys\">\u003cspan style=\"font-weight: 400\">pushback from parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who fear children won’t be prepared for kindergarten. Play and free-choice time can be even more restricted in classrooms that serve \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200609000726?via%3Dihub\">\u003cspan style=\"font-weight: 400\">high rates of low-income, Black or Hispanic children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, research shows. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the constraints many teachers are under when introducing or \u003c/span>\u003ca href=\"https://thechart.blogs.cnn.com/2012/01/04/playtime-for-preschoolers-essential-study-says/\">\u003cspan style=\"font-weight: 400\">expanding play time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, some experts try not to get consumed in debates over approach. Instead, they say, they advise educators to get going however they can. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any amount of play someone brings, we should be celebrating it,” said Sally Haughey, a former early childhood educator who taught in public and private settings for nearly 20 years before founding an organization that trains educators in play-based learning. Teachers who want to include more play can start simply by adding some student-led play time in their day, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Start with what’s freely chosen and just keep expanding it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if teachers have a strict curriculum to teach, it’s possible to infuse more play, said Temple’s Hirsh-Pasek. “It’s redoing the mindset of how you teach the curriculum,” she added, like swapping out a worksheet about numbers with a physical activity where kids can jump, run and compare distances to learn about counting, adding and subtracting. More training and support could help. “It’s imperative that we start putting it in teacher preparation right now,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amber Unger, a pre-K teacher in Milwaukee who has been teaching for 14 years, encourages teachers to look at their schedules to find a few minutes a day to add or expand free-choice play. If teachers typically start the day with desk work, for example, she suggests swapping that out with play time, even just once a week to start. Unger’s efforts are supported by her district, which has embraced a play-based approach to pre-K, but she knows other teachers who don’t have that support. “We all have different situations,” she said. “You just need to do the best you can with the knowledge and experience you have.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60262\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60262\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK1-800x533.jpg\" alt=\"A 4-year-old child washes dishes as part of a classroom activity.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Jordyn, 4, washes dishes during a unit about the home in one of Impact Salish Sea’s transitional kindergarten, or TK, class. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unger, who also runs a \u003c/span>\u003ca href=\"https://creamcityteacher.com/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which helps teachers incorporate play-based learning strategies, slots a “play workshop” into her longest, uninterrupted block of time each day. During that time, children are free to play at 17 different centers around her classroom. Over the past few years, she has increased the amount of play in her room by looking for opportunities to make moments “playful” during the day: encouraging students to pretend to be butterflies while walking down the hallway or using playful activities to reinforce skills taught during brief periods of direct instruction, like making patterns out of shells and corks. “Play is the vehicle to make that happen,” she said. “I 100 percent, confidently believe that play allows our students to practice what we are teaching them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Unger said it’s taken years of research and practice to nurture her approach to play-based learning, and she is still learning and finding what works best for her students. “I definitely see more opportunities for play than what I did five years ago,” she said. “I was so hung up on doing play ‘right’ … There isn’t a right way and a wrong way to do play.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/the-complex-world-of-pre-k-play/\">learning through play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation. Sign up for \u003ca href=\"https://hechingerreport.org/earlychildhood/\">Hechinger Report newsletters\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Correction: This article has been updated to reflect Lauren Ellis’ job title.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">SEATTLE — On a bright October morning, two dozen 4- and 5-year-olds were scattered around a classroom at Impact Salish Sea Elementary in south Seattle, enthralled by plastic food, dolls, blocks and clay. In the center of the room, four children buzzed around a wooden play kitchen, mixing various pretend food items in pots and pans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m making chocolate cupcakes,” proclaimed Rosa, age 5. A few feet away, Jordyn, 4, was carefully washing plastic dishes in a bright red sink filled with water, before drying them off with a blue towel. When their teacher, Shareece DeLeon, took a seat at a pint-sized table in the middle of the kitchen, the children paused and turned to look. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our customer is here!” one student proclaimed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With challenging elementary standards and kindergarten readiness assessments looming, some may question whether educators should be spending so much time on play. But child development experts agree that this type of playful activity is exactly what young students should be doing every day — now more than ever since young children lost crucial opportunities to play and build social and pre-academic skills during the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play is uniquely imperative for young children given that the parts of the brain that are most developed in the earliest years are those that respond to play and activity, experts say. Young children have shown \u003c/span>\u003ca href=\"https://parentingscience.com/benefits-of-play/\">\u003cspan style=\"font-weight: 400\">improved language skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, math skills and problem-solving skills after playing. Certain types of \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12695\">\u003cspan style=\"font-weight: 400\">imaginative play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to improve perseverance. When children play, their brains release \u003c/span>\u003ca href=\"https://www.primalplay.com/blog/play-and-the-feel-good-hormones\">\u003cspan style=\"font-weight: 400\">chemicals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that can impact memory, motivation, attention and mood, and help regulate emotions and support social skills. Play is so powerful, there is evidence that it can \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">close achievement gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between children ages three to six.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t have to see it as a choice between play or academics, play should be academics for preschoolers,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Alissa Mwenelupembe, the senior director for early learning program accreditation at the National Association for the Education of Young Children (NAEYC)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does that look like? Experts and educators \u003c/span>\u003cspan style=\"font-weight: 400\">generally agree on \u003c/span>\u003ca href=\"https://www.naeyc.org/our-work/families/five-essentials-meaningful-play\">\u003cspan style=\"font-weight: 400\">a few main principles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when it comes to quality play for young kids: It should be a defining feature of the day and not just a brief diversion, like recess; there should be some element of choice — allowing kids to pick an activity and decide how to pursue it; it should be enjoyable and spontaneous; and in most cases, a supportive adult should provide at least some guidance and help reinforce academic and social emotional concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond those tenets, what learning through play looks like on the ground — or playground, as the case may be — can vary greatly based on a program’s approach or philosophy. Play in early ed settings is more deliberate and nuanced — not to mention important — than the casual observer realizes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “When you’re actually really being intentional with how they’re going to play, they do pick up a lot more and they understand a lot more,” said DeLeon. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60263\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60263\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK2-800x533.jpg\" alt=\"A teacher accepts plastic food items from one of her students.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Shareece DeLeon, a teacher at Impact Public School’s Salish Sea Elementary, accepts plastic food items from one of her students during a 90-minute block of play time. \u003ccite>(Jackie Mader/The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Impact Salish Sea Elementary, one of three elementary charter schools in the Seattle area run by Impact Public Schools, educators focus on “imaginary play,” like pretending to run a restaurant or hospital, as a tool to teach young children self-regulation and cognitive skills. The approach is partially inspired by Russian developmental psychologist Lev Vygotsky, who saw \u003c/span>\u003ca href=\"https://www.child-encyclopedia.com/play-based-learning/according-experts/role-make-believe-play-development-self-regulation\">\u003cspan style=\"font-weight: 400\">imaginative play as a critical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support a child’s development. This differs from “immature play,” where children “don’t interact with each other and flit from thing to thing,” said Deborah Leong, co-founder and president of Tools of the Mind, the organization behind the curriculum used by Impact and \u003c/span>\u003ca href=\"https://toolsofthemind.org/learn/locations-alignments/\">\u003cspan style=\"font-weight: 400\">dozens of other school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> districts and charter schools nationwide.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers act as “play mentors” to help children develop and create a scenario, build props, and plan out their play. Classrooms embrace themes — like grocery store or home — and transform their space accordingly. Children have around 90 minutes each day for this play time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This daily experience ultimately supports the development of “mature” play, where children are able to stay in pretend roles for a longer period of time, Leong said. “It’s the foundation for being able to imagine a world that’s different from what you’re living in,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60266\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60266\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK5-800x533.jpg\" alt=\"The front of a school building with bricks and windows. The school name, Impact, is written above the double door entrance.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Impact Salish Sea Elementary, in south Seattle, is one of three charter schools run by Impact Public Schools. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just a few weeks into the school year, the students at Impact Salish Sea were still learning the routines of their transitional kindergarten classroom, a year meant to prepare 4- and 5-year-olds for kindergarten. Play period began one mid-October morning with students picking a colorful clothespin from a board and affixing it to their shirt. The different colors of the clothespins corresponded to various play centers in the classroom. As children fanned out across the room, the classroom’s two teachers circulated. They stopped to watch various students, asking questions about their play, and encouraging them to count as they used blocks to build rocket ships or problem solve when the water in the sink became too cold. When a young charge approached DeLeon after the doll she wanted was taken by another student, DeLeon encouraged her to go talk to her peer and try to work it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While such classrooms can look different from traditional elementary classrooms, and even appear chaotic at times, students are indeed learning how to interact with their peers and solidifying early math, science and literacy skills. “It’s not just play for play’s sake,” said Lauren Ellis, senior director of programs at Impact Public Schools, though free play is also important, she added. Students at Impact also receive nearly an hour of recess a day, play games throughout the day and have a block of free play near the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having frequent opportunities to play is something experts with NAEYC look for when assessing the quality of preschools. Regardless of the school’s curriculum or approach, NAEYC evaluators want children to be engaged in play and have some choice about their activities for a “substantial” part of the day, said Mwenelupembe.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One sign of quality play is when children are interacting with materials and peers, she added. Teachers should be asking questions that “stretch” emerging knowledge, and helping children navigate conflicts. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60264\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60264\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK3-800x533.jpg\" alt=\"Two children play with blocks and other tools during a morning play session at Impact Salish Sea Elementary.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students at Impact Salish Sea Elementary play during a long, morning play session. The school uses a curriculum by Tools of the Mind that emphasizes imaginative play. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play can be seen as a spectrum, ranging from direct, teacher-led instruction on one end, to free play on the other, said Kathy Hirsh-Pasek, a professor of psychology at Temple University and senior fellow at the Brookings Institution. While there are benefits to other types of play, the sweet spot for classrooms is in the middle at “guided play,” she added, where children play with a learning goal in mind and educators provide gentle guidance. That does not, however, include activities that some teachers may view as play, she added, like making letters out of Play-Doh. “That is direct instruction in play clothes,” she said, since children are being told exactly what to do with their materials.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet some play advocates lean more toward a form of free play that includes no adult-directed learning goal or teacher direction. AnjiPlay, a philosophy that originated in the Zhejiang Province of China about 20 years ago and has pilot programs around the world, provides children with at least two hours of uninterrupted outdoor play each day using materials like \u003c/span>\u003ca href=\"http://www.anjiplay.com/materials\">\u003cspan style=\"font-weight: 400\">ladders, barrels and climbing cubes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children have additional play time inside, read daily and spend time reflecting on their play through drawings and discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal, as stated on the organization’s website, is to enable “\u003c/span>\u003ca href=\"http://www.anjiplay.com/rights\">\u003cspan style=\"font-weight: 400\">deep and uninterrupted engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” in a chosen play activity. While teachers are on hand, they do not steer or guide students at all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Children make the distinction between play that belongs to them, and play that is coming from somebody else,” said Jesse Coffino, CEO of Anji Education, Inc. and chair of the True Play Foundation. “I don’t see guided play as play,” he said. “There’s specific learning outcomes that an adult has decided are important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of child-led, free play is beneficial and all too often lacking, said Doris Bergen, a distinguished professor emeritus at Miami University of Ohio’s Department of Educational Psychology whose research has focused on child development and play. Bergen finds it worrisome when “children have too much structured time when they’re young,” adding that they should be permitted to make up their own rules and pursue their own interests at least part of the time. “They need to have some control, and some time where they are deciding what to do … and where to be, and what to use.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60261\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60261\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK6-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Experts say providing ample time for play is even more important now than ever, helping to mitigate the impact of the pandemic on young children, many of whom missed out on opportunities to play and build relationships with their peers. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The obstacles to introducing more play opportunities can be formidable: \u003c/span>\u003ca href=\"https://slate.com/human-interest/2014/11/teaching-pre-k-higher-standards-not-enough-training-and-the-importance-of-purposeful-play.html\">\u003cspan style=\"font-weight: 400\">Rigorous\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> academic concepts are \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/307895775_Pulling_preK_1_into_a_K-12_orbit_the_evolution_of_preK_in_the_age_of_standards\">\u003cspan style=\"font-weight: 400\">sliding down\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the preschool years as kids are prepped for more challenging early elementary grades. In addition, research shows teachers may not have support for play-based learning from some school \u003c/span>\u003ca href=\"https://www.naeyc.org/resources/blog/academics-vs-play\">\u003cspan style=\"font-weight: 400\">principals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who don’t understand that young children learn most readily through play, or teachers may get \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/1350293X.2019.1678717?src=recsys\">\u003cspan style=\"font-weight: 400\">pushback from parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who fear children won’t be prepared for kindergarten. Play and free-choice time can be even more restricted in classrooms that serve \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200609000726?via%3Dihub\">\u003cspan style=\"font-weight: 400\">high rates of low-income, Black or Hispanic children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, research shows. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the constraints many teachers are under when introducing or \u003c/span>\u003ca href=\"https://thechart.blogs.cnn.com/2012/01/04/playtime-for-preschoolers-essential-study-says/\">\u003cspan style=\"font-weight: 400\">expanding play time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, some experts try not to get consumed in debates over approach. Instead, they say, they advise educators to get going however they can. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any amount of play someone brings, we should be celebrating it,” said Sally Haughey, a former early childhood educator who taught in public and private settings for nearly 20 years before founding an organization that trains educators in play-based learning. Teachers who want to include more play can start simply by adding some student-led play time in their day, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Start with what’s freely chosen and just keep expanding it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if teachers have a strict curriculum to teach, it’s possible to infuse more play, said Temple’s Hirsh-Pasek. “It’s redoing the mindset of how you teach the curriculum,” she added, like swapping out a worksheet about numbers with a physical activity where kids can jump, run and compare distances to learn about counting, adding and subtracting. More training and support could help. “It’s imperative that we start putting it in teacher preparation right now,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amber Unger, a pre-K teacher in Milwaukee who has been teaching for 14 years, encourages teachers to look at their schedules to find a few minutes a day to add or expand free-choice play. If teachers typically start the day with desk work, for example, she suggests swapping that out with play time, even just once a week to start. Unger’s efforts are supported by her district, which has embraced a play-based approach to pre-K, but she knows other teachers who don’t have that support. “We all have different situations,” she said. “You just need to do the best you can with the knowledge and experience you have.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60262\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-60262\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK1-800x533.jpg\" alt=\"A 4-year-old child washes dishes as part of a classroom activity.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Jordyn, 4, washes dishes during a unit about the home in one of Impact Salish Sea’s transitional kindergarten, or TK, class. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unger, who also runs a \u003c/span>\u003ca href=\"https://creamcityteacher.com/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which helps teachers incorporate play-based learning strategies, slots a “play workshop” into her longest, uninterrupted block of time each day. During that time, children are free to play at 17 different centers around her classroom. Over the past few years, she has increased the amount of play in her room by looking for opportunities to make moments “playful” during the day: encouraging students to pretend to be butterflies while walking down the hallway or using playful activities to reinforce skills taught during brief periods of direct instruction, like making patterns out of shells and corks. “Play is the vehicle to make that happen,” she said. “I 100 percent, confidently believe that play allows our students to practice what we are teaching them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Unger said it’s taken years of research and practice to nurture her approach to play-based learning, and she is still learning and finding what works best for her students. “I definitely see more opportunities for play than what I did five years ago,” she said. “I was so hung up on doing play ‘right’ … There isn’t a right way and a wrong way to do play.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/the-complex-world-of-pre-k-play/\">learning through play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation. Sign up for \u003ca href=\"https://hechingerreport.org/earlychildhood/\">Hechinger Report newsletters\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Correction: This article has been updated to reflect Lauren Ellis’ job title.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Want resilient and well-adjusted kids? Let them play",
