August 5, 2008
Taking Play Seriously by Robin Marantz Henig Part VIIII
Koach Karl continues this great article on "Play"…
Bateson, a prominent play scholar who recognizes the quandary posed by equifinality, suggested that play is the best way to reach certain goals. Through play, an individual avoids what he called the lure of ‘‘false endpoints,’’ a problem-solving style more typical of harried adults than of playful youngsters. False endpoints are avoided through play, Bateson wrote, because players are having so much fun that they keep noodling away at a problem and might well arrive at something better than the first, good-enough solution.
But maybe the flexibility hypothesis is itself a false endpoint. Maybe the idea that play is the best route to a whole host of good results — creativity, social agility, overall mental suppleness — is just the first idea scientists landed on, and they were inclined to accept it because it fit so well with their innate ideas about the nature of childhood. This is the view of a small group of play scholars we’ll call the play skeptics. What worries the play skeptics is that most people in the industrialized West — scientists in the field, play advocates and all the rest of us, parents, teachers, doctors, scholars, all the children and all the aging children — have been ensnared by what skeptics call the ‘‘play ethos.’’ By this they mean the reflexive, unexamined belief that play is an unmitigated good with a crucial, though vaguely defined, evolutionary function.
‘‘Play ethos’’ comes from Peter Smith, a psychology professor at the University of London and a leading authority on play’s effect on children’s emotional development. He uses it as a cautionary term, a reminder that most conclusions about play’s adaptive function have so far been based not on scientific evidence but on wishful thinking.
In one of his early experiments, Smith and his colleagues put 3- and 4-year-olds in two different play settings. In one group the children were allowed to play, in whatever way they felt like, with several wooden sticks. In the other group they were shown by an adult ‘‘play tutor’’ how to fit two sticks together to make a longer one. Then the children were given two tasks. First they had to retrieve a marble by connecting two sticks. Both groups performed this task, which Smith called ‘‘direct’’ problem solving, about equally well. Then they had to retrieve a marble that had been pushed farther away, so they could reach it only by connecting three sticks, not just two — what Smith called ‘‘innovative’’ problem solving. The children who had played with the sticks performed this task significantly better than the ones who had been shown how to join together only two sticks.
‘‘At this point I was happy,’’ Smith recalled years later, writing in ‘‘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.
Check back next week for a continuation of this article on "Play"