Just saw this (thread)
The very best you could say about this “fact” is that it’s deceptive. It may not refer to any study at all, and be simple fantasy. But even supposing that there is some study on which this statement is based, and ignoring the fact that synaptogenesis would not involve humans,
so we’re assuming that findings with mice or some other species transfer to humans (that mice play is analogous to human play, etc.) the categories “play” and “repetition” are slippery. In one sense, the deep message of this meme is simple, accurate, and obvious:
what you’re thinking about during an experience is a vital determinant of learning. As I’ve put it, “memory is the residue of thought.” Thus, thinking of the impact of “repetitions” on learning can mislead us, because so much depends on what the child is thinking about
during the repetitions. We can mislead ourselves too, in thinking about “play.” What’s assumed in this and similar memes is that the child is both playing and that these new synapses are going towards something that adults think is useful. “Play,” of course, assumes enjoyment;
if a child hates Tetris, there may be cognitive benefit, but it’s not play. Other times a child has fun with a game, learns from it (as we’re always learning) and what’s learned is of no long-term consequence. We usually don’t care that’s the case;
we’re happy for them to simply have fun. Again, this is all perfectly obvious, but is elided in dopey memes like this. *Of course* it’s wonderful when kids play a fun game and learn something consequential from it.
Sometimes that’s the case—wonderful research showing the long-term benefits of spatial learning through games like Tetris, jigsaw puzzles, and mazes, for example. See great work by Kathy Hirsch-Pasek & Roberta Golinkoff on which elements of play seem to be essential ingredients
from which children learn. If you want to see greater integration of play into schooling, don’t rely on neuro-factoids that are either wrong or misleading. Take seriously the job of figuring out what it takes.
@DTWillingham Here’s a good place to start:
researchgate.net/profile/Robert…
@dylanwiliam @DTWillingham Guided play is key to mastery teaching in early years in my perspective. An aspect of the perceived environment that makes children active and willing to engage. The magic flute
@mariabengtsson2 @DTWillingham It also explains, to me at least, why teacher qualifications seem to be more important for teachers of the youngest children. Teaching children explicitly seems to me to be a lot easier than designing a learning environment where child-directed exploration accelerates development
@dylanwiliam @DTWillingham I dont’t know if it’s easier but it is different. There must also be explicit teaching in early years for the teaching to be great. I have been figuring on the aspects of play within formative techniques
@mariabengtsson2 @DTWillingham And this is why I find David Geary's distinction between biologically primary and biologically secondary knowledge so useful. As a 1st order heuristic, if it's biologically secondary, teach it explicitly; if it's biologically primary, design environments for exploration and play.