"title": "Want resilient and well-adjusted kids? Let them play",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In 1966, when psychiatrist Dr. Stuart Brown was assigned to a commission to investigate what led University of Texas student Charles Whitman to kill 12 people in one of the country’s first mass shootings, Brown and his colleagues considered many different aspects of Whitman’s background. The student had access to firearms at home; he had witnessed abuse while growing up; and he had a difficult relationship with his father.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Brown was struck by one other factor that came up in the \u003c/span>\u003ca href=\"https://www.playcore.com/news/rough-and-tumble-play-is-it-necessary-part-2\">\u003cspan style=\"font-weight: 400\">commission’s discussions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Whitman had experienced play deprivation, or an “almost complete suppression of normal play behavior,” as the commission put it, while growing up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That finding motivated Brown to ask more questions about play and its role in healthy human development. In the years after the shooting, he and a team of researchers interviewed men who were incarcerated in the Texas Huntsville Prison for homicide. When the researchers compared information about the inmates’ childhoods with a population outside the prison, they found that the comparison group could provide abundant examples of free play in childhood, while the group inside prison largely \u003c/span>\u003ca href=\"https://www.playcore.com/news/rough-and-tumble-play-is-it-necessary-part-2\">\u003cspan style=\"font-weight: 400\">could not\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The parallelism between their play deficiencies, and the objective problems in forming trusting social bonds with others seems very significant,” concluded Brown in a 2018 article. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While such play deficiencies did not on their own cause the men to commit homicide, they significantly shaped their well-being and development, Brown said in an interview with The Hechinger Report this summer. “The adaptive tolerance and empathy toward others that is learned in early preschool through rough and tumble play is really a fundamental part of our having tolerance for people who are different than we are,” Brown said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now 89, Brown is the founder and past president of the National Institute for Play, and has spent much of his life studying play’s importance. While he cautions against drawing conclusions about outcomes for children who experience a lack of play, he said his findings in numerous studies since the Texas tragedy all underscore the fact that human beings – and, in fact, all mammals – have an innate need to engage in playful activities as a part of healthy development. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The presence or absence of play, particularly in child development, has a great deal to do with competency, resiliency, emotional health [and] brain size,” Brown said. Play is “not frivolous and not just for kids, but something that is an inherent part of human nature.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, numerous researchers have found play is a natural and critical part of child development. This year, The Hechinger Report embarked on a reporting project to look at the often overlooked yet deeply consequential role of play in child development — and at the small but growing movement to bring play back into classrooms across the country. Our team of reporters found that although play is natural for children, opportunities to play in a school setting, and even outside of it, can be minimal and uneven and many obstacles stand in the way of increasing and improving play time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts say adults, including parents and educators, need more support and encouragement to maximize the benefits of play, but face many obstacles in doing so. At the school level, it can be challenging to get a buy-in for more play time from stressed-out administrators and educators who are dealing with state testing pressures. Adults working in classrooms with younger children find that it takes planning and careful thought to design play environments and experiences that allow children to reap the benefits of play. And parents must be convinced that free time to play can be as important as organized activities and lessons. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the country emerges from a pandemic during which children spent more time \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">\u003cspan style=\"font-weight: 400\">in front of screens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8393419/\">\u003cspan style=\"font-weight: 400\">missing crucial play opportunities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the stakes are high. Thoughtful efforts to reintegrate play into daily routines can be crucial for children’s emotional, social, and academic health and progress. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60258\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60258\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-Research-2-800x534.jpeg\" alt=\"\" width=\"800\" height=\"534\">\u003cfigcaption class=\"wp-caption-text\">Children play at a Milwaukee child care center. Research shows when children play, there is also a release of chemicals in the brain that can support social skills and impact memory and attention. \u003ccite>(Camilla Forte/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play should not be seen as tangential to learning, experts say, but should be viewed instead as the natural way young children learn. “The parts of the brain that are most developed in the early years are the ones that respond to active experiences,” said Dee Ray, a professor of early childhood education and director of the Center for Play Therapy at the University of North Texas College of Education. In contrast, the parts of the brain that allow children to learn by listening to a lecture or watching a video are developed later, she added. “The brain is structured to learn from experience first, and then learn through all the other means that we usually use [to teach],” she said. “Play is essential to education. Play is education for children.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children play with dolls, for example, they can test out different scenarios for responding to a crying baby, including holding the doll or feeding the doll, Dee added. They create new neural networks and gain new understanding. This “pretend play” is a critical way children explore their environment and learn about the world, said Doris Bergen, a professor at Miami University of Ohio’s Department of Educational Psychology whose research has focused on child development and play. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research shows that when mammals play, their \u003c/span>\u003ca href=\"https://www.nifplay.org/what-is-play/biological-drive-to-play/#evolved\">\u003cspan style=\"font-weight: 400\">brains are activated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a way that can \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2014/08/06/336361277/scientists-say-childs-play-helps-build-a-better-brain\">\u003cspan style=\"font-weight: 400\">change neuron connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the prefrontal cortex, which impact emotional regulation and problem-solving. Play can also release \u003c/span>\u003ca href=\"https://www.primalplay.com/blog/play-and-the-feel-good-hormones\">\u003cspan style=\"font-weight: 400\">chemicals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the brain, including oxytocin (which helps regulate emotions and supports social skills) and \u003c/span>\u003ca href=\"https://my.clevelandclinic.org/health/articles/22581-dopamine\">\u003cspan style=\"font-weight: 400\">dopamine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a neurotransmitter that impacts memory, motivation, attention and mood). Kids are “flooded, a lot of times in play, with positive emotions,” Dee said. Play is so powerful that it is often used as a form of therapy for children who deal with anxiety or trauma.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even as children move up through the early grades, research shows play can continue to have an impact. \u003c/span>\u003ca href=\"https://childrenatrisk.org/wp-content/uploads/2019/03/2018-CHILDREN-AT-RISK-Texas-Recess-Report.pdf\">\u003cspan style=\"font-weight: 400\">Elementary principals\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">have reported that recess, for example, has a \u003c/span>\u003ca href=\"https://hechingerreport.org/is-recess-a-right-or-a-privilege/\">\u003cspan style=\"font-weight: 400\">positive impact\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on academic performance and that students are more focused afterward. Play is considered to be integral to the academic environment for both social-emotional and academic development, according to the \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/119/1/182/70699/The-Importance-of-Play-in-Promoting-Healthy-Child\">\u003cspan style=\"font-weight: 400\">American Academy of Pediatrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have largely relied on experiments with animals to hone in on play’s impact on the brain. A \u003c/span>\u003ca href=\"https://parentingscience.com/benefits-of-play/\">\u003cspan style=\"font-weight: 400\">2003\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> study of rats’ brains found that rats raised in a playful, stimulating environment had higher levels of a protein that grows and maintains brain cells than rats raised in a solitary, boring environment. Other studies have shown that play in young rats impacts the parts of the brain associated with \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2014/08/06/336361277/scientists-say-childs-play-helps-build-a-better-brain\">\u003cspan style=\"font-weight: 400\">social interactions and thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Studies of children have also shown play’s benefits, including \u003c/span>\u003ca href=\"https://parentingscience.com/benefits-of-play/\">\u003cspan style=\"font-weight: 400\">improved language skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, problem solving skills and math skills. Certain types of \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12695\">\u003cspan style=\"font-weight: 400\">imaginative play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to improve perseverance. Play can even be used to \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">close achievement gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between young children, some experts argue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To truly benefit from play, children must be given ample, unstructured play time, said Bergen. That means they should receive at least an hour each day in a safe environment to “create their own enjoyment, their own rules, their own experiences,” she said. This child-led free play time can also help children internalize what they are taught about the world, she added. “Play is one of the main ways that children really consolidate their learning. The way we really make our skills permanent and enriched and highly developed, is often through our play experiences.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts say such play time should not just happen outside of school or at recess, but should be a necessary part of teaching and learning. Supporting the most beneficial play activities, however, can take training and planning. Play should be looked at as a way to learn within schools, said Kathy Hirsh-Pasek, a professor of psychology at Temple University and senior fellow at the Brookings Institution. Hirsh-Pasek sees play as a spectrum of activity, ranging from free play, where “adults should just get out of the way,” to direct instruction, where adults set the agenda.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60259\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60259\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-play-research-3-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Children play a game at a forest school. Experts say unstructured play time is critical for healthy child development. \u003ccite>(Adria Malcolm for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the middle of this spectrum, where children experience “guided play” with a learning goal in mind, that has perhaps the most potential for young children, she added. For instance, to teach engineering concepts, adults might tell children to \u003c/span>\u003ca href=\"https://www.cmu.edu/dietrich/psychology/pdf/klahr/PDFs/Guided%20Play%202016.pdf\">\u003cspan style=\"font-weight: 400\">build a sturdy skyscraper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then ask the children open-ended questions about their efforts. To foster the development of mathematical concepts and skills, adults might draw a number line on the ground, ask children to jump, and then compare their distances. Some research shows children can learn just as much – if not more -- through guided play experiences like these than when they are taught in less active ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An added benefit to increasing play-based learning in classrooms is that active and engaging learning experiences can lead to deeper, more permanent learning, Hirsh-Pasek said. “Where do you find these features: something being active, engaging, meaningful, iterative and joyful? They coalesce under this behavior we call play.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003ca href=\"https://hechingerreport.org/want-resilient-and-well-adjusted-kids-let-them-play/\">benefits of play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation. Sign up for \u003ca href=\"https://hechingerreport.org/earlychildhood/\">Hechinger Report newsletters\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 1966, when psychiatrist Dr. Stuart Brown was assigned to a commission to investigate what led University of Texas student Charles Whitman to kill 12 people in one of the country’s first mass shootings, Brown and his colleagues considered many different aspects of Whitman’s background. The student had access to firearms at home; he had witnessed abuse while growing up; and he had a difficult relationship with his father.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Brown was struck by one other factor that came up in the \u003c/span>\u003ca href=\"https://www.playcore.com/news/rough-and-tumble-play-is-it-necessary-part-2\">\u003cspan style=\"font-weight: 400\">commission’s discussions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Whitman had experienced play deprivation, or an “almost complete suppression of normal play behavior,” as the commission put it, while growing up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That finding motivated Brown to ask more questions about play and its role in healthy human development. In the years after the shooting, he and a team of researchers interviewed men who were incarcerated in the Texas Huntsville Prison for homicide. When the researchers compared information about the inmates’ childhoods with a population outside the prison, they found that the comparison group could provide abundant examples of free play in childhood, while the group inside prison largely \u003c/span>\u003ca href=\"https://www.playcore.com/news/rough-and-tumble-play-is-it-necessary-part-2\">\u003cspan style=\"font-weight: 400\">could not\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The parallelism between their play deficiencies, and the objective problems in forming trusting social bonds with others seems very significant,” concluded Brown in a 2018 article. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While such play deficiencies did not on their own cause the men to commit homicide, they significantly shaped their well-being and development, Brown said in an interview with The Hechinger Report this summer. “The adaptive tolerance and empathy toward others that is learned in early preschool through rough and tumble play is really a fundamental part of our having tolerance for people who are different than we are,” Brown said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now 89, Brown is the founder and past president of the National Institute for Play, and has spent much of his life studying play’s importance. While he cautions against drawing conclusions about outcomes for children who experience a lack of play, he said his findings in numerous studies since the Texas tragedy all underscore the fact that human beings – and, in fact, all mammals – have an innate need to engage in playful activities as a part of healthy development. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The presence or absence of play, particularly in child development, has a great deal to do with competency, resiliency, emotional health [and] brain size,” Brown said. Play is “not frivolous and not just for kids, but something that is an inherent part of human nature.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indeed, numerous researchers have found play is a natural and critical part of child development. This year, The Hechinger Report embarked on a reporting project to look at the often overlooked yet deeply consequential role of play in child development — and at the small but growing movement to bring play back into classrooms across the country. Our team of reporters found that although play is natural for children, opportunities to play in a school setting, and even outside of it, can be minimal and uneven and many obstacles stand in the way of increasing and improving play time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts say adults, including parents and educators, need more support and encouragement to maximize the benefits of play, but face many obstacles in doing so. At the school level, it can be challenging to get a buy-in for more play time from stressed-out administrators and educators who are dealing with state testing pressures. Adults working in classrooms with younger children find that it takes planning and careful thought to design play environments and experiences that allow children to reap the benefits of play. And parents must be convinced that free time to play can be as important as organized activities and lessons. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the country emerges from a pandemic during which children spent more time \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">\u003cspan style=\"font-weight: 400\">in front of screens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8393419/\">\u003cspan style=\"font-weight: 400\">missing crucial play opportunities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the stakes are high. Thoughtful efforts to reintegrate play into daily routines can be crucial for children’s emotional, social, and academic health and progress. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60258\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60258\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-Research-2-800x534.jpeg\" alt=\"\" width=\"800\" height=\"534\">\u003cfigcaption class=\"wp-caption-text\">Children play at a Milwaukee child care center. Research shows when children play, there is also a release of chemicals in the brain that can support social skills and impact memory and attention. \u003ccite>(Camilla Forte/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play should not be seen as tangential to learning, experts say, but should be viewed instead as the natural way young children learn. “The parts of the brain that are most developed in the early years are the ones that respond to active experiences,” said Dee Ray, a professor of early childhood education and director of the Center for Play Therapy at the University of North Texas College of Education. In contrast, the parts of the brain that allow children to learn by listening to a lecture or watching a video are developed later, she added. “The brain is structured to learn from experience first, and then learn through all the other means that we usually use [to teach],” she said. “Play is essential to education. Play is education for children.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children play with dolls, for example, they can test out different scenarios for responding to a crying baby, including holding the doll or feeding the doll, Dee added. They create new neural networks and gain new understanding. This “pretend play” is a critical way children explore their environment and learn about the world, said Doris Bergen, a professor at Miami University of Ohio’s Department of Educational Psychology whose research has focused on child development and play. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research shows that when mammals play, their \u003c/span>\u003ca href=\"https://www.nifplay.org/what-is-play/biological-drive-to-play/#evolved\">\u003cspan style=\"font-weight: 400\">brains are activated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a way that can \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2014/08/06/336361277/scientists-say-childs-play-helps-build-a-better-brain\">\u003cspan style=\"font-weight: 400\">change neuron connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the prefrontal cortex, which impact emotional regulation and problem-solving. Play can also release \u003c/span>\u003ca href=\"https://www.primalplay.com/blog/play-and-the-feel-good-hormones\">\u003cspan style=\"font-weight: 400\">chemicals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the brain, including oxytocin (which helps regulate emotions and supports social skills) and \u003c/span>\u003ca href=\"https://my.clevelandclinic.org/health/articles/22581-dopamine\">\u003cspan style=\"font-weight: 400\">dopamine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (a neurotransmitter that impacts memory, motivation, attention and mood). Kids are “flooded, a lot of times in play, with positive emotions,” Dee said. Play is so powerful that it is often used as a form of therapy for children who deal with anxiety or trauma.