Play with rules

So in class today I showed this video on the Marshmallow Test - a replication of a classic experiment conducted by Walter Mischel.



It shows a bunch of kids trying not to eat a marshmallow now in order to get two marshmallows later.  This ability to hold back from an enticing action and to distract oneself from temptation is part of what is known  as self-control, and is closely related to self-regulation.

Generally skills such as these are part of what psychologists call executive functioning.  Executive functioning involves goal-directed mental activity, or the control of thoughts, emotions, actions and strategies to accomplish goals and solve problems.  Children develop many of these abilities between the ages of about 2-5 years of age, and we'll be talking about the development of things like selective attention, inhibition of responses and theory of mind later in the quarter.  As it turns out (as proposed in this recent article in the New York Times) a subset of executive functioning - the ability to self-regulate - may be important for later academic success.

The Times article intersects with a number of the issues we'll be talking about in the next week.  First off is the question of nature and nurture.  Is the ability to self-regulate something we are born with, and that some people have more of and some people have less of, or is it the result of learning processes in those early years of life?  Different people have different opinions.  Generally, people have had limited success in designing programs that lead to any long term changes in self-control, suggesting that these abilities are not terribly malleable, and that self-control is more affected by the nature side of things.  However, the Times article discusses a new "Tools of the Mind" immersive approach currently being tested with preschoolers that seems to be meeting with greater success, suggesting that nurture may play a larger role than previously believed.

The article also discusses a conflict between different theoretical perspectives, and illustrates quite nicely how the theories that people have play out in real life.  Most educational experiences with young children aim to motivate children with a system of rewards (e.g. stickers and praise for desired behaviors) and punishments (e.g. time out for inappropriate behaviors).  This is closely linked to the learning perspective with its focus on environmental contingencies as the major shapers of development.  And, as the Times writer points out, some people have theorized that this leads to a focus on performing behaviors not because you are internally motivated to do so, but to gain the approval of others, and that what children are learning is more akin to obedience than it is to self-regulation.

The new immersive approach described in the Times article borrows heavily from a far different approach - Vygotsky's sociocultural theory.  Vygotsky focused on the interactions with others, and the ways in which more sophisticated interaction partners can support and guide your development.  We'll be talking about him in more detail (he's one of my favorites), but for now I will just point out in that in in the self-control program discussed in the article, it is assumed that much of learning will occur via peer pressure in pretend play (e.g. "You're doing it wrong!  Do it this way! Like this!") or via guidance and scaffolding provided by teachers (e.g. coaching, learning conferences).  And, hopefully what is imparted here is not just obedience to rules and the receipt of praise, but also the ability to regulate your thoughts and behavior for yourself at a later point.

I like this article because I think it touched on a variety of important things, some of which are outlined above. But I also like this article for another reason - it touched upon the importance of play.  It's my firm belief that we learn many of our most important skills through the context of play. In the U.S. I think many people tend to focus on academics - which I'm clearly in favor of and are clearly important - but too much.  Children need to play, they are driven to it relentlessly, they love it, they will play given the slightest opportunity to do so, and  it is found everywhere across the world and in most animal species as well.  That gives me an indication of how important it is, and I like to see others agree.