A psychologist named Sigmund Freud was responsible for founding the school of psychology called “psychoanalysis.”Psychoanalysis is the study of the subconscious mind (things our brain does that we are not aware of). A big part of what Sigmund Freud did was analyze dreams. Sigmund Freud was not very scientific in the way that he worked, so most of what he believed has been proven incorrect, but he did get us thinking about the subconscious mind and we have learned a lot more since he was alive!
If you want to have some fun you can take a look in a dream dictionary like this one and see what your dreams are “supposed” to mean. Just remember that these dream interpretations are not scientific, they are just for fun!
The Meaning Of Dreams
You think you are being chased by a T-Rex. Are you crazy? No, your brain is just interpreting some random electrical firings. In other words, youre dreaming.
So what is going on when we dream? Scientists now know that the brain doesn’t just shut off when we sleep, the whole brain is actually active! Scientists still have a lot to learn about why our subconscious mind is busy having a party while our conscious mind slumbers. What they do know is that sleep is important to help our brain store memories, grow new neural connections, and function properly.
A theory known as the Activation-Synthesis theory says that dreams are created because our mind is trying to make sense of all of that subconscious activity! Our mind likes to interpret things. If there are a whole bunch of nerve cells sending random messages around our brain, it wants to string them together to create a story. It is just like when you look up at the clouds and see different shapes in them!
Jean Piaget was a psychologist from Switzerland that studies brain development (how the brain grows). He noticed that children learned certain things and certain times, and he created a theory as to why. As children learn they add to the amount of information that they know, but something interesting happens as children grow. Piaget realized that there were changes happening in children’s brains as they grew. Those changes let the children think differently at different stages. He divided those stages up into four parts based on how the children thought.
What we know now.
Piaget gave us an idea of how children’s brains change and grow. It was really important to realize that children are not just miniature adults! His theory was not perfect though. Now scientists have a lot more tools to help them understand the brain. They have also done more studies to help them understand how children learn.
Piaget’s stages help give teachers and parents an idea of what they should be focusing on in class or at home, but children all develop at different speeds! Some 4 year old children might be able to think logically, and some 13 year old children might have trouble thinking abstractly. That is OK because people are individuals not robots!
Play is learning right? PERFECT! Just buy some toys, stick them in front of your kids and call it an education… right? Not quite. Instead you have to harness play for learning!
Play is LearningHarness Play FOR Learning
Play is a very effective way to teach children, but if it seems too good to be true it probably is. Play is most effective if it is planned and guided. Children need mental stimulation, and with a little bit of your help play can give them that. Below are some ideas to harness your child(ren)’s play for learning! As anything else with parenting the time spent teaching your child(ren) through play will pay back in time. Remember there is no one size fits all in education. This article is meant as a guide for play based learning, use what works for your family!
Guided play
You have probably noticed that if left unchecked your child(ren) may become bored with the toys/ activity that they are doing, get in a fight with each other over their toys, or go into destructive mode and begin playing with the toy in an inappropriate way (like drawing on the table, or throwing things around the room). The part of the brain that controls focus, planning, and decision making is the frontal lobe. The frontal lobe is still developing well into adulthood, so it is no surprise that your little one has trouble figuring out how to play with their toys, share, and plan a well structured game that lasts for more than 15 minutes.
Your child(ren) keep pulling you away from the task you are trying to accomplish for a good reason. They need your frontal lobe to help them figure out how to play. Guide their activity by giving them suggestions, asking questions, and demonstrating how to play together. Sometimes you will have to play intermediary to help them work out disputes.
The amount of structure needed will depend on your child(ren)’s personality and their developmental level. The more time you spend guiding their play the better they will be at playing independently because you will be giving them a structure to use in their play. Every time they have an argument that you facilitate you model how to problem solve. The next time they get in a fight they will be that much more prepared and you will be able to step back a bit as facilitator.
Through guided play you:
Harness the learning power of toys (choose toys based on your child’s developmental level and interests).
Develop social skills
Develop problems solving skills
Explore difficult feelings/ situations in a safe space
Area set ups
Set up your child(ren)’s play space to optimize learning. This might look different depending on how much space you have in your home. If you have a big play area you can set up a few different area set ups based on topics like math, science, pretend play, art, library, and physical play. If you have limited space you might want to rotate through different areas/ topics so your play space does not get cluttered.
For those of you in a small home you can create “area boxes” instead. If possible create a dedicated play space in your home. Fill Tupperware bins with play activities for each different topic. Print off images of the play activities and tape them to the top of each bin. Your child(ren) can choose which bin they would like to play with just as they would choose which area set up they would like to use. You might choose an outdoor space for physical play if your house is small.
Switch up your area set ups frequently. Play based learning centers often rotate learning areas on a weekly or biweekly basis. If you find that too time consuming try swapping out one area a week.
How to set up a preschool. This can be applied to the home as well! There are a lot of ideas for area set ups based on different topics. If your child is older than preschool age just adjust the area set ups for their developmental level. https://www.preschool-plan-it.com/classroom-design.html
Pretend play
Playing pretend allows children to learn about a variety of different topics, and also lets them act out their feelings in a safe space. It is a great opportunity to develop language skills, and facilitate interactions between your children. Base your pretend play off of your child(ren)’s interests, and add costume and toys from around your house as props. The great thing about pretend play is it can be done almost anywhere with just a bit of creativity!
Pay attention to your child(ren)’s interests and design play based activities that explore those interests. You might also build other learning opportunities into your day based on your child(ren)’s interests. You might choose YouTube videos to watch, find online classes, read books, and build learning areas centered around that topic.
You can also plan learning activities around topics that you notice your child struggling with. You can use pretend play to act out visiting the doctor or dentist, or play with dolls as a way to talk about a new sibling. Extend play into projects and experiments, and encourage your child(ren) to do developmentally appropriate tasks like keep notes if they are old enough, drawing pictures, and helping look up more information online.
Free exploration
Don’t structure everything, it is important for your child(ren to have free unstructured time. Your child(ren) might still need your help during free time (remember that developing frontal lobe), so don’t forget to supervise or make sure that you are available during free play. Outdoor play is a great way to use free time. You can also let your child(ren) play freely in your area set ups.
Learning from the world
Explore the outdoors, go for a walk and talk about nature, and (if safe and available) go to the library, museums, playgrounds, and other places where the world can be your child(ren)’s teacher. Use these experiences to plan new learning activities and area set ups!
The application of toys
Start thinking of your toys as “enrichment materials” and “learning tools” and you will start finding new ways to use them! Look for toys that match your child(ren)’s developmental level and promote or enhance learning. Toys and play based learning games can be a great way of teaching your child(ren) without them even realizing that they are learning. Don’t forget non-toy items as well. Tupperware lids make great pretend plates, bottles and other recyclables can be harnessed for crafts, and pasta boxes make great shakers.
Think of toys as tools to help your child(ren) reach each milestone. Keep in mind that each child will reach his/ her milestones at a different pace, and it is normal for them to be behind or ahead in some areas. If you have any concerns about a developmental delay talk to your physician. You might notice that your child(ren) quickly catches up, but waiting lists for programs and assessments can be long, so it is important to be proactive in your child(ren)’s development.
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