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even as children move up through the early grades, research shows play can continue to have an impact. \u003c/span>\u003ca href=\"https://childrenatrisk.org/wp-content/uploads/2019/03/2018-CHILDREN-AT-RISK-Texas-Recess-Report.pdf\">\u003cspan style=\"font-weight: 400\">Elementary principals\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">have reported that recess, for example, has a \u003c/span>\u003ca href=\"https://hechingerreport.org/is-recess-a-right-or-a-privilege/\">\u003cspan style=\"font-weight: 400\">positive impact\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on academic performance and that students are more focused afterward. Play is considered to be integral to the academic environment for both social-emotional and academic development, according to the \u003c/span>\u003ca href=\"https://publications.aap.org/pediatrics/article/119/1/182/70699/The-Importance-of-Play-in-Promoting-Healthy-Child\">\u003cspan style=\"font-weight: 400\">American Academy of Pediatrics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers have largely relied on experiments with animals to hone in on play’s impact on the brain. A \u003c/span>\u003ca href=\"https://parentingscience.com/benefits-of-play/\">\u003cspan style=\"font-weight: 400\">2003\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> study of rats’ brains found that rats raised in a playful, stimulating environment had higher levels of a protein that grows and maintains brain cells than rats raised in a solitary, boring environment. Other studies have shown that play in young rats impacts the parts of the brain associated with \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2014/08/06/336361277/scientists-say-childs-play-helps-build-a-better-brain\">\u003cspan style=\"font-weight: 400\">social interactions and thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Studies of children have also shown play’s benefits, including \u003c/span>\u003ca href=\"https://parentingscience.com/benefits-of-play/\">\u003cspan style=\"font-weight: 400\">improved language skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, problem solving skills and math skills. Certain types of \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12695\">\u003cspan style=\"font-weight: 400\">imaginative play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to improve perseverance. Play can even be used to \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">close achievement gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between young children, some experts argue.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To truly benefit from play, children must be given ample, unstructured play time, said Bergen. That means they should receive at least an hour each day in a safe environment to “create their own enjoyment, their own rules, their own experiences,” she said. This child-led free play time can also help children internalize what they are taught about the world, she added. “Play is one of the main ways that children really consolidate their learning. The way we really make our skills permanent and enriched and highly developed, is often through our play experiences.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts say such play time should not just happen outside of school or at recess, but should be a necessary part of teaching and learning. Supporting the most beneficial play activities, however, can take training and planning. Play should be looked at as a way to learn within schools, said Kathy Hirsh-Pasek, a professor of psychology at Temple University and senior fellow at the Brookings Institution. Hirsh-Pasek sees play as a spectrum of activity, ranging from free play, where “adults should just get out of the way,” to direct instruction, where adults set the agenda.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60259\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60259\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-play-research-3-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Children play a game at a forest school. Experts say unstructured play time is critical for healthy child development. \u003ccite>(Adria Malcolm for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the middle of this spectrum, where children experience “guided play” with a learning goal in mind, that has perhaps the most potential for young children, she added. For instance, to teach engineering concepts, adults might tell children to \u003c/span>\u003ca href=\"https://www.cmu.edu/dietrich/psychology/pdf/klahr/PDFs/Guided%20Play%202016.pdf\">\u003cspan style=\"font-weight: 400\">build a sturdy skyscraper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then ask the children open-ended questions about their efforts. To foster the development of mathematical concepts and skills, adults might draw a number line on the ground, ask children to jump, and then compare their distances. Some research shows children can learn just as much – if not more -- through guided play experiences like these than when they are taught in less active ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An added benefit to increasing play-based learning in classrooms is that active and engaging learning experiences can lead to deeper, more permanent learning, Hirsh-Pasek said. “Where do you find these features: something being active, engaging, meaningful, iterative and joyful? They coalesce under this behavior we call play.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003ca href=\"https://hechingerreport.org/want-resilient-and-well-adjusted-kids-let-them-play/\">benefits of play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation. Sign up for \u003ca href=\"https://hechingerreport.org/earlychildhood/\">Hechinger Report newsletters\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">When Amelia thinks about her freshman year two years ago, she remembers always being tardy to her 8 a.m. first period class. Encinal Junior Senior High School in Alameda is across town from her home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It was so hard to wake up in the morning,” she said. “I had to bike to school and I live on the other side of the island.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Like other teens, mornings are a struggle because she had several hours of homework and extracurriculars the night before, but research shows that’s not the entire story. High schoolers are going to sleep later and waking up early to make it on time for first period classes. Starting school at 8 a.m. was early for Amelia, but some high schools begin at 7:30 a.m. According to psychotherapists Heather Turgeon and Julie Wright in their book “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\">Generation Sleepless\u003c/a>,” today’s teens are sleepier than ever and these earlier school start times are interfering with their body’s circadian rhythm. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the things that happens somewhere around age 12 is that their brain clock becomes set to a later pace,” said Turgeon, which puts a teen about two hours behind the sleep schedule of a young child or adult. “That means they want to go to sleep later and they want to wake up later,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It may seem excessive, but teens are supposed to sleep nine to ten hours a night. “We consider adequate sleep – the very lowest amount – to be about eight hours,” said Wright. Almost \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400;\">70% of U.S. high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> don’t get the minimum amount of sleep they need each night. Between homework, after school activities and early school start times, the average high schooler usually gets about 6.5 hours of sleep. And missing out on just a couple hours of rest each night has negative consequences for developing teenage brains. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When a teen is tired, the amygdala – which is the part of the brain that responds to danger – becomes more active. And parts of the brain that are in charge of judgment become less active. Sleep issues are commonly associated with anxiety, depression, bipolar disorder and ADHD. “We see teens with issues like really \u003c/span>\u003ca href=\"https://www.apa.org/monitor/oct01/sleepteen\">\u003cspan style=\"font-weight: 400;\">critical mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2013/05/20/185572055/less-sleep-for-teens-means-higher-risk-for-car-crashes#:~:text=Press-,Less%20Sleep%20For%20Teens%20Means%20Higher%20Risk%20For%20Car%20Crashes,an%20equivalent%20lack%20of%20sleep.\">\u003cspan style=\"font-weight: 400;\">accidents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3296786/\">\u003cspan style=\"font-weight: 400;\">suicidality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> – things that parents really worry about – and getting enough sleep addresses those issues.”\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Debate Over School Start Times\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Bw_3Q6CRxGA?start=22&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In an effort to curb teens’ sleep deprivation, California Gov. Gavin Newsom passed a \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB328\">\u003cspan style=\"font-weight: 400;\">first-of-its-kind law in 2019\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> prohibiting high schools from starting before 8:30 a.m. Other states such as\u003c/span>\u003ca href=\"https://abcnews.go.com/Health/school-start-times-eyed-address-youth-mental-health/story?id=83791358\">\u003cspan style=\"font-weight: 400;\"> New Jersey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.nysenate.gov/legislation/bills/2021/A8202\">\u003cspan style=\"font-weight: 400;\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://wapp.capitol.tn.gov/apps/BillInfo/Default.aspx?BillNumber=SB1818\">\u003cspan style=\"font-weight: 400;\">Tennessee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are looking to follow California’s lead. Even with research showing that letting students sleep in contributes to better academic performance, lower truancy rates and improved mental health, there has been push back from parents and school districts about delaying the start of the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the obstacles to earlier school start times is long-held beliefs about teens and school. So I asked Turgeon and Wright to clear up some common claims. Their responses have been edited for clarity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: We don’t need late school starts because teenagers can just sleep in on the weekends.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: On Saturday or Sunday, a teenager might sleep for 10 hours. There is such a thing as rebound sleep, which is what happens when you finally sleep well and then you’re like, “Oh my God, I feel so much better.” But, you can’t go back in time and erase the toll that happened to your body during the week. Because of the chronic sleep loss that you had from Monday to Friday, your body and your brain were still under stress. Toxins were building up in the brain. All those effects throughout the week do not go away. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What would happen if you didn’t sleep? - Claudia Aguirre\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dqONk48l5vY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: If school start times are later, teens will just stay up later on their phone or play video games.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">WRIGHT: \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/383436\">\u003cspan style=\"font-weight: 400;\">The research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in areas where schools have moved to a later start time shows that the kids are going to bed at about the same time, so they are getting more sleep overall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We also want to help families find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400;\">create some structure around technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and not be afraid of their kids being unhappy about it. It all depends on where parents are in the process, how old their kids are and how much independence they’ve given their child. We really recommend holding on to bedtimes and sleep routines longer than most modern parents seem to be doing. Don’t be afraid that your child won’t love you anymore if you say that the devices have to be parked at 9 p.m. and bedtime is at 10 p.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We are creatures of habit and technology is very addictive, so changing the way that evenings unfold and changing our habits is not easy. It takes time and takes a lot of attention and takes parents really being involved and creating some activities to do once those devices are put away. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I do hear a lot of parents are a little bit afraid of their kids, and they’re also often in their own room on their own devices. We can control technology use rather than having it control us; and our kids need to see that we can do that and that we’re not afraid of helping them do that. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: Later school start times will affect bus schedules and after school activities such as sports. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: When schools are making the change, there’s a lot of confusion about it or mixed feelings and concerns on the part of parents about sports, bussing, logistics and traffic. The typical result has been that it all works out and everyone’s happier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In some cases, \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2109.html\">bus routes need to be planned a little differently\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. For sports teams in the same league or district, schools can make the change together and coordinate practices and games. I think it’s just really important to know that all those concerns are logistical concerns. And so which do we weigh more? Do we weigh logistics and grown up concerns and those things that are adult centered or do we want to weigh the mental health of teenagers? And I think if you put it that way to parents, there’s no question what the answer should be. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>What Students Have to Say After Getting a Later Start Time \u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Encinal Junior Senior High School moved their start time from 8 a.m. to 8:30 a.m the year students returned to school buildings after distance learning. Thirty extra minutes might not seem like much, but some teens had more time to eat breakfast, which they would often skip when they had to be at school earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times helped teens who have bigger roles in their households, such as helping younger siblings get ready for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I wake up around 6:30 a.m. or 6:45 a.m. because my little brother comes over and he has to get dropped off at school. I have to get him ready and make his lunch,” Encinal High School junior Kavanti told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times also help students who have to take public transportation. Research has shown that students who\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0739456X17725148?journalCode=jpea&\">\u003cspan style=\"font-weight: 400;\"> have to travel further for school, especially using public transportation, get less sleep than their peers \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">who live closer and have more private transportation options. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even on the slightly later schedule, students are just barely reaching the recommended sleep minimum of eight hours per night. Students may aspire to get to bed earlier, but then students have after school obligations. \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/09/01/does-homework-work-when-kids-are-learning-all-day-home/\">\u003cspan style=\"font-weight: 400;\">Students report having around three hours of homework each night.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On top of that, they play sports with demanding practice schedules and after school games. “When I come home from practice, it’s already night,” said Kameron, a senior at Encinal High School. He said he usually falls asleep around 11 p.m. or 12 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teenage students will be the first to admit that phones steal away precious hours of sleep. Texting friends and scrolling through social media tempts many teens away from counting sheep. “My dad would come to my room and be like, ‘Get off your phone,’” said Kavanti. “Then I go back right after he leaves. I think that is why I go to sleep so late.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But high schools that have pushed back their start times have already seen positive results like a decrease in \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2020/02/200218125312.htm\">\u003cspan style=\"font-weight: 400;\">teen car crashes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sph.umn.edu/news/delaying-high-school-start-times-reduces-sleepiness-and-tardiness/#:~:text=A%20new%20study%20from%20the,PhD%20student%20Kaitlyn%20Berry.\">\u003cspan style=\"font-weight: 400;\">tardiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6195354/#:~:text=Depression%20and%20anxiety,students%20in%20earlier%20starting%20schools.\">\u003cspan style=\"font-weight: 400;\">depression symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Teenagers’ health hangs in the balance and students’ ability to hit their snooze button may be the tipping point. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When Amelia thinks about her freshman year two years ago, she remembers always being tardy to her 8 a.m. first period class. Encinal Junior Senior High School in Alameda is across town from her home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It was so hard to wake up in the morning,” she said. “I had to bike to school and I live on the other side of the island.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Like other teens, mornings are a struggle because she had several hours of homework and extracurriculars the night before, but research shows that’s not the entire story. High schoolers are going to sleep later and waking up early to make it on time for first period classes. Starting school at 8 a.m. was early for Amelia, but some high schools begin at 7:30 a.m. According to psychotherapists Heather Turgeon and Julie Wright in their book “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\">Generation Sleepless\u003c/a>,” today’s teens are sleepier than ever and these earlier school start times are interfering with their body’s circadian rhythm. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the things that happens somewhere around age 12 is that their brain clock becomes set to a later pace,” said Turgeon, which puts a teen about two hours behind the sleep schedule of a young child or adult. “That means they want to go to sleep later and they want to wake up later,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It may seem excessive, but teens are supposed to sleep nine to ten hours a night. “We consider adequate sleep – the very lowest amount – to be about eight hours,” said Wright. Almost \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400;\">70% of U.S. high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> don’t get the minimum amount of sleep they need each night. Between homework, after school activities and early school start times, the average high schooler usually gets about 6.5 hours of sleep. And missing out on just a couple hours of rest each night has negative consequences for developing teenage brains. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When a teen is tired, the amygdala – which is the part of the brain that responds to danger – becomes more active. And parts of the brain that are in charge of judgment become less active. Sleep issues are commonly associated with anxiety, depression, bipolar disorder and ADHD. “We see teens with issues like really \u003c/span>\u003ca href=\"https://www.apa.org/monitor/oct01/sleepteen\">\u003cspan style=\"font-weight: 400;\">critical mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2013/05/20/185572055/less-sleep-for-teens-means-higher-risk-for-car-crashes#:~:text=Press-,Less%20Sleep%20For%20Teens%20Means%20Higher%20Risk%20For%20Car%20Crashes,an%20equivalent%20lack%20of%20sleep.\">\u003cspan style=\"font-weight: 400;\">accidents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3296786/\">\u003cspan style=\"font-weight: 400;\">suicidality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> – things that parents really worry about – and getting enough sleep addresses those issues.”\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Debate Over School Start Times\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Bw_3Q6CRxGA?start=22&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In an effort to curb teens’ sleep deprivation, California Gov. Gavin Newsom passed a \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB328\">\u003cspan style=\"font-weight: 400;\">first-of-its-kind law in 2019\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> prohibiting high schools from starting before 8:30 a.m. Other states such as\u003c/span>\u003ca href=\"https://abcnews.go.com/Health/school-start-times-eyed-address-youth-mental-health/story?id=83791358\">\u003cspan style=\"font-weight: 400;\"> New Jersey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.nysenate.gov/legislation/bills/2021/A8202\">\u003cspan style=\"font-weight: 400;\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://wapp.capitol.tn.gov/apps/BillInfo/Default.aspx?BillNumber=SB1818\">\u003cspan style=\"font-weight: 400;\">Tennessee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are looking to follow California’s lead. Even with research showing that letting students sleep in contributes to better academic performance, lower truancy rates and improved mental health, there has been push back from parents and school districts about delaying the start of the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the obstacles to earlier school start times is long-held beliefs about teens and school. So I asked Turgeon and Wright to clear up some common claims. Their responses have been edited for clarity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: We don’t need late school starts because teenagers can just sleep in on the weekends.