The power of play

Play, a way to learn!

Whitepaper by
Colophon
Author
Stichting Tjeko

Design & Lay-out

Aman Seddiqi

Illustrations
Bente ten Pas

Special thanks
Herve Makuka
Clemence Saint
Jessica XU
Shenli Wang

Copyright ©
Copyright © 2022 [Stichting Tjeko]

Year of publication
2022

Nothing from this publication is allowed to be spread and/or copied into a form of publication,
photocopy, audio, electronically or in any other way, without written permission from the publisher.
Table of contents .
Introduction of Tjeko.
04 Birth of Tjeko
05 Our mission
06 Meaning of Tjeko
06 Tjeko manifesto

Crucial role of play in healthy development

07 What is “play”?

Brain development
08 Use it or lose it

09 Play changes the brain

10 Theory

10 Play deprivation

11 Play is the key to unlock imagination

12 Benefits for everyone

Contrast
13 Developed and underdeveloped

References
14 References and bibliography

Conclusion
 Introduction of 01
Tjeko .
Our story: Birth of Tjeko
The Tjeko story begun when Ferdi and Tatiana van den Bergh visited Uganda with their 14
months old daughter Maëlle in 2008. After working for 8 years with children from the ghetto͛ s
of New York City with Metro Ministries, they moved to Uganda. During their time in Uganda,
Ferdi could not find a place for their daughter to play, so they took her to a local orphanage,
the Amani Baby Cottage. One day, in the garden of this orphanage, filled with colourful toys,
they noticed the faces of children from the local community pressed against the fence from
the outside with a look on them wishing they could be playing there too.

This sobering moment ignited a deep rooted conviction : every child should have a
childhood. A few months later, Ferdi was committed to take development work from a
different angle, while in the meantime satisfying a deep human need: the need to play - the
need to have a childhood.

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Introduction of 01
Tjeko .

Our mission
Tjeko is a social-profit organisation, committed to give children the chance to be children;
to play and to laugh. That is how they develop into more resilient adults. Tjeko focuses on
children faraway and closeby, currently in Uganda and the Netherlands

Giving every child a fun-filled childhood through social-profit business.

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 Introduction of 01
Tjeko .

Meaning of Tjeko
Tjeko is derived from the Swahili word “cheko”. Cheko means
‘laughter’, ‘hilarity’ and ‘amusement’.

Tjeko manifesto
‘Every child should have a childhood.’

Our manifesto was inspired by the article 31 of the rights of

the children meaning: Every child has the right to enjoy being
young and to experience the benefits of play (the rights of
the children, art 31 of Unicef).

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Crucial role of 02
play in healthy
development

What is “play”?
The common definition used among childhood experts is “an activity done for its own
sake, characterized by means rather than ends (the process is more important than any
endpoint or goal).”

Play takes many forms but the heart of play is pleasure. If it isn’t fun, it isn’t play!
We play using our body and our mind. We use words (humour and jokes) and props.

When the child plays, he explores his environment, expanding his catalogue of experiences.
The child develops an emotional relationship with the world and gradually creates an
awareness of the reality that surrounds him. A wonderful circle of learning is driven by the
pleasure of play. The child is curious and the discovery of new things brings him pleasure that
leads to repetition and practice.

Play has some immediate benefits,

such as aerobic conditioning and
fine-tuning motor skills. As well
as long-term benefits that include
preparing young children for the
unknown and unexpected and giving
them a sense of morality. Learning to
play successfully with others requires
‘emotional intelligence,’ the ability to
understand another’s emotions and
intentions.

While playing, children can acquire the wide range of interpersonal, social skills, ranging from
communication to cooperation.

Play has also been defined as a shaper of brain because it participates in the development
of specific areas and allows it to grow. Play, more than other activities fuels the healthy
development of the child and the ongoing development of adults.

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 Brain 03
development

Use it or lose it
When a child is born, the brain is a mass of
neurons, ready to be wired or programmed
through practises and experience (emotions).
Some hard-wiring is already present to
produce breathing and reflexes, regulate body
temperature, and control heartbeat. Billions
of other neurons are ready to be connected to
other neurons but they must be used in order
for connections to be made and circuitry to be
formed.

