Taking Play Seriously by Robin Marantz Henig Part IV

Koach Karl continues with this great article on "Play"

‘‘The Future of Play Theory.’’ His findings were taken as evidence that spontaneous free play led to more creative thinking. But then he started to wonder whether he himself had fallen victim to the play ethos.  

A single investigator had conducted the entire experiment, serving as both play tutor and evaluator on the problem-solving task. Might the experimenter subconsciously have favored the free-play children, Smith asked himself, maybe by giving subtle nonverbal cues or scoring more leniently? He ran the experiment again, bringing in a second investigator who could test the children without knowing whether they were in the free-play or the tutored group.

 

This time Smith found no difference in innovative problem solving between the two groups. At first he didn’t believe his new results, thinking that maybe the sample size was too small or that the groups were somehow poorly matched. But further studies bore out this non-finding, and Smith realized, on reflection, that he and his colleagues had probably been giving inadvertent hints to the free-play group the first time around. He ascribed it to his own subconscious idealization of play.

Idealization is a trap. And it seems most seductive when it comes to play, especially one particular kind: pretend play. This is the kind ethnologists tend to ignore, since it is difficult to argue — though a few scientists have tried — that animals are capable of pretending. Yet for humans, pretend play is one of the most crucial forms of play, occupying at its peak at about age 4 some 20 percent of a child’s day. It includes some of the most wondrous moments of childhood: dramatic play, wordplay, ritual play, symbolic play, games, jokes and imaginary friends. And it is the kind of play that positively screams out for hyperbole when outsiders try to describe it. This is where even coolheaded scientists get florid in their prose — and where play advocates like Stuart Brown and play skeptics like Peter Smith engage in their most vivid disagreements about the ultimate purpose of play.

Brown talked about pretend play at the New York Public Library last month, saying that a playful imagination ‘‘can infuse the moment with a sense of magic.’’ But skeptics find such comments annoying. ‘‘Despite the heartwarming rhetoric we dish out in our teacher-training classes, children do not have unlimited imagination,’’ wrote David Lancy, an anthropologist at Utah State University. ‘‘Their make-believe and, by extension, other play forms, is constrained by the roles, scripts and props of the culture they live in.’’ Lancy pointed to field studies of a Mayan community in which children teach their younger siblings how to pretend in the most pedestrian of ways, ‘‘focusing their attention on washing, caring for babies and cooking’’ — no magic there.

The skeptical Smith does see some value to fantasy play: when children dress up, make and use props and devise story lines to playact, he says, they learn to use sophisticated language, negotiate roles and exchange information. But he adds that many of these benefits could be gained just as well through other forms of play, work activities and plain old-fashioned instruction. Smith does not deny that playing is great fun — his own children were playing noisily in the background when I phoned him at his home in London, and he never once asked them to hush — but he wants everyone to keep it all in perspective.

Check back next week for the next installment of this article on "Play"