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: On Saturday or Sunday, a teenager might sleep for 10 hours. There is such a thing as rebound sleep, which is what happens when you finally sleep well and then you’re like, “Oh my God, I feel so much better.” But, you can’t go back in time and erase the toll that happened to your body during the week. Because of the chronic sleep loss that you had from Monday to Friday, your body and your brain were still under stress. Toxins were building up in the brain. All those effects throughout the week do not go away. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What would happen if you didn’t sleep? - Claudia Aguirre\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dqONk48l5vY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: If school start times are later, teens will just stay up later on their phone or play video games.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">WRIGHT: \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/383436\">\u003cspan style=\"font-weight: 400;\">The research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in areas where schools have moved to a later start time shows that the kids are going to bed at about the same time, so they are getting more sleep overall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We also want to help families find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400;\">create some structure around technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and not be afraid of their kids being unhappy about it. It all depends on where parents are in the process, how old their kids are and how much independence they’ve given their child. We really recommend holding on to bedtimes and sleep routines longer than most modern parents seem to be doing. Don’t be afraid that your child won’t love you anymore if you say that the devices have to be parked at 9 p.m. and bedtime is at 10 p.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We are creatures of habit and technology is very addictive, so changing the way that evenings unfold and changing our habits is not easy. It takes time and takes a lot of attention and takes parents really being involved and creating some activities to do once those devices are put away. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I do hear a lot of parents are a little bit afraid of their kids, and they’re also often in their own room on their own devices. We can control technology use rather than having it control us; and our kids need to see that we can do that and that we’re not afraid of helping them do that. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: Later school start times will affect bus schedules and after school activities such as sports. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: When schools are making the change, there’s a lot of confusion about it or mixed feelings and concerns on the part of parents about sports, bussing, logistics and traffic. The typical result has been that it all works out and everyone’s happier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In some cases, \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2109.html\">bus routes need to be planned a little differently\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. For sports teams in the same league or district, schools can make the change together and coordinate practices and games. I think it’s just really important to know that all those concerns are logistical concerns. And so which do we weigh more? Do we weigh logistics and grown up concerns and those things that are adult centered or do we want to weigh the mental health of teenagers? And I think if you put it that way to parents, there’s no question what the answer should be. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>What Students Have to Say After Getting a Later Start Time \u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Encinal Junior Senior High School moved their start time from 8 a.m. to 8:30 a.m the year students returned to school buildings after distance learning. Thirty extra minutes might not seem like much, but some teens had more time to eat breakfast, which they would often skip when they had to be at school earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times helped teens who have bigger roles in their households, such as helping younger siblings get ready for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I wake up around 6:30 a.m. or 6:45 a.m. because my little brother comes over and he has to get dropped off at school. I have to get him ready and make his lunch,” Encinal High School junior Kavanti told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times also help students who have to take public transportation. Research has shown that students who\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0739456X17725148?journalCode=jpea&\">\u003cspan style=\"font-weight: 400;\"> have to travel further for school, especially using public transportation, get less sleep than their peers \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">who live closer and have more private transportation options. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even on the slightly later schedule, students are just barely reaching the recommended sleep minimum of eight hours per night. Students may aspire to get to bed earlier, but then students have after school obligations. \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/09/01/does-homework-work-when-kids-are-learning-all-day-home/\">\u003cspan style=\"font-weight: 400;\">Students report having around three hours of homework each night.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On top of that, they play sports with demanding practice schedules and after school games. “When I come home from practice, it’s already night,” said Kameron, a senior at Encinal High School. He said he usually falls asleep around 11 p.m. or 12 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teenage students will be the first to admit that phones steal away precious hours of sleep. Texting friends and scrolling through social media tempts many teens away from counting sheep. “My dad would come to my room and be like, ‘Get off your phone,’” said Kavanti. “Then I go back right after he leaves. I think that is why I go to sleep so late.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But high schools that have pushed back their start times have already seen positive results like a decrease in \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2020/02/200218125312.htm\">\u003cspan style=\"font-weight: 400;\">teen car crashes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sph.umn.edu/news/delaying-high-school-start-times-reduces-sleepiness-and-tardiness/#:~:text=A%20new%20study%20from%20the,PhD%20student%20Kaitlyn%20Berry.\">\u003cspan style=\"font-weight: 400;\">tardiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6195354/#:~:text=Depression%20and%20anxiety,students%20in%20earlier%20starting%20schools.\">\u003cspan style=\"font-weight: 400;\">depression symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Teenagers’ health hangs in the balance and students’ ability to hit their snooze button may be the tipping point. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>“For 45 minutes to an hour after, it’s just terrible. They’re throwing fits. It’s hard to get them off of it. It’s crazy,” said Kate, about the aftermath of when her son, a sixth grader, has to stop playing video games. And their family doesn’t have a gaming system, nor does her son have a personal smartphone. “We’re not in the trenches yet.”\u003c/p>\n\u003cp>Many parents, however, identify themselves as deep in the trenches of navigating screen time. With social distancing, stay-at-home orders and remote learning during the pandemic, many caregivers allowed more screen time than usual. \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">Teenagers’ non-school screen time doubled during COVID\u003c/a>, and now many caregivers and parents are afraid their kid’s screen time has gone overboard.\u003c/p>\n\u003cp>In her book “\u003ca href=\"https://www.penguinrandomhouse.com/books/624957/dopamine-nation-by-anna-lembke-md/\">Dopamine Nation: Finding Balance in the Age of Indulgence\u003c/a>,” Dr. \u003ca href=\"https://www.annalembke.com/about\">Anna Lembke\u003c/a> makes the case for how technology, with its promise of nonstop engagement and flashing lights, can be addictive. And while addiction may make one think of hard drugs or alcohol, activities like video games, social media apps, and sites like YouTube can also become unhealthy addictions. The professor of psychiatry at Stanford University School of Medicine said tech addiction can have consequences such as low mood, irregular sleep, \u003ca href=\"https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/children-and-screen-time\">attention problems, increased anxiety and poor academic performance\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_59098\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59098 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dr. Anna Lembke, psychiatrist and professor at Stanford University School of Medicine\u003c/figcaption>\u003c/figure>\n\u003cp>To determine what actually constitutes addiction to a substance or a behavior, Dr. Lembke and other clinicians rely on the four C’s:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">Control is when a person uses something more or longer than they planned.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Compulsion is when a person uses without being consciously aware or despite a strong desire not to use. “There’s a level of automaticity to the use,” said Lembke.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Consequences are continued use despite harm, which can include harm done to health, relationships and work, as well as interference with goals and values.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Craving is an intrusive urge to use, which can be mental, physical, or both.\u003c/li>\n\u003c/ul>\n\u003cp>Anya Kamenetz, NPR journalist and author of \u003ca href=\"http://www.anyakamenetz.net/\">“The Art of Screen Time,” \u003c/a>said the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411079/\">Problematic Media Use Measure (PMUM) \u003c/a>can help parents determine whether a child has a healthy relationship to technology. She encourages parents to consider questions based on the PMUM like, “When they have a bad day, is it the first thing they want?” “Are they breaking rules to get it?” and “Are they hurting their relationship with family members or failing at school because of it?”\u003c/p>\n\u003cfigure id=\"attachment_59100\" class=\"wp-caption alignright\" style=\"max-width: 220px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-scaled.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-800x1200.jpg\" alt=\"\" width=\"220\" height=\"331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-scaled.jpg 1707w\" sizes=\"(max-width: 220px) 100vw, 220px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Anya Kamenetz, journalist and author of “The Art of Screen Time” (photo by Will O’Hare)\u003c/figcaption>\u003c/figure>\n\u003cp>While parents may be nervous about their kids’ technology use, not every meltdown after turning off the device is indicative of addiction. Because technology is such a big part of everyday life, Kamenetz encourages caregivers to think of technology use like food. “What do we do when we want to create a healthy food culture in the home? We have limits. We have structure around food. We don’t just eat anything at any time. There are routines and habits,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, today’s caregivers are raising kids in a world that offers more and more ways to get hooked on screens. According to a \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">recent study\u003c/a>, teenagers spend nearly eight hours a day on recreational screen time. However, if parents and caregivers understand what is happening in a child’s mind when they are overusing screens , caregivers can support children in cultivating healthier practices and better relationships to devices.\u003c/p>\n\u003ch2>\u003cb>Social Media and the Brain \u003c/b>\u003c/h2>\n\u003cp>At the crux of behaviors – like an inability to tear oneself away from YouTube or stop scrolling through a phone – is brain chemistry, specifically a spike in a chemical called dopamine. “It is released in response to things that are pleasurable, things that are rewarding and things that are novel or different,” Lembke said. Substances and behaviors that are more addictive release higher than usual amounts of dopamine in the part of our brains called the reward pathway.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media\">Social media platforms\u003c/a> in particular tap into a human need to connect with other people, said Lembke in \u003ca href=\"https://www.thesocialdilemma.com/\">“The Social Dilemma\u003c/a>,” a \u003ca href=\"https://www.thesocialdilemma.com/\">Netflix documentary about social media and search platforms.\u003c/a> Technology enables people to connect across geography and disability as well as find and form meaningful communities.\u003c/p>\n\u003cp>“During the pandemic, that was really proved true because these are incredible tools that adults use for very good purposes: for creativity, to connect with others, to perform the work that they need to do and to enjoy themselves,” said Kamenetz.\u003c/p>\n\u003cp>These devices and the apps on them are deeply, inherently reinforcing, according to Lembke. “The way that they’ve been created immediately taps into our dopamine reward pathway and we are engaged,” she said. While dopamine and the enjoyable experiences that cause it are not inherently bad, pleasure and pain are co-located in the brain, meaning you can’t have one without the other.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Much like a sugar crash after eating a bunch of Halloween candy, a big surge of dopamine is followed by a dip in dopamine levels that go below their initial baseline.\u003c/p>\n\u003cp>“When we release a large amount of dopamine in response to a highly reinforcing drug or behavior, our brain has to compensate,” said Lembke.\u003c/p>\n\u003cp>For instance, YouTube and TikTok will automatically generate videos, so that users are more likely to keep watching for hours on end. “Which in and of itself releases dopamine, followed by a dopamine deficit state which has us pressing that lever, which is what we all do when we’re looking for that next video,” said Lembke.\u003c/p>\n\u003cp>If a person continues to do addictive behaviors that cause their dopamine levels to skyrocket, they’ll begin to build up a tolerance. “Ultimately, we can end up in this chronic dopamine deficit state where we’re not making much of our own dopamine,” said Lembke. “Now we’re using just to get out of withdrawal to temporarily restore a baseline level.”\u003c/p>\n\u003cp>When young children are in a prolonged dopamine deficit state they may develop depression or generalized anxiety symptoms. Other activities will seem less appealing and they may lose their ability to wait for long term rewards.\u003c/p>\n\u003ch2>\u003cb>Strategies for limiting screen time\u003c/b>\u003c/h2>\n\u003cp>Most adults who have tried to take away an iPad from a child or turn off the television would like to avoid the tantrum that usually follows. Parents and caregivers often feel that they can’t enforce rules or set guidelines because they are concerned that they’ll do or say something that will leave their child with emotional damage or a longstanding illness, according to Lembke. “It’s really hard to take those things away. It feels harsh and punitive,” she said. “But in fact you’re doing your kids a favor when you’re helping them create guardrails around how they’re using their devices.”\u003c/p>\n\u003cp>While there is no \u003ca href=\"https://www.apa.org/monitor/2020/04/cover-kids-screens\">hard and fast rule\u003c/a> about how much screen time a child should have at each age, Dr. Lembke suggests not giving kids personal devices until they are at least 10 years old. Instead of creating strict screen time limits, Kamenetz urges parents to first take stock of how their kids spend time, assessing if they are getting sufficient sleep, playing outside, hanging out with friends and enjoying time with family.\u003c/p>\n\u003cp>“It’s like crowding out your plate with vegetables,” said Kamenetz, referring to the tech analogy of a well-balanced diet, and structuring children’s time with healthy activities. “Then you’re like, ‘OK, well, where does the screen time fit in?’”\u003c/p>\n\u003cp>Parents are also quick to point the finger at children’s excessive screen time, when they, too, could benefit from reevaluating their tech use. Alternatively, caregivers can model the relationship to technology they’d like their kids to have.\u003c/p>\n\u003cp>“The groundwork is laid in the very early years and it’s not the kids. It’s the parents who are doing it,” said Kamenetz. “Our kids are put on this planet to help us understand the consequences of our actions.”\u003c/p>\n\u003cp>She recommends \u003ca href=\"https://www.healthychildren.org/English/family-life/Media/Pages/How-to-Make-a-Family-Media-Use-Plan.aspx\">creating a family media plan\u003c/a> where all family members set standards for how and when devices will be used. “You should all have expectations around how you’re going to guard and protect the media free time in your day and your week.”\u003c/p>\n\u003cp>In more severe cases – such as those that qualify within the 4Cs – Lembke suggests encouraging children to take a break from using the device altogether. Even just putting away screens for one day can provide useful information, said Lembke. “Twenty-four hours is certainly enough to be able to observe our own attachments to our devices, and the anxiety that we feel while abstaining.”\u003c/p>\n\u003cp>However, it takes around 30 days for the dopamine levels to go back to normal if a person was in a dopamine deficit state. “It’s worth doing the full 30 days because if you do too little, all you’re going to get is the withdrawal part,” she said. “And it’s key to go long enough so that people can notice the benefits and then are motivated themselves to change their relationship with their device.” If a child still seems depressed or anxious at the end of the 30-day period, Lembke recommends consulting a mental health professional to see what additional support the child might need.\u003c/p>\n\u003cp>Most kids, especially ones who are in the throes of addiction, aren’t likely to give up their device willingly. Developmentally, kids don’t usually think in the long term, so it’s hard for them to realize that behaviors can be harmful further down the line.\u003c/p>\n\u003cp>“They only see the positives of their use,” said Lembke about kids experiencing addiction. If a child is feeling doubtful about taking a break from screens or any other addictive behavior, Lembke suggests inviting kids to think about the future and consider the full arc of their lives. Asking questions about their overuse of devices or harmful behavior like “Do you want to be doing this in ten years?” “Do you want to keep doing this in five years?” and “Do you want to be doing this a year from now?” can be a helpful way to energize kids to try something new.\u003c/p>\n\u003cp>One set of strategies for abstaining or putting limits on addictive behavior is self-binding. “It’s the way we intentionally create barriers between ourselves and our drug of choice,” said Lembke. Self-binding falls into three categories: space, time and meaning.\u003c/p>\n\u003ch4>\u003cb>Space \u003c/b>\u003c/h4>\n\u003cp>Focusing on space for self-binding means limiting the access you have to an object with physical barriers. For example, a parent or child might put their phone or gaming console in a container with a lock or in a different room. Space self-binding techniques acknowledge that sometimes willpower doesn’t cut it if the temptation is too great. Some self-binding examples from Lembke’s patients include unplugging the TV and putting it in the closet and keeping their gaming console stowed away in the garage.\u003c/p>\n\u003ch4>\u003cb>Time\u003c/b>\u003c/h4>\n\u003cp>Time self-binding uses time limits and finish lines or milestones to control misuse. “We narrow our window of consumption and thereby limit our use,” wrote Lembke in her book. For example a child might decide to delete an app on their phone until after they finish finals or choose to only play video games on the weekend. Even just tracking how much time is spent being on a device can be really helpful for children because they often don’t realize how much it is. Time self-binding is also helpful for building up kids capacity to\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0012-1649.26.6.978\"> delay gratification, which is linked to better social adjustment\u003c/a>.\u003c/p>\n\u003ch4>\u003cb>Meaning \u003c/b>\u003c/h4>\n\u003cp>Using meaning to self-bind involves creating categories to identify what a person will allow themself to consume and what they’ll avoid. For example, Lembke worked with a young man who wanted to stop gaming. He decided to stop using screens altogether because he felt he might start watching people play video games and then he would want to play video games. “This method helps us to avoid not only our drug of choice but also the triggers that lead to craving for our drug,” she said.\u003c/p>\n\u003cp>The majority of young people will be able to self-correct if they are misusing substances or doing harmful behaviors, said Lembke. “But for those who cannot, we need to help them.” She urges parents to trust their instincts. “If you see your kid is circling the drain, I just really encourage you to gently, but firmly, intervene.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>“For 45 minutes to an hour after, it’s just terrible. They’re throwing fits. It’s hard to get them off of it. It’s crazy,” said Kate, about the aftermath of when her son, a sixth grader, has to stop playing video games. And their family doesn’t have a gaming system, nor does her son have a personal smartphone. “We’re not in the trenches yet.”\u003c/p>\n\u003cp>Many parents, however, identify themselves as deep in the trenches of navigating screen time. With social distancing, stay-at-home orders and remote learning during the pandemic, many caregivers allowed more screen time than usual. \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">Teenagers’ non-school screen time doubled during COVID\u003c/a>, and now many caregivers and parents are afraid their kid’s screen time has gone overboard.\u003c/p>\n\u003cp>In her book “\u003ca href=\"https://www.penguinrandomhouse.com/books/624957/dopamine-nation-by-anna-lembke-md/\">Dopamine Nation: Finding Balance in the Age of Indulgence\u003c/a>,” Dr. \u003ca href=\"https://www.annalembke.com/about\">Anna Lembke\u003c/a> makes the case for how technology, with its promise of nonstop engagement and flashing lights, can be addictive. And while addiction may make one think of hard drugs or alcohol, activities like video games, social media apps, and sites like YouTube can also become unhealthy addictions. The professor of psychiatry at Stanford University School of Medicine said tech addiction can have consequences such as low mood, irregular sleep, \u003ca href=\"https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/children-and-screen-time\">attention problems, increased anxiety and poor academic performance\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_59098\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59098 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dr. Anna Lembke, psychiatrist and professor at Stanford University School of Medicine\u003c/figcaption>\u003c/figure>\n\u003cp>To determine what actually constitutes addiction to a substance or a behavior, Dr. Lembke and other clinicians rely on the four C’s:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">Control is when a person uses something more or longer than they planned.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Compulsion is when a person uses without being consciously aware or despite a strong desire not to use. “There’s a level of automaticity to the use,” said Lembke.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Consequences are continued use despite harm, which can include harm done to health, relationships and work, as well as interference with goals and values.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Craving is an intrusive urge to use, which can be mental, physical, or both.\u003c/li>\n\u003c/ul>\n\u003cp>Anya Kamenetz, NPR journalist and author of \u003ca href=\"http://www.anyakamenetz.net/\">“The Art of Screen Time,” \u003c/a>said the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411079/\">Problematic Media Use Measure (PMUM) \u003c/a>can help parents determine whether a child has a healthy relationship to technology. She encourages parents to consider questions based on the PMUM like, “When they have a bad day, is it the first thing they want?” “Are they breaking rules to get it?” and “Are they hurting their relationship with family members or failing at school because of it?”\u003c/p>\n\u003cfigure id=\"attachment_59100\" class=\"wp-caption alignright\" style=\"max-width: 220px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-scaled.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-800x1200.jpg\" alt=\"\" width=\"220\" height=\"331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-scaled.jpg 1707w\" sizes=\"(max-width: 220px) 100vw, 220px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Anya Kamenetz, journalist and author of “The Art of Screen Time” (photo by Will O’Hare)\u003c/figcaption>\u003c/figure>\n\u003cp>While parents may be nervous about their kids’ technology use, not every meltdown after turning off the device is indicative of addiction. Because technology is such a big part of everyday life, Kamenetz encourages caregivers to think of technology use like food. “What do we do when we want to create a healthy food culture in the home? We have limits. We have structure around food. We don’t just eat anything at any time. There are routines and habits,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, today’s caregivers are raising kids in a world that offers more and more ways to get hooked on screens. According to a \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">recent study\u003c/a>, teenagers spend nearly eight hours a day on recreational screen time. However, if parents and caregivers understand what is happening in a child’s mind when they are overusing screens , caregivers can support children in cultivating healthier practices and better relationships to devices.\u003c/p>\n\u003ch2>\u003cb>Social Media and the Brain \u003c/b>\u003c/h2>\n\u003cp>At the crux of behaviors – like an inability to tear oneself away from YouTube or stop scrolling through a phone – is brain chemistry, specifically a spike in a chemical called dopamine. “It is released in response to things that are pleasurable, things that are rewarding and things that are novel or different,” Lembke said. Substances and behaviors that are more addictive release higher than usual amounts of dopamine in the part of our brains called the reward pathway.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media\">Social media platforms\u003c/a> in particular tap into a human need to connect with other people, said Lembke in \u003ca href=\"https://www.thesocialdilemma.com/\">“The Social Dilemma\u003c/a>,” a \u003ca href=\"https://www.thesocialdilemma.com/\">Netflix documentary about social media and search platforms.\u003c/a> Technology enables people to connect across geography and disability as well as find and form meaningful communities.\u003c/p>\n\u003cp>“During the pandemic, that was really proved true because these are incredible tools that adults use for very good purposes: for creativity, to connect with others, to perform the work that they need to do and to enjoy themselves,” said Kamenetz.\u003c/p>\n\u003cp>These devices and the apps on them are deeply, inherently reinforcing, according to Lembke. “The way that they’ve been created immediately taps into our dopamine reward pathway and we are engaged,” she said. While dopamine and the enjoyable experiences that cause it are not inherently bad, pleasure and pain are co-located in the brain, meaning you can’t have one without the other.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Much like a sugar crash after eating a bunch of Halloween candy, a big surge of dopamine is followed by a dip in dopamine levels that go below their initial baseline.\u003c/p>\n\u003cp>“When we release a large amount of dopamine in response to a highly reinforcing drug or behavior, our brain has to compensate,” said Lembke.\u003c/p>\n\u003cp>For instance, YouTube and TikTok will automatically generate videos, so that users are more likely to keep watching for hours on end. “Which in and of itself releases dopamine, followed by a dopamine deficit state which has us pressing that lever, which is what we all do when we’re looking for that next video,” said Lembke.\u003c/p>\n\u003cp>If a person continues to do addictive behaviors that cause their dopamine levels to skyrocket, they’ll begin to build up a tolerance. “Ultimately, we can end up in this chronic dopamine deficit state where we’re not making much of our own dopamine,” said Lembke. “Now we’re using just to get out of withdrawal to temporarily restore a baseline level.”\u003c/p>\n\u003cp>When young children are in a prolonged dopamine deficit state they may develop depression or generalized anxiety symptoms. Other activities will seem less appealing and they may lose their ability to wait for long term rewards.\u003c/p>\n\u003ch2>\u003cb>Strategies for limiting screen time\u003c/b>\u003c/h2>\n\u003cp>Most adults who have tried to take away an iPad from a child or turn off the television would like to avoid the tantrum that usually follows. Parents and caregivers often feel that they can’t enforce rules or set guidelines because they are concerned that they’ll do or say something that will leave their child with emotional damage or a longstanding illness, according to Lembke. “It’s really hard to take those things away. It feels harsh and punitive,” she said. “But in fact you’re doing your kids a favor when you’re helping them create guardrails around how they’re using their devices.”\u003c/p>\n\u003cp>While there is no \u003ca href=\"https://www.apa.org/monitor/2020/04/cover-kids-screens\">hard and fast rule\u003c/a> about how much screen time a child should have at each age, Dr. Lembke suggests not giving kids personal devices until they are at least 10 years old. Instead of creating strict screen time limits, Kamenetz urges parents to first take stock of how their kids spend time, assessing if they are getting sufficient sleep, playing outside, hanging out with friends and enjoying time with family.\u003c/p>\n\u003cp>“It’s like crowding out your plate with vegetables,” said Kamenetz, referring to the tech analogy of a well-balanced diet, and structuring children’s time with healthy activities. “Then you’re like, ‘OK, well, where does the screen time fit in?’”\u003c/p>\n\u003cp>Parents are also quick to point the finger at children’s excessive screen time, when they, too, could benefit from reevaluating their tech use. Alternatively, caregivers can model the relationship to technology they’d like their kids to have.\u003c/p>\n\u003cp>“The groundwork is laid in the very early years and it’s not the kids. It’s the parents who are doing it,” said Kamenetz. “Our kids are put on this planet to help us understand the consequences of our actions.”\u003c/p>\n\u003cp>She recommends \u003ca href=\"https://www.healthychildren.org/English/family-life/Media/Pages/How-to-Make-a-Family-Media-Use-Plan.aspx\">creating a family media plan\u003c/a> where all family members set standards for how and when devices will be used. “You should all have expectations around how you’re going to guard and protect the media free time in your day and your week.”\u003c/p>\n\u003cp>In more severe cases – such as those that qualify within the 4Cs – Lembke suggests encouraging children to take a break from using the device altogether. Even just putting away screens for one day can provide useful information, said Lembke. “Twenty-four hours is certainly enough to be able to observe our own attachments to our devices, and the anxiety that we feel while abstaining.”\u003c/p>\n\u003cp>However, it takes around 30 days for the dopamine levels to go back to normal if a person was in a dopamine deficit state. “It’s worth doing the full 30 days because if you do too little, all you’re going to get is the withdrawal part,” she said. “And it’s key to go long enough so that people can notice the benefits and then are motivated themselves to change their relationship with their device.” If a child still seems depressed or anxious at the end of the 30-day period, Lembke recommends consulting a mental health professional to see what additional support the child might need.\u003c/p>\n\u003cp>Most kids, especially ones who are in the throes of addiction, aren’t likely to give up their device willingly. Developmentally, kids don’t usually think in the long term, so it’s hard for them to realize that behaviors can be harmful further down the line.\u003c/p>\n\u003cp>“They only see the positives of their use,” said Lembke about kids experiencing addiction. If a child is feeling doubtful about taking a break from screens or any other addictive behavior, Lembke suggests inviting kids to think about the future and consider the full arc of their lives. Asking questions about their overuse of devices or harmful behavior like “Do you want to be doing this in ten years?” “Do you want to keep doing this in five years?” and “Do you want to be doing this a year from now?” can be a helpful way to energize kids to try something new.\u003c/p>\n\u003cp>One set of strategies for abstaining or putting limits on addictive behavior is self-binding. “It’s the way we intentionally create barriers between ourselves and our drug of choice,” said Lembke. Self-binding falls into three categories: space, time and meaning.\u003c/p>\n\u003ch4>\u003cb>Space \u003c/b>\u003c/h4>\n\u003cp>Focusing on space for self-binding means limiting the access you have to an object with physical barriers. For example, a parent or child might put their phone or gaming console in a container with a lock or in a different room. Space self-binding techniques acknowledge that sometimes willpower doesn’t cut it if the temptation is too great. Some self-binding examples from Lembke’s patients include unplugging the TV and putting it in the closet and keeping their gaming console stowed away in the garage.\u003c/p>\n\u003ch4>\u003cb>Time\u003c/b>\u003c/h4>\n\u003cp>Time self-binding uses time limits and finish lines or milestones to control misuse. “We narrow our window of consumption and thereby limit our use,” wrote Lembke in her book. For example a child might decide to delete an app on their phone until after they finish finals or choose to only play video games on the weekend. Even just tracking how much time is spent being on a device can be really helpful for children because they often don’t realize how much it is. Time self-binding is also helpful for building up kids capacity to\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0012-1649.26.6.978\"> delay gratification, which is linked to better social adjustment\u003c/a>.\u003c/p>\n\u003ch4>\u003cb>Meaning \u003c/b>\u003c/h4>\n\u003cp>Using meaning to self-bind involves creating categories to identify what a person will allow themself to consume and what they’ll avoid. For example, Lembke worked with a young man who wanted to stop gaming. He decided to stop using screens altogether because he felt he might start watching people play video games and then he would want to play video games. “This method helps us to avoid not only our drug of choice but also the triggers that lead to craving for our drug,” she said.\u003c/p>\n\u003cp>The majority of young people will be able to self-correct if they are misusing substances or doing harmful behaviors, said Lembke. “But for those who cannot, we need to help them.” She urges parents to trust their instincts. “If you see your kid is circling the drain, I just really encourage you to gently, but firmly, intervene.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Scientists have found a clue to how autism spectrum disorder disrupts the brain's information highways.\u003c/p>\n\u003cp>The problem involves cells that help keep the traffic of signals moving smoothly through brain circuits, a team \u003ca href=\"https://www.nature.com/articles/s41593-019-0578-x\">reported\u003c/a> Monday in the journal \u003cem>Nature Neuroscience\u003c/em>.\u003c/p>\n\u003cp>The team found that in both mouse and human brains affected by autism, there's an abnormality in cells that produce a substance called myelin.\u003c/p>\n\u003cp>That's a problem because myelin provides the \"insulation\" for brain circuits, allowing them to quickly and reliably carry electrical signals from one area to another. And having either too little or too much of this myelin coating can result in a wide range of neurological problems.\u003c/p>\n\u003cp>For example, \u003ca href=\"https://www.nationalmssociety.org/What-is-MS/MS-FAQ-s\">multiple sclerosis\u003c/a> occurs when the myelin around nerve fibers is damaged. The results, which vary from person to person, can affect not only the signals that control muscles, but also the ones involved in learning and thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The finding could help explain why autism spectrum disorders include such a wide range of social and behavioral features, says \u003ca href=\"https://www.libd.org/team/brady-maher\">Brady Maher\u003c/a>, a lead investigator at the Lieber Institute for Brain Development and an associate professor in the psychiatry department at Johns Hopkins School of Medicine.\u003c/p>\n\u003cp>\"Myelination could be a problem that ties all of these autism spectrum disorders together,\" Maher says. And if that's true, he says, it might be possible to prevent or even reverse the symptoms using drugs that affect myelination.\u003c/p>\n\u003cp>\"If we get to these kids really early, we might be able to change their developmental trajectory and improve their outcomes,\" Maher says.\u003c/p>\n\u003cp>\"It's possible to make these cells healthier,\" adds \u003ca href=\"https://www.libd.org/team/Daniel-Weinberger/\">Dr. Daniel Weinberger\u003c/a>, director of the Lieber Institute and a professor at Johns Hopkins. \"And it's never been a target of treatment in autism.\"\u003c/p>\n\u003cp>The study adds to the evidence that myelination problems are present in \"several developmental disorders and in particular in autism,\" says \u003ca href=\"https://medicine.yale.edu/profile/flora_vaccarino/\">Dr. Flora Vaccarino\u003c/a>, a professor in the neuroscience department at Yale who was not involved in the research.\u003c/p>\n\u003cp>It also shows how one faulty regulatory system in the brain can lead to either too much myelination and too little, she says. And that may help explain why people with autism spectrum disorders may have brains that are either unusually large or unusually small.\u003c/p>\n\u003cp>Researchers involved in the study came upon the myelination problem while looking for something else.\u003c/p>\n\u003cp>They were studying brain cells in mice with a gene mutation that causes \u003ca href=\"https://ghr.nlm.nih.gov/condition/pitt-hopkins-syndrome\">Pitt-Hopkins syndrome\u003c/a>, which can include features of autism spectrum disorder. \"We saw a signature that suggested there might be something wrong with myelination,\" Maher says. \"So that was pretty surprising to us.\"\u003c/p>\n\u003cp>More experiments confirmed that \"there was a clear deficit,\" in the cells that control myelination, which are called oligodendrocytes, he says. This was true not only in mice with the Pitt-Hopkins syndrome, but in other mouse models of autism, too.\u003c/p>\n\u003cp>Next, a biostatistics expert named \u003ca href=\"https://www.libd.org/team/andrew-jaffe/\">Andrew Jaffe\u003c/a> looked at a genetic analysis of brain tissue from people with autism who had died. And that experiment also found problems with the system that controls myelination.\u003c/p>\n\u003cp>To fully understand what's going on though, the problem needs to be studied in developing brain tissue, Vaccarino says.\u003c/p>\n\u003cp>That should be possible, she says, using tiny clusters of human brain cells called \u003ca href=\"https://www.npr.org/sections/health-shots/2017/04/26/525705550/minibrains-in-a-dish-shed-a-little-light-on-autism-and-epilepsy\">brain organoids\u003c/a>, which can be grown in a petri dish. Vaccarino's lab has created brain organoids from the cells of people with autism spectrum disorder, which might reveal how the myelination problems begin, she says.\u003c/p>\n\u003cp>Brain myelination \"really does not start in earnest until the first year or two of life,\" Weinberger says. \"And this is around the time that autism is first apparent.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might eventually mean a treatment that corrected a problem with myelination could help children who are diagnosed early in life, he says. Several such treatments are being developed to treat people with multiple sclerosis, a disease that erodes myelin.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Researchers+Link+Autism+To+A+System+That+Insulates+Brain+Wiring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Scientists have found a clue to how autism spectrum disorder disrupts the brain's information highways.\u003c/p>\n\u003cp>The problem involves cells that help keep the traffic of signals moving smoothly through brain circuits, a team \u003ca href=\"https://www.nature.com/articles/s41593-019-0578-x\">reported\u003c/a> Monday in the journal \u003cem>Nature Neuroscience\u003c/em>.\u003c/p>\n\u003cp>The team found that in both mouse and human brains affected by autism, there's an abnormality in cells that produce a substance called myelin.\u003c/p>\n\u003cp>That's a problem because myelin provides the \"insulation\" for brain circuits, allowing them to quickly and reliably carry electrical signals from one area to another. And having either too little or too much of this myelin coating can result in a wide range of neurological problems.\u003c/p>\n\u003cp>For example, \u003ca href=\"https://www.nationalmssociety.org/What-is-MS/MS-FAQ-s\">multiple sclerosis\u003c/a> occurs when the myelin around nerve fibers is damaged. The results, which vary from person to person, can affect not only the signals that control muscles, but also the ones involved in learning and thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The finding could help explain why autism spectrum disorders include such a wide range of social and behavioral features, says \u003ca href=\"https://www.libd.org/team/brady-maher\">Brady Maher\u003c/a>, a lead investigator at the Lieber Institute for Brain Development and an associate professor in the psychiatry department at Johns Hopkins School of Medicine.\u003c/p>\n\u003cp>\"Myelination could be a problem that ties all of these autism spectrum disorders together,\" Maher says. And if that's true, he says, it might be possible to prevent or even reverse the symptoms using drugs that affect myelination.\u003c/p>\n\u003cp>\"If we get to these kids really early, we might be able to change their developmental trajectory and improve their outcomes,\" Maher says.\u003c/p>\n\u003cp>\"It's possible to make these cells healthier,\" adds \u003ca href=\"https://www.libd.org/team/Daniel-Weinberger/\">Dr. Daniel Weinberger\u003c/a>, director of the Lieber Institute and a professor at Johns Hopkins. \"And it's never been a target of treatment in autism.\"\u003c/p>\n\u003cp>The study adds to the evidence that myelination problems are present in \"several developmental disorders and in particular in autism,\" says \u003ca href=\"https://medicine.yale.edu/profile/flora_vaccarino/\">Dr. Flora Vaccarino\u003c/a>, a professor in the neuroscience department at Yale who was not involved in the research.\u003c/p>\n\u003cp>It also shows how one faulty regulatory system in the brain can lead to either too much myelination and too little, she says. And that may help explain why people with autism spectrum disorders may have brains that are either unusually large or unusually small.\u003c/p>\n\u003cp>Researchers involved in the study came upon the myelination problem while looking for something else.\u003c/p>\n\u003cp>They were studying brain cells in mice with a gene mutation that causes \u003ca href=\"https://ghr.nlm.nih.gov/condition/pitt-hopkins-syndrome\">Pitt-Hopkins syndrome\u003c/a>, which can include features of autism spectrum disorder. \"We saw a signature that suggested there might be something wrong with myelination,\" Maher says. \"So that was pretty surprising to us.\"\u003c/p>\n\u003cp>More experiments confirmed that \"there was a clear deficit,\" in the cells that control myelination, which are called oligodendrocytes, he says. This was true not only in mice with the Pitt-Hopkins syndrome, but in other mouse models of autism, too.\u003c/p>\n\u003cp>Next, a biostatistics expert named \u003ca href=\"https://www.libd.org/team/andrew-jaffe/\">Andrew Jaffe\u003c/a> looked at a genetic analysis of brain tissue from people with autism who had died. And that experiment also found problems with the system that controls myelination.\u003c/p>\n\u003cp>To fully understand what's going on though, the problem needs to be studied in developing brain tissue, Vaccarino says.\u003c/p>\n\u003cp>That should be possible, she says, using tiny clusters of human brain cells called \u003ca href=\"https://www.npr.org/sections/health-shots/2017/04/26/525705550/minibrains-in-a-dish-shed-a-little-light-on-autism-and-epilepsy\">brain organoids\u003c/a>, which can be grown in a petri dish. Vaccarino's lab has created brain organoids from the cells of people with autism spectrum disorder, which might reveal how the myelination problems begin, she says.\u003c/p>\n\u003cp>Brain myelination \"really does not start in earnest until the first year or two of life,\" Weinberger says. \"And this is around the time that autism is first apparent.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might eventually mean a treatment that corrected a problem with myelination could help children who are diagnosed early in life, he says. Several such treatments are being developed to treat people with multiple sclerosis, a disease that erodes myelin.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Researchers+Link+Autism+To+A+System+That+Insulates+Brain+Wiring&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Collaboration Unlocks Learning and Lessens Student Isolation",
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"content": "\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"https://www.youcubed.org/limitless-mind/\">LIMITLESS MIND\u003c/a> by Jo Boaler, copyright 2019. Reprinted with permission by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Jo Boaler\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Why Is Collaboration Important?\u003c/p>\n\u003cp class=\"p2\">Over my lifetime I have encountered a small number of fascinating situations, some through research and some through personal experience, in which collaboration and connection produced surprising outcomes. Some of these have related to learning, some to the pursuit of equity, and some to the advancement of ideas, even in the face of severe opposition. These different cases all shed light on something that neuroscience is also showing—when we connect with other people’s ideas there are multiple benefits for our brains and for our lives.\u003c/p>\n\u003cp class=\"p2\">Uri Treisman, a mathematician at the University of Texas at Austin, used to teach at the University of California, Berkeley. While Uri was at Berkeley, he noticed that 60 percent of African American students who took calculus were failing the class. This caused many to drop out of college altogether. Uri began looking at more university data and saw that no Chinese American students were failing calculus, so he asked the question: What is the difference between these two cultural groups that seems to be causing this discrepancy?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p2\">Uri at first asked the other mathematics faculty what they thought the reason was. They came up with a range of reasons: perhaps African American students came into the university with lower math scores or an insufficient mathematical background; perhaps they were from less wealthy homes. None of these suggested reasons were correct. What Uri found, through studying the students at work, was that there was one difference—the African American students worked on math problems by themselves, whereas the Chinese American students worked collaboratively. The Chinese American students worked on their assigned math problems in their dormitories and in the dining halls, thinking about them together. By contrast the African American students worked alone in their dormitory rooms and when they struggled on problems, they decided they were just not “math people” and gave up.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.youcubed.org/limitless-mind/\">\u003cimg class=\"alignright size-full wp-image-54489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/BOALER_LimitlessMind_HC-e1569303153159.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>Uri and his team set up workshops for the more vulnerable students, including students of color. They created what Uri describes as a “challenging yet emotionally supportive academic environment.” In the workshops students worked on math problems together, considering together what it would take to achieve at the highest levels on different problems. The academic improvement that resulted from the workshops was significant. Within two years, the failure rate of African American students had dropped to zero, and the African American and Latino students who attended the workshops were outperforming their white and Asian classmates. This was an impressive result, and Uri has continued this approach at Austin. His approach has now been used in over two hundred different institutions of higher education. In writing about the experience, Uri says:\u003c/p>\n\u003cp class=\"p2\">\u003cem>We were able to convince the students in our orientation that success in college would require them to work with their peers, to create for themselves a community based on shared intellectual interests and common professional aims. How‐ ever, it took some work to teach them how to work together. After that it was really rather elementary pedagogy.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">The fact that it took work to teach students how to collaborate with each other after they had spent thirteen years in school speaks to the problems in our school system, where the common pattern is that teachers lecture and students work through problems alone. The team leading the work‐ shops was right to point out that success in college requires working with others and making good connections. Many people know this, but they still see no role for collaboration in learning. When Uri and his team encouraged students to work together, their mathematical learning paths changed and they found success. This success story was about learning calculus in college, but we could substitute any other subject and expect similar results.\u003c/p>\n\u003cp class=\"p2\">Part of the reason students give up on learning is because they find it difficult and think they are alone in their struggle. An important change takes place when students work together and discover that everybody finds some or all of the work difficult. This is a critical moment for students, and one that helps them know that for everyone learning is a process and that obstacles are common.\u003c/p>\n\u003cp class=\"p2\">Another reason that students’ learning pathways change is because they receive an opportunity to connect ideas. Connecting with another person’s idea both requires and develops a higher level of understanding. When students work together (learning math, science, languages, English— anything), they get opportunities to make connections be‐ tween ideas, which is inherently valuable for them.\u003c/p>\n\u003cp class=\"p2\">A similarly noteworthy finding came from the results of a large‐scale testing program. In 2012, PISA assessments (international tests given to fifteen‐year‐olds worldwide, as mentioned earlier) showed that boys achieved at higher levels than girls in mathematics in thirty‐eight countries.\u003c/p>\n\u003cp class=\"p2\">This result was disappointing and surprising. In the US and in most other countries, the achievement of girls and boys in school is equal. This reminded me again of the ways that tests distort what students actually know and can do.\u003c/p>\n\u003cfigure id=\"attachment_54492\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54492\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg\" alt=\"\" width=\"250\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-160x204.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-800x1020.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-768x979.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-1020x1301.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-941x1200.jpg 941w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler \u003ccite>(Robert Houser Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">This was underscored when the PISA team issued a report showing that when anxiety was factored into the analysis, the gap in achievement between girls and boys was fully explained by the lower confidence of girls.\u003cspan class=\"s1\"> \u003c/span>What appeared to be a gender difference in mathematics achievement was in reality a difference in mathematics confidence levels. Girls became more anxious when they took the individual math tests, a phenomenon that is well established,\u003cspan class=\"s1\"> \u003c/span>and one that should make any educator pause before basing decisions on test performance.\u003c/p>\n\u003cp class=\"p2\">The impact of the different testing conditions as well as the potential of collaboration for reducing inequalities were also shown by another assessment the PISA team conducted. In addition to the usual individual mathematics test, they did an assessment of collaborative problem solving. In this assessment students did not collaborate with other students but with a computer agent. They had to take on the ideas of the agent and connect with and build upon them to collaboratively solve complex problems.\u003cspan class=\"s1\"> \u003c/span>This, to me, gauges something much more valuable than what a student produces on an individual math test. Instead of reproducing knowledge individually, students are asked to consider another’s ideas and work with them to solve a complex problem. This is also more consistent with the world of work students are being prepared for.\u003c/p>\n\u003cp class=\"p2\">In the test of collaborative problem solving, administered in fifty‐one countries, girls outperformed boys in every country. This notable result was accompanied by two others—there were no significant differences in outcomes between advantaged and disadvantaged students, a rare and important finding. And in some countries diversity boosted performance. The team found that in some countries “non‐ immigrant” students achieved at higher levels when they were in schools with larger numbers of “immigrant” students, a fantastic result, suggesting that diverse communities of learners help students become better collaborators.\u003c/p>\n\u003cp class=\"p2\">The results of the PISA assessment of collaborative problem solving shine a light on the pursuit of equity, revealing also the discriminatory nature of individual testing, something that anyone who gets anxious about high‐stakes testing fully understands. What does it mean that for girls collaboration, even with a computer agent, increases their confidence levels and causes them to achieve at higher levels? Similarly, what does it mean that African American students go from failing calculus to outperforming other, previously more successful, students when they collaborate? This research reveals the potential of collaboration, not only for girls or students of color, but for all learners and thinkers. When you connect with someone else’s ideas, you enhance your brain, your understanding, and your perspective.\u003c/p>\n\u003cp class=\"p2\">Neuroscientists also know the importance of collaboration. Research shows that when people collaborate, the medial orbitofrontal cortex and the frontoparietal network are activated, the latter of which aids in the development of executive functions. Neuroscientists refer to these different brain areas as the “social brain.” When we collaborate, our brains are charged with the complex task of making sense of another’s thinking and learning to interact. Social cognition is the topic of much current neuroscientific investigation.\u003c/p>\n\u003cp class=\"p2\">Collaboration is vital for learning, for college success, for brain development, and for creating equitable outcomes. Beyond all of this, it is beneficial to establish interpersonal connections, especially in times of conflict and need.\u003c/p>\n\u003cp class=\"p2\">Victor and Mildred Goertzel studied seven hundred people who had made huge contributions to society, choosing those who had been the subject of at least two biographies, people such as Marie Curie and Henry Ford. They found, in‐ credibly, that less than 15 percent of the famous men and women had been raised in supportive families; 75 percent had grown up in families with severe problems such as “poverty, abuse, absent parents, alcoholism, serious illness,” and other major issues. Their study was conducted in the 1960s. Clinical psychologist Meg Jay, in her interesting Wall Street Journal article on resilience, reports that similar results would be found today and cites Oprah Winfrey, Howard Schultz, and LeBron James as examples of people who grew up in extreme hardship.\u003c/p>\n\u003cp class=\"p2\">Jay has studied resilience over many years and points out that people who survive hardship often do better, but not through “bouncing back,” as some think, because the recovery process takes time and is more of a battle than a bounce. She also points out those who ultimately benefit from hardship, becoming stronger and resilient, do so when they maintain self‐belief, when they “own the fighter within,” and when they connect with other people. The thing that people who overcome hardship and do not become defeated by it have in common is that in times of need they all reached out to someone—a friend, a family member, or a colleague—and those connections helped them survive and develop strength.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford, cofounder of \u003ca href=\"https://www.youcubed.org/\">youcubed.org\u003c/a> and author of \u003ca href=\"https://www.youcubed.org/limitless-mind/\">Limitless Mind: Learn, Lead & Live without Barriers\u003c/a> by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"https://www.youcubed.org/limitless-mind/\">LIMITLESS MIND\u003c/a> by Jo Boaler, copyright 2019. Reprinted with permission by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Jo Boaler\u003c/strong>\u003c/p>\n\u003cp class=\"p2\">Why Is Collaboration Important?\u003c/p>\n\u003cp class=\"p2\">Over my lifetime I have encountered a small number of fascinating situations, some through research and some through personal experience, in which collaboration and connection produced surprising outcomes. Some of these have related to learning, some to the pursuit of equity, and some to the advancement of ideas, even in the face of severe opposition. These different cases all shed light on something that neuroscience is also showing—when we connect with other people’s ideas there are multiple benefits for our brains and for our lives.\u003c/p>\n\u003cp class=\"p2\">Uri Treisman, a mathematician at the University of Texas at Austin, used to teach at the University of California, Berkeley. While Uri was at Berkeley, he noticed that 60 percent of African American students who took calculus were failing the class. This caused many to drop out of college altogether. Uri began looking at more university data and saw that no Chinese American students were failing calculus, so he asked the question: What is the difference between these two cultural groups that seems to be causing this discrepancy?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p2\">Uri at first asked the other mathematics faculty what they thought the reason was. They came up with a range of reasons: perhaps African American students came into the university with lower math scores or an insufficient mathematical background; perhaps they were from less wealthy homes. None of these suggested reasons were correct. What Uri found, through studying the students at work, was that there was one difference—the African American students worked on math problems by themselves, whereas the Chinese American students worked collaboratively. The Chinese American students worked on their assigned math problems in their dormitories and in the dining halls, thinking about them together. By contrast the African American students worked alone in their dormitory rooms and when they struggled on problems, they decided they were just not “math people” and gave up.\u003c/p>\n\u003cp class=\"p2\">\u003ca href=\"https://www.youcubed.org/limitless-mind/\">\u003cimg class=\"alignright size-full wp-image-54489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/BOALER_LimitlessMind_HC-e1569303153159.jpg\" alt=\"\" width=\"250\" height=\"375\">\u003c/a>Uri and his team set up workshops for the more vulnerable students, including students of color. They created what Uri describes as a “challenging yet emotionally supportive academic environment.” In the workshops students worked on math problems together, considering together what it would take to achieve at the highest levels on different problems. The academic improvement that resulted from the workshops was significant. Within two years, the failure rate of African American students had dropped to zero, and the African American and Latino students who attended the workshops were outperforming their white and Asian classmates. This was an impressive result, and Uri has continued this approach at Austin. His approach has now been used in over two hundred different institutions of higher education. In writing about the experience, Uri says:\u003c/p>\n\u003cp class=\"p2\">\u003cem>We were able to convince the students in our orientation that success in college would require them to work with their peers, to create for themselves a community based on shared intellectual interests and common professional aims. How‐ ever, it took some work to teach them how to work together. After that it was really rather elementary pedagogy.\u003c/em>\u003c/p>\n\u003cp class=\"p2\">The fact that it took work to teach students how to collaborate with each other after they had spent thirteen years in school speaks to the problems in our school system, where the common pattern is that teachers lecture and students work through problems alone. The team leading the work‐ shops was right to point out that success in college requires working with others and making good connections. Many people know this, but they still see no role for collaboration in learning. When Uri and his team encouraged students to work together, their mathematical learning paths changed and they found success. This success story was about learning calculus in college, but we could substitute any other subject and expect similar results.\u003c/p>\n\u003cp class=\"p2\">Part of the reason students give up on learning is because they find it difficult and think they are alone in their struggle. An important change takes place when students work together and discover that everybody finds some or all of the work difficult. This is a critical moment for students, and one that helps them know that for everyone learning is a process and that obstacles are common.\u003c/p>\n\u003cp class=\"p2\">Another reason that students’ learning pathways change is because they receive an opportunity to connect ideas. Connecting with another person’s idea both requires and develops a higher level of understanding. When students work together (learning math, science, languages, English— anything), they get opportunities to make connections be‐ tween ideas, which is inherently valuable for them.\u003c/p>\n\u003cp class=\"p2\">A similarly noteworthy finding came from the results of a large‐scale testing program. In 2012, PISA assessments (international tests given to fifteen‐year‐olds worldwide, as mentioned earlier) showed that boys achieved at higher levels than girls in mathematics in thirty‐eight countries.\u003c/p>\n\u003cp class=\"p2\">This result was disappointing and surprising. In the US and in most other countries, the achievement of girls and boys in school is equal. This reminded me again of the ways that tests distort what students actually know and can do.\u003c/p>\n\u003cfigure id=\"attachment_54492\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54492\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg\" alt=\"\" width=\"250\" height=\"319\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-160x204.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-800x1020.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-768x979.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-1020x1301.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Jo-Boaler-author-photo-Photo-Credit-Robert-Houser-Photography-2-941x1200.jpg 941w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Jo Boaler \u003ccite>(Robert Houser Photography)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p2\">This was underscored when the PISA team issued a report showing that when anxiety was factored into the analysis, the gap in achievement between girls and boys was fully explained by the lower confidence of girls.\u003cspan class=\"s1\"> \u003c/span>What appeared to be a gender difference in mathematics achievement was in reality a difference in mathematics confidence levels. Girls became more anxious when they took the individual math tests, a phenomenon that is well established,\u003cspan class=\"s1\"> \u003c/span>and one that should make any educator pause before basing decisions on test performance.\u003c/p>\n\u003cp class=\"p2\">The impact of the different testing conditions as well as the potential of collaboration for reducing inequalities were also shown by another assessment the PISA team conducted. In addition to the usual individual mathematics test, they did an assessment of collaborative problem solving. In this assessment students did not collaborate with other students but with a computer agent. They had to take on the ideas of the agent and connect with and build upon them to collaboratively solve complex problems.\u003cspan class=\"s1\"> \u003c/span>This, to me, gauges something much more valuable than what a student produces on an individual math test. Instead of reproducing knowledge individually, students are asked to consider another’s ideas and work with them to solve a complex problem. This is also more consistent with the world of work students are being prepared for.\u003c/p>\n\u003cp class=\"p2\">In the test of collaborative problem solving, administered in fifty‐one countries, girls outperformed boys in every country. This notable result was accompanied by two others—there were no significant differences in outcomes between advantaged and disadvantaged students, a rare and important finding. And in some countries diversity boosted performance. The team found that in some countries “non‐ immigrant” students achieved at higher levels when they were in schools with larger numbers of “immigrant” students, a fantastic result, suggesting that diverse communities of learners help students become better collaborators.\u003c/p>\n\u003cp class=\"p2\">The results of the PISA assessment of collaborative problem solving shine a light on the pursuit of equity, revealing also the discriminatory nature of individual testing, something that anyone who gets anxious about high‐stakes testing fully understands. What does it mean that for girls collaboration, even with a computer agent, increases their confidence levels and causes them to achieve at higher levels? Similarly, what does it mean that African American students go from failing calculus to outperforming other, previously more successful, students when they collaborate? This research reveals the potential of collaboration, not only for girls or students of color, but for all learners and thinkers. When you connect with someone else’s ideas, you enhance your brain, your understanding, and your perspective.\u003c/p>\n\u003cp class=\"p2\">Neuroscientists also know the importance of collaboration. Research shows that when people collaborate, the medial orbitofrontal cortex and the frontoparietal network are activated, the latter of which aids in the development of executive functions. Neuroscientists refer to these different brain areas as the “social brain.” When we collaborate, our brains are charged with the complex task of making sense of another’s thinking and learning to interact. Social cognition is the topic of much current neuroscientific investigation.\u003c/p>\n\u003cp class=\"p2\">Collaboration is vital for learning, for college success, for brain development, and for creating equitable outcomes. Beyond all of this, it is beneficial to establish interpersonal connections, especially in times of conflict and need.\u003c/p>\n\u003cp class=\"p2\">Victor and Mildred Goertzel studied seven hundred people who had made huge contributions to society, choosing those who had been the subject of at least two biographies, people such as Marie Curie and Henry Ford. They found, in‐ credibly, that less than 15 percent of the famous men and women had been raised in supportive families; 75 percent had grown up in families with severe problems such as “poverty, abuse, absent parents, alcoholism, serious illness,” and other major issues. Their study was conducted in the 1960s. Clinical psychologist Meg Jay, in her interesting Wall Street Journal article on resilience, reports that similar results would be found today and cites Oprah Winfrey, Howard Schultz, and LeBron James as examples of people who grew up in extreme hardship.\u003c/p>\n\u003cp class=\"p2\">Jay has studied resilience over many years and points out that people who survive hardship often do better, but not through “bouncing back,” as some think, because the recovery process takes time and is more of a battle than a bounce. She also points out those who ultimately benefit from hardship, becoming stronger and resilient, do so when they maintain self‐belief, when they “own the fighter within,” and when they connect with other people. The thing that people who overcome hardship and do not become defeated by it have in common is that in times of need they all reached out to someone—a friend, a family member, or a colleague—and those connections helped them survive and develop strength.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford, cofounder of \u003ca href=\"https://www.youcubed.org/\">youcubed.org\u003c/a> and author of \u003ca href=\"https://www.youcubed.org/limitless-mind/\">Limitless Mind: Learn, Lead & Live without Barriers\u003c/a> by HarperOne, an imprint of HarperCollins Publishers.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Neuroscientist \u003c/span>\u003ca href=\"https://www.wendysuzuki.com/\">\u003cspan style=\"font-weight: 400\">Wendy Suzuki \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">was a rising star in the field of memory when she looked around and realized that her lifestyle wasn’t sustainable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was trying to get tenure, and I was doing nothing but work,\" she says. \"I had no friends outside of my lab. I knew I needed to do something. I thought, at least I can go to the gym and try to feel stronger.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She signed up for the classes that “looked the most fun.” As she expected, her mood and fitness level improved – but she began to notice something else at play. “About a year and a half into that regular exercise routine, I was sitting at my desk writing a grant and this thought went through my mind, ‘Writing is going well!’ I had never had that thought before. Then I realized that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of my work had been going better recently, and the only major change I had made to my life was regularly working out.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That observation prompted her to explore what exercise was doing to her brain. “My hippocampal memory was clearly better at remembering details and retrieving information.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These days, Suzuki has switched her primary research focus to the cognitive benefits of exercise. She is the author of the book \u003ca href=\"https://www.amazon.com/Healthy-Brain-Happy-Life-Everything/dp/0062366785\">\u003ci>Healthy Brain, Happy Life: A Personal Program to Activate Your Brain and Do Everything Better,\u003c/i>\u003c/a> and gave a popular \u003ca href=\"https://www.youtube.com/watch?v=BHY0FxzoKZE\">TED Talk\u003c/a> on exercise and the brain. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She also teaches a class at NYU called \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003ca href=\"https://www.wendysuzuki.com/can-exercise-change-your-brain\">Can Exercise Change your Brain?\u003c/a>\" To tap into the brain-boosting effects of movement, she begins each class with an hourlong workout session, followed by a 90-minute lecture and discussion. She has been measuring outcomes of this hybrid teaching method in quantitative and qualitative ways. “One student told me, ‘In my other 9 a.m. classes, I am hugging my\u003c/span>\u003cspan style=\"font-weight: 400\"> Starbucks cup. In this class, I don’t even need to take notes because I remember what is said.'”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says exercise is the most transformative thing that you can do for your brain, and she is on a mission to help her students and the public understand the “life-changing,” mood-boosting, cognitive-enhancing effects of physical activity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Cognitive Benefits of Exercise\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suzuki encourages people to think about the brain like a muscle. Exercise strengthens both the prefrontal cortex (which is involved in executive functioning) and the hippocampus (which plays a key role in memory and learning). In this way, exercise supports our ability to think creatively, make decisions, focus and retrieve key information. In her research, Suzuki found a single workout can improve a student’s ability to focus on a task for up to two hours.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Exercise stimulates the growth of new neurons, Suzuki explains, in a process called \u003ca href=\"https://well.blogs.nytimes.com/2016/02/17/which-type-of-exercise-is-best-for-the-brain/\">neurogenesis\u003c/a>. In addition, it increases the neurochemical BDNF, which acts as a fertilizer, strengthening neurons and making them less susceptible to breaking down. Physical activity also increases levels of serotonin, norepinephrine, dopamine and endorphins that support emotional well-being, motivation and response to stress. As we age, exercise has a protective effect on the brain, says Suzuki, making it less susceptible to neurodegenerative diseases and normal cognitive decline. With exercise, “you are making synaptic connections, and you are making more synapses grow. Movement will help your brain today and protect you against neurological decay in the future.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Case for Movement in School\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recess has cascading benefits for children, says Suzuki. “It really has to do with what we know about how the brain works and how we can rejuvenate brain activity – particularly focus, attention and mood. When you cut down recess, you are removing time that kids can run around. And when they run around, their brains are getting a bubble bath of good neurochemicals, neurotransmitters and endorphins. These help memory and mood. A simple burst of exercise helps students focus better — to filter out what they do and do not need to pay attention to in class.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She argues that movement breaks in K-12 classrooms support the deep kind of learning that they should be striving for.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adults need this, too,” says Suzuki, including teachers. “Even though it takes time from your workday, it will give you back time. You will be more productive if you take that time off. Even if it’s just a walk up and down the stairs or a walk around the block. That is a surefire way to make your work more productive. It’s how humans were built. We were not built to sit in front of a screen all day long. Our bodies and brains work better with regular movement. It’s better than coffee.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adding more movement to the school day is an attainable goal, says Suzuki. She points to a program called \u003c/span>\u003ca href=\"https://thedailymile.co.uk/about/\">\u003cspan style=\"font-weight: 400\">The Daily Mile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an initiative that started six years ago at an elementary school in Scotland. The head of school, Elaine Wyllie, “realized that students weren’t looking healthy,” says Suzuki, “so she asked teachers to take their students for a 15-minute walk or run every day.” More than 8,000 schools in 65 countries — including half of all schools in Scotland — have now adopted this program. The website includes \u003c/span>\u003ca href=\"https://thedailymile.co.uk/steps-to-success/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and tips for making the program accessible to all students with the aim of helping them become “fitter, healthier, and more able to concentrate in the classroom.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=V0RahcsF4aI\u003c/p>\n\u003cp>\u003cb>Reframing Exercise as Movement\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suzuki recognizes that “exercise can be a four-letter word” for some people — something that feels unpleasant or impractical, given the demands of life. So she has begun to talk about it as simply “movement” in her talks and workshops. One of her favorite “brain hacks” is taking a mundane task and making it more physical — such as “vacuuming like \u003ca href=\"https://www.youtube.com/watch?v=xuqYNx8zaXM\">Mrs. Doubtfire\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The thing is, there are so many ways to move your body,” says Suzuki. “It’s hard to get someone who does not exercise to move regularly. Once you get over the hump, you can start to be much more mindful and see and feel the immediate effects of exercise – you are literally changing your brain.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=BHY0FxzoKZE\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Neuroscientist \u003c/span>\u003ca href=\"https://www.wendysuzuki.com/\">\u003cspan style=\"font-weight: 400\">Wendy Suzuki \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">was a rising star in the field of memory when she looked around and realized that her lifestyle wasn’t sustainable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was trying to get tenure, and I was doing nothing but work,\" she says. \"I had no friends outside of my lab. I knew I needed to do something. I thought, at least I can go to the gym and try to feel stronger.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She signed up for the classes that “looked the most fun.” As she expected, her mood and fitness level improved – but she began to notice something else at play. “About a year and a half into that regular exercise routine, I was sitting at my desk writing a grant and this thought went through my mind, ‘Writing is going well!’ I had never had that thought before. Then I realized that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of my work had been going better recently, and the only major change I had made to my life was regularly working out.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That observation prompted her to explore what exercise was doing to her brain. “My hippocampal memory was clearly better at remembering details and retrieving information.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These days, Suzuki has switched her primary research focus to the cognitive benefits of exercise. She is the author of the book \u003ca href=\"https://www.amazon.com/Healthy-Brain-Happy-Life-Everything/dp/0062366785\">\u003ci>Healthy Brain, Happy Life: A Personal Program to Activate Your Brain and Do Everything Better,\u003c/i>\u003c/a> and gave a popular \u003ca href=\"https://www.youtube.com/watch?v=BHY0FxzoKZE\">TED Talk\u003c/a> on exercise and the brain. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She also teaches a class at NYU called \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003ca href=\"https://www.wendysuzuki.com/can-exercise-change-your-brain\">Can Exercise Change your Brain?\u003c/a>\" To tap into the brain-boosting effects of movement, she begins each class with an hourlong workout session, followed by a 90-minute lecture and discussion. She has been measuring outcomes of this hybrid teaching method in quantitative and qualitative ways. “One student told me, ‘In my other 9 a.m. classes, I am hugging my\u003c/span>\u003cspan style=\"font-weight: 400\"> Starbucks cup. In this class, I don’t even need to take notes because I remember what is said.'”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says exercise is the most transformative thing that you can do for your brain, and she is on a mission to help her students and the public understand the “life-changing,” mood-boosting, cognitive-enhancing effects of physical activity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Cognitive Benefits of Exercise\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suzuki encourages people to think about the brain like a muscle. Exercise strengthens both the prefrontal cortex (which is involved in executive functioning) and the hippocampus (which plays a key role in memory and learning). In this way, exercise supports our ability to think creatively, make decisions, focus and retrieve key information. In her research, Suzuki found a single workout can improve a student’s ability to focus on a task for up to two hours.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Exercise stimulates the growth of new neurons, Suzuki explains, in a process called \u003ca href=\"https://well.blogs.nytimes.com/2016/02/17/which-type-of-exercise-is-best-for-the-brain/\">neurogenesis\u003c/a>. In addition, it increases the neurochemical BDNF, which acts as a fertilizer, strengthening neurons and making them less susceptible to breaking down. Physical activity also increases levels of serotonin, norepinephrine, dopamine and endorphins that support emotional well-being, motivation and response to stress. As we age, exercise has a protective effect on the brain, says Suzuki, making it less susceptible to neurodegenerative diseases and normal cognitive decline. With exercise, “you are making synaptic connections, and you are making more synapses grow. Movement will help your brain today and protect you against neurological decay in the future.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Case for Movement in School\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recess has cascading benefits for children, says Suzuki. “It really has to do with what we know about how the brain works and how we can rejuvenate brain activity – particularly focus, attention and mood. When you cut down recess, you are removing time that kids can run around. And when they run around, their brains are getting a bubble bath of good neurochemicals, neurotransmitters and endorphins. These help memory and mood. A simple burst of exercise helps students focus better — to filter out what they do and do not need to pay attention to in class.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She argues that movement breaks in K-12 classrooms support the deep kind of learning that they should be striving for.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adults need this, too,” says Suzuki, including teachers. “Even though it takes time from your workday, it will give you back time. You will be more productive if you take that time off. Even if it’s just a walk up and down the stairs or a walk around the block. That is a surefire way to make your work more productive. It’s how humans were built. We were not built to sit in front of a screen all day long. Our bodies and brains work better with regular movement. It’s better than coffee.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adding more movement to the school day is an attainable goal, says Suzuki. She points to a program called \u003c/span>\u003ca href=\"https://thedailymile.co.uk/about/\">\u003cspan style=\"font-weight: 400\">The Daily Mile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an initiative that started six years ago at an elementary school in Scotland. The head of school, Elaine Wyllie, “realized that students weren’t looking healthy,” says Suzuki, “so she asked teachers to take their students for a 15-minute walk or run every day.” More than 8,000 schools in 65 countries — including half of all schools in Scotland — have now adopted this program. The website includes \u003c/span>\u003ca href=\"https://thedailymile.co.uk/steps-to-success/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and tips for making the program accessible to all students with the aim of helping them become “fitter, healthier, and more able to concentrate in the classroom.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/V0RahcsF4aI'\n title='//www.youtube.com/embed/V0RahcsF4aI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>Reframing Exercise as Movement\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suzuki recognizes that “exercise can be a four-letter word” for some people — something that feels unpleasant or impractical, given the demands of life. So she has begun to talk about it as simply “movement” in her talks and workshops. One of her favorite “brain hacks” is taking a mundane task and making it more physical — such as “vacuuming like \u003ca href=\"https://www.youtube.com/watch?v=xuqYNx8zaXM\">Mrs. Doubtfire\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The thing is, there are so many ways to move your body,” says Suzuki. “It’s hard to get someone who does not exercise to move regularly. Once you get over the hump, you can start to be much more mindful and see and feel the immediate effects of exercise – you are literally changing your brain.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Marijuana, it seems, is not a performance-enhancing drug. That is, at least, not among young people, and not when the activity is learning.\u003c/p>\n\u003cp>A study \u003ca href=\"https://www.psychiatrist.com/JCP/article/Pages/2018/v79/17m11977.aspx\">published Tuesday\u003c/a> in the \u003cem>Journal of Clinical Psychiatry \u003c/em>finds that when adolescents stop using marijuana – even for just one week – their verbal learning and memory improves. The study contributes to growing\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3930618/\"> evidence that marijuana use in adolescents\u003c/a> is associated with reduced neurocognitive functioning.\u003c/p>\n\u003cp>More than 14 percent of middle and high school students reported using marijuana within the last month, finds a \u003ca href=\"http://www.monitoringthefuture.org/pubs/monographs/mtf-overview2017.pdf\">National Institutes of Health survey\u003c/a> conducted in 2017. And marijuana use has increased among high schoolers over the past 10 years, according to the\u003ca href=\"https://www.hhs.gov/ash/oah/adolescent-development/substance-use/marijuana/index.html\"> U.S. Department of Health & Human Services\u003c/a>.\u003c/p>\n\u003cp>At the same time, the percentage of teens who believe that regular marijuana use poses a great risk to their health has\u003ca href=\"http://www.monitoringthefuture.org/pubs/monographs/mtf-vol2_2016.pdf\"> dropped sharply since the mid-2000s\u003c/a>. And, legalization of marijuana may play a part in shaping how young people think about the drug. One study noted that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5365078/\">after 2012, when marijuana was legalized\u003c/a> in Washington state, the number of eighth graders there that believed marijuana posed risks to their health dropped by 14 percent.\u003c/p>\n\u003cp>Researchers are particularly concerned with use of marijuana among the young because THC, the active ingredient in marijuana, most sharply affects the parts of the brain that develop during adolescence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The adolescent brain is undergoing significant neurodevelopment well into the 20s, and the regions that are last to develop are those regions that are most populated by cannabis receptors, and are also very critical to cognitive functioning,\" says \u003ca href=\"http://www.mghaddictionmedicine.com/about/staff/randi-schuster-ph-d/\">Randi Schuster\u003c/a>. Schuster is the director of Neuropsychology at Massachusetts General Hospital's Center for Addiction Medicine, and the study's lead author.\u003c/p>\n\u003cp>Schuster and the team of researchers set out to determine if cognitive functions that are potentially harmed by marijuana use in adolescents – particularly attention and memory – improve when they abstain from marijuana.\u003c/p>\n\u003cp>They recruited 88 pot-using teens and young adults, ages 16 to 25, and got some of them to agree to stop smoking (or otherwise consuming) marijuana for the month.\u003c/p>\n\u003cp>Schuster says the researchers wanted to recruit a range of participants, not just heavy users or those in a treatment program, for example. Some of the young people smoked once per week; some smoked nearly daily.\u003c/p>\n\u003cp>The researchers randomly assigned the volunteers into an abstaining group and a non-abstaining group. They delivered the bad news to those chosen to be abstainers at the end of their first visit, and Shuster says, they took it surprisingly well.\u003c/p>\n\u003cp>\"People were generally fine,\" she says. \"We kind of went through what the next month would look like and helped them come up with strategies for staying abstinent.\"\u003c/p>\n\u003cp>One motivation for the non-tokers to stick with the program? They received increasing amounts of money each week of the month-long study.\u003c/p>\n\u003cp>The researchers urine tested both groups on a weekly basis to make sure that the THC levels for the abstinent group were going down, but that the levels for the control group were staying consistent as they continued using.\u003c/p>\n\u003cp>Also at each visit, the participants completed a variety of tasks testing their attention and memory through the\u003ca href=\"http://www.cambridgecognition.com/cantab/\"> Cambridge Neuropsychological Test Automated Battery\u003c/a>, a validated cognitive assessment tool.\u003c/p>\n\u003cp>The researchers found that after four weeks, there was no noticeable difference in attention scores between the marijuana users and the non-users. But, the memory scores of the non-users improved, whereas the users' memories mostly stayed the same.\u003c/p>\n\u003cp>The verbal memory test challenged participants to learn and recall new words, which \"lets us look both at their ability to learn information the first time the words were presented, as well as the number of words that they're able to retrieve from long-term memory storage after a delay,\" Schuster says.\u003c/p>\n\u003cp>Verbal memory is particularly relevant for adolescents and young adults when they're in the classroom, says Schuster.\u003c/p>\n\u003cp>\"For an adolescent sitting in their history class learning new facts for the first time, we're suspecting that active cannabis users might have a difficult time putting that new information into their long-term memory,\" Schuster says.\u003c/p>\n\u003cp>While this study didn't prove that abstaining from cannabis improves adolescents' attention, other studies have found that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3930618/\">marijuana users fare worse in attention tests\u003c/a> than non-users. Schusters hypothesizes it might take more than four weeks of abstinence for attention levels to improve.\u003c/p>\n\u003cp>Interestingly, most of the memory improvement for the abstinent group happened during the first week of the study, which leaves the researchers feeling hopeful.\u003c/p>\n\u003cp>\"We were pleasantly surprised to see that at least some of the deficits that we think may be caused by cannabis appear to be reversible, and at least some of them are quickly reversible, which is good news,\" Schuster says.\u003c/p>\n\u003cp>One weakness of this study is its lack of a non-marijuana-using control group, says \u003ca href=\"https://uwm.edu/psychology/people/lisdahl-krista-m/\">Krista Lisdahl\u003c/a>, an associate professor of psychology at the University of Wisconsin Milwaukee who was not involved with the study, but also researches the neuroscience of addiction. Because of this, it's difficult to conclude whether the improvements in memory brought the participants back to their baseline levels prior to using marijuana.\u003c/p>\n\u003cp>Also, because the study lasted only four weeks, it's impossible to draw conclusions about the long term effects of marijuana usage for young people, such as how marijuana directly affects academic performance or sleep patterns or mood.\u003c/p>\n\u003cp>Lisdahl says that longitudinal studies like the NIH's\u003ca href=\"https://abcdstudy.org/\"> Adolescent Brain Cognitive Development Study\u003c/a>, could provide more information about what marijuana does to the adolescent brain. It might also reveal what happens if adolescents stop using marijuana, and if their brain functioning can completely recover.\u003c/p>\n\u003cp>Lisdahl is helping with the NIH study, which has, to date, enrolled over 11,000 children ages nine and 10, and will follow them over into young adulthood. It's the largest long-term research study on child brain development in the U.S., and it assesses how everything from screen time to concussions to drugs affect adolescents' brains.\u003c/p>\n\u003cp>In the meantime, Lisdahl says the findings from the new study – that abstinence from marijuana is associated with improvements in adolescents' learning and memory – sends a positive message.\u003c/p>\n\u003cp>\"I remain optimistic that we can show recovery of function with sustained abstinence,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Rachel D. Cohen is an intern on NPR's Science Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Adolescents+Give+Up+Pot%2C+Their+Cognition+Quickly+Improves&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Marijuana, it seems, is not a performance-enhancing drug. That is, at least, not among young people, and not when the activity is learning.\u003c/p>\n\u003cp>A study \u003ca href=\"https://www.psychiatrist.com/JCP/article/Pages/2018/v79/17m11977.aspx\">published Tuesday\u003c/a> in the \u003cem>Journal of Clinical Psychiatry \u003c/em>finds that when adolescents stop using marijuana – even for just one week – their verbal learning and memory improves. The study contributes to growing\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3930618/\"> evidence that marijuana use in adolescents\u003c/a> is associated with reduced neurocognitive functioning.\u003c/p>\n\u003cp>More than 14 percent of middle and high school students reported using marijuana within the last month, finds a \u003ca href=\"http://www.monitoringthefuture.org/pubs/monographs/mtf-overview2017.pdf\">National Institutes of Health survey\u003c/a> conducted in 2017. And marijuana use has increased among high schoolers over the past 10 years, according to the\u003ca href=\"https://www.hhs.gov/ash/oah/adolescent-development/substance-use/marijuana/index.html\"> U.S. Department of Health & Human Services\u003c/a>.\u003c/p>\n\u003cp>At the same time, the percentage of teens who believe that regular marijuana use poses a great risk to their health has\u003ca href=\"http://www.monitoringthefuture.org/pubs/monographs/mtf-vol2_2016.pdf\"> dropped sharply since the mid-2000s\u003c/a>. And, legalization of marijuana may play a part in shaping how young people think about the drug. One study noted that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5365078/\">after 2012, when marijuana was legalized\u003c/a> in Washington state, the number of eighth graders there that believed marijuana posed risks to their health dropped by 14 percent.\u003c/p>\n\u003cp>Researchers are particularly concerned with use of marijuana among the young because THC, the active ingredient in marijuana, most sharply affects the parts of the brain that develop during adolescence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The adolescent brain is undergoing significant neurodevelopment well into the 20s, and the regions that are last to develop are those regions that are most populated by cannabis receptors, and are also very critical to cognitive functioning,\" says \u003ca href=\"http://www.mghaddictionmedicine.com/about/staff/randi-schuster-ph-d/\">Randi Schuster\u003c/a>. Schuster is the director of Neuropsychology at Massachusetts General Hospital's Center for Addiction Medicine, and the study's lead author.\u003c/p>\n\u003cp>Schuster and the team of researchers set out to determine if cognitive functions that are potentially harmed by marijuana use in adolescents – particularly attention and memory – improve when they abstain from marijuana.\u003c/p>\n\u003cp>They recruited 88 pot-using teens and young adults, ages 16 to 25, and got some of them to agree to stop smoking (or otherwise consuming) marijuana for the month.\u003c/p>\n\u003cp>Schuster says the researchers wanted to recruit a range of participants, not just heavy users or those in a treatment program, for example. Some of the young people smoked once per week; some smoked nearly daily.\u003c/p>\n\u003cp>The researchers randomly assigned the volunteers into an abstaining group and a non-abstaining group. They delivered the bad news to those chosen to be abstainers at the end of their first visit, and Shuster says, they took it surprisingly well.\u003c/p>\n\u003cp>\"People were generally fine,\" she says. \"We kind of went through what the next month would look like and helped them come up with strategies for staying abstinent.\"\u003c/p>\n\u003cp>One motivation for the non-tokers to stick with the program? They received increasing amounts of money each week of the month-long study.\u003c/p>\n\u003cp>The researchers urine tested both groups on a weekly basis to make sure that the THC levels for the abstinent group were going down, but that the levels for the control group were staying consistent as they continued using.\u003c/p>\n\u003cp>Also at each visit, the participants completed a variety of tasks testing their attention and memory through the\u003ca href=\"http://www.cambridgecognition.com/cantab/\"> Cambridge Neuropsychological Test Automated Battery\u003c/a>, a validated cognitive assessment tool.\u003c/p>\n\u003cp>The researchers found that after four weeks, there was no noticeable difference in attention scores between the marijuana users and the non-users. But, the memory scores of the non-users improved, whereas the users' memories mostly stayed the same.\u003c/p>\n\u003cp>The verbal memory test challenged participants to learn and recall new words, which \"lets us look both at their ability to learn information the first time the words were presented, as well as the number of words that they're able to retrieve from long-term memory storage after a delay,\" Schuster says.\u003c/p>\n\u003cp>Verbal memory is particularly relevant for adolescents and young adults when they're in the classroom, says Schuster.\u003c/p>\n\u003cp>\"For an adolescent sitting in their history class learning new facts for the first time, we're suspecting that active cannabis users might have a difficult time putting that new information into their long-term memory,\" Schuster says.\u003c/p>\n\u003cp>While this study didn't prove that abstaining from cannabis improves adolescents' attention, other studies have found that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3930618/\">marijuana users fare worse in attention tests\u003c/a> than non-users. Schusters hypothesizes it might take more than four weeks of abstinence for attention levels to improve.\u003c/p>\n\u003cp>Interestingly, most of the memory improvement for the abstinent group happened during the first week of the study, which leaves the researchers feeling hopeful.\u003c/p>\n\u003cp>\"We were pleasantly surprised to see that at least some of the deficits that we think may be caused by cannabis appear to be reversible, and at least some of them are quickly reversible, which is good news,\" Schuster says.\u003c/p>\n\u003cp>One weakness of this study is its lack of a non-marijuana-using control group, says \u003ca href=\"https://uwm.edu/psychology/people/lisdahl-krista-m/\">Krista Lisdahl\u003c/a>, an associate professor of psychology at the University of Wisconsin Milwaukee who was not involved with the study, but also researches the neuroscience of addiction. Because of this, it's difficult to conclude whether the improvements in memory brought the participants back to their baseline levels prior to using marijuana.\u003c/p>\n\u003cp>Also, because the study lasted only four weeks, it's impossible to draw conclusions about the long term effects of marijuana usage for young people, such as how marijuana directly affects academic performance or sleep patterns or mood.\u003c/p>\n\u003cp>Lisdahl says that longitudinal studies like the NIH's\u003ca href=\"https://abcdstudy.org/\"> Adolescent Brain Cognitive Development Study\u003c/a>, could provide more information about what marijuana does to the adolescent brain. It might also reveal what happens if adolescents stop using marijuana, and if their brain functioning can completely recover.\u003c/p>\n\u003cp>Lisdahl is helping with the NIH study, which has, to date, enrolled over 11,000 children ages nine and 10, and will follow them over into young adulthood. It's the largest long-term research study on child brain development in the U.S., and it assesses how everything from screen time to concussions to drugs affect adolescents' brains.\u003c/p>\n\u003cp>In the meantime, Lisdahl says the findings from the new study – that abstinence from marijuana is associated with improvements in adolescents' learning and memory – sends a positive message.\u003c/p>\n\u003cp>\"I remain optimistic that we can show recovery of function with sustained abstinence,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>We've all had the experience of studying hard for a test, believing we know the information, and then sitting down in the testing room only to draw a blank. Why does that happen?\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.ted.com/talks/elizabeth_cox_the_surprising_link_between_stress_and_memory?language=en\" target=\"_blank\" rel=\"noopener\">TED-Ed video, \u003c/a>Elizabeth Cox explains there are many kinds of stress and many kinds of memory, but short term stress can affect a person's ability to recall facts. There are three basic steps to learning new information: acquisition, consolidation and retrieval. Moderate stress related to the memory task itself can \u003ca href=\"https://www.kqed.org/mindshift/43831/what-harnessing-the-positive-side-of-stress-can-do-for-students\" target=\"_blank\" rel=\"noopener\">actually have a positive affect\u003c/a> on the acquisition and consolidation phases. The brain releases corticosteriods when stressed, which prompt the amygdala to tell the hippocampus to consolidate a memory. The stress signals to the brain that the information is worth remembering, but \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">other emotions can be equally helpful to encode memories\u003c/a>.\u003c/p>\n\u003cp>Problems arise when a person experiences \u003ca href=\"https://www.kqed.org/mindshift/45096/when-schools-help-students-transcend-chronic-stress-to-tap-motivation\" target=\"_blank\" rel=\"noopener\">chronic stress\u003c/a>. When the brain is consistently bathed in corticosteroids it damages the hippocampus, inhibiting its ability to form memories. And, when a person experiences stress the brain inhibits the prefrontal cortex in order to allow its fight, flight or freeze response to kick in. The prefrontal cortex is responsible for retrieving memories, which is why we draw a blank during a stressful test.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hyg7lcU4g8E\u003c/p>\n\u003cp>However, there are ways to mitigate stressful situations. When studying, emulate the conditions of the test by doing practice problems on a timer, or sitting at a desk. That way those conditions won't be so stressful during the test. Exercise also helps reduce anxiety and increase well-being. Lastly, take a few deep breathes before beginning to calm the fight, flight or freeze response.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“How do we enhance cognition?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is the question that keeps Dr. Adam Gazzaley awake at night.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/education-speakers/Adam-Gazzaley\">\u003cspan style=\"font-weight: 400\">recent Learning and the Brain conference talk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Gazzaley -- a neurology professor and co-author of \u003c/span>\u003ca href=\"https://mitpress.mit.edu/distracted\">\u003ci>\u003cspan style=\"font-weight: 400\">The Distracted Mind: Ancient Brains in a High-Tech World\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- argued that we are experiencing a “global cognition crisis.” Enhancing human cognition is not about increasing the amount of information we teach students. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To illustrate the challenge facing education, he pointed to parallel challenges within medicine.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, both use poor initial assessments, he said. Few doctors are utilizing brain scans, instead relying on outdated paper and pencil tests. “Similarly in education, we don’t have a starting point for understanding from each child’s cognitive abilities.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, both employ poor targeting. In medicine, many pharmaceuticals target broad body systems, requiring doctors and patients to spend a lot of time monitoring and managing the side effects of medication. 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And in education, the curriculum rarely focuses on the individual profile of the child. “We are vaguely aiming at personalization [in both fields] but not really getting there.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fourth, many practitioners in both fields fall back to a unimodal approach, hoping a “one pill can solve something as complicated as depression or one model of teaching will fit all the students in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And finally, both systems are “open loop”: they have an imprecise, long cycle between the initial intervention and the updated intervention. In medicine, patients might take pills and subjectively monitor effects and side effects. Weeks or months later, based on their reports, their doctor may raise or lower the dosage slightly. 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Gazzaley sees technology as both a pervasive challenge to cognition -- taxing our attention and driving us to distraction -- and a potential “game-changing” intervention. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a neuroscientist, Gazzaley has studied “how our brains intersect with the explosion of devices, programs and software.” He said that 95 percent of people report multitasking with technology every day. 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In a closed-loop system, he explained, you intervene in some way and record the impact of that intervention. You then use those data to refine that intervention. “You record, you refine, you apply ... over and over again, at each pass becoming more targeted at improving your outcome.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is part of the work he is engaged in at \u003c/span>\u003ca href=\"https://neuroscape.ucsf.edu/\">\u003cspan style=\"font-weight: 400\">Neuroscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a center at the University of California, San Francisco he co-founded, where they are developing and testing several closed-loop technologies designed to enhance cognition. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Will these developments enhance what makes us human or degrade us?” Gazzaley asked. “This should be part of our development process. We need to think about how technology interacts with us as human beings.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>You're in your car, heading for an intersection. The light turns yellow, so you decide to hit the gas. Then you see a police car.\u003c/p>\n\u003cp>Almost instantly, you know that stomping on the accelerator is a big mistake. But there's a good chance you'll do it anyway, says \u003ca href=\"http://pbs.jhu.edu/directory/susan-courtney/\">Susan Courtney\u003c/a>, a professor in the Department of Psychological & Brain Sciences at Johns Hopkins University.\u003c/p>\n\u003cp>That's because as one area of your brain is recognizing that police car, other areas have already begun carrying out your original plan to accelerate. \"Even if you haven't actually started moving your foot, your brain has already initiated that plan,\" Courtney says.\u003c/p>\n\u003cp>And stopping a plan once it's underway requires a lot of brainpower, Courtney and a team of researchers \u003ca href=\"http://www.cell.com/neuron/fulltext/S0896-6273(17)31063-2\">report\u003c/a> in the journal \u003cem>Neuron.\u003c/em> \"It's complicated,\" she says.\u003c/p>\n\u003cp>The team monitored the brain activity of 21 people and one monkey as they encountered a situation that's a bit like approaching an intersection when the light turns yellow.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Participants were asked to focus on a central point on a screen and wait for a target to appear somewhere else. Sometimes they were allowed to do the natural thing and shift their gaze to the target when it appeared.\u003c/p>\n\u003cp>Other times, they got a visual cue to overrule the impulse to shift their gaze. In other words, they had to cancel an action the brain was already planning to carry out.\u003c/p>\n\u003cp>The study found that stopping an action required three key brain areas to communicate with eight other areas. Previous research had suggested fewer areas were required.\u003c/p>\n\u003cp>The team also found that all the communication had to occur within about one-tenth of a second of when a participant saw the cue not to move their eye. After that, a signal has already been sent to the eye muscles and there is no way to stop it, Courtney says.\u003c/p>\n\u003cp>This lag is why we experience that awful, fleeting moment when our brain knows we shouldn't stomp on the gas, but our foot does it anyway. \"If the signal has already been sent you can watch it happen without being able to stop it,\" Courtney says.\u003c/p>\n\u003cp>The brain's stop system appears to be involved in a lot more than just controlling our bodies. \"It's not just about stopping your foot or your eyes, it's about changing your plan about anything,\" Courtney says.\u003c/p>\n\u003cp>One function of the brain systems that stop an action may be helping us avoid danger, says \u003ca href=\"https://profiles.stanford.edu/russell-poldrack\">Russ Poldrack\u003c/a>, a professor of psychology at Stanford University who was not part of the study.\u003c/p>\n\u003cp>\"People now think that some of these same systems are involved in being more cautious in making choices, taking fewer risks,\" he says.\u003c/p>\n\u003cp>Also, there's growing evidence that these systems are faulty in people who have suffered brain damage or who abuse drugs, Poldrack says, adding that years ago, his lab did a study of people who take methamphetamine.\u003c/p>\n\u003cp>\"Methamphetamine abusers were worse at stopping themselves on these very simple tasks and their ability to stop themselves related to how much craving they had for the drug,\" he says. The craving seemed to be interfering with the brain's ability to change a plan it knows is a bad idea.\u003c/p>\n\u003cp>Ultimately, understanding the brain's stop system may help us understand the success of our species, Poldrack says.\u003c/p>\n\u003cp>\"The thing that humans do better than any other species is adapt ourselves to the world when things change,\" he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Poldrack agrees with most of what the \u003cem>Neuron \u003c/em>study found, though he'd like to see a larger study before concluding that all the brain areas interact the way Courtney thinks they do.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Your+Brain+Has+Trouble+Bailing+Out+Of+A+Bad+Plan&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
},
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"id": "freakonomics-radio",
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
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"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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