When unused neurons do not survive, the

potential trillions of connections are not
formed and the child never reaches his or
her full potential. Brain development is truly
a “use it or lose it” proces.

Begley,1996 used to say: “Early experiences determine which neurons are to be used and which are
to die, and consequently, whether the child will be brilliant or dull, confident or fearful, articulate or
tongue-tied “ (Begley, 1996).

Play in the development of the brain can have an important role. Mister Fisher in 1992 said: “Play
enhances the progress of early development from 33% to 67% by increasing adjustment, improving
language and reducing social and emotional problems” (Fisher 1992).

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Brain 03
development

Study: Play changes the brain

In 1964, Dr. Marion Diamond of the University of California, Berkely, and her colleagues
published a compelling paper about brain growth in rats.
There is a lengthy and landmark experiment in brain development. Rats who were
impoverished, who were raised and lived in solitary confinement, had smaller and thinner
cerebral cortexes than rats who were raised in enriching environments, environments where
there were plenty of toys and tunnels for the rats to explore.

Play literally changes the brain and is vital for child development

Baylor College of Medicine reported in 1997 that children who do not play much or are rarely
touched, develop brains that are 20 to 30% smaller than normal for their age (Nash, J.M
1997).

An American study similarly reports the devastating effects of play deprivation on Romanian
orphans. Brown et al (2001) state: “Brain scans of Romanian orphans clearly show that play
deprivation results in biological regression of brain development.”

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 Brain 03
development

Theory
According to the theorist Sutton-Smith, a child who is not being stimulated, by being played
with, and who has few opportunities to explore his or her surroundings, may fail to link
up fully those neural connections and pathways which will be needed for later learning.
‘(Sutton-Smith 1997).

Neuroscientist Jaak Panksepp found that play stimulates production of a protein, ‘brain-
derived neurotrophic factor’, in the amygdala and the prefrontal cortex, which are
responsible for organising, monitoring, and planning for the future. In one study, two hours a
day of play with objects produced changes in the brain weight and efficiency of experimental
animals (Panksepp 2003, Rosenzweig 1976).

Play deprivation
The notion that indoor and outdoor spontaneous play are a “waste of time” have contributed
to the condition known as “play deprivation”.

Thus, children who do not play or who do not have the opportunity to play are at increased
risk for abnormal development and deviant behaviour with a consequent loss of their ability
to care, to empathise and exercise compassion, or share the same reality as other children.
Optimal learning, normal social functioning, self-control and other cognitive functions may
not mature properly.

One of the effects of play deprivation is a child being unsocial. This can be diverted
by giving access to children to a quality play experience.

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Brain 03
development

Play is the key to unlock imagination

Where is imagination located in the human brain?
Imagination is the door to all possibilities. Imagination is the source of all human great
innovations. Our society needs children that would be trained today to imagine and be
creative. Those skills will give them the edge and the competences that children need to face
the future successfully.

OCC CERE PPC PCU PITC THAL FEF DLPFC SEF FO MFC

Eleven areas of the brain are showing differential activity levels in a Dartmouth study using
functional MRI to measure how humans manipulate mental imagery (credit: Alex Schlegel)

Play is the key to unlock imagination. It helps children learn many important skills. Often
when offered a gift, we see a child playing longer with the wrapping paper, instead of the
gift itself. This is because children pick up an ordinary object — like a stick — and imagine its
potential for a sword or horse. They pick up a box and imagine a castle. They play being at
school, pretending and acting as being the teacher. While playing they practice imagination,
creativity, role-playing, social interaction and problem-solving abilities that they’ll need when
they will grow up.

Games like these are important for the brain and social development of the child. It helps
them to tap into their imagination and much more. They imitate what they have seen in real
life. This way, the more they play out all the different scenarios, the more they develop. Play
is then a great medium that allows them to put in practice skills, situations and experiences.

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 Brain 03
development

Benefits for everyone

Play is not just essential for kids, it can be an important source for adults as well. When
adults play, they force their brain out of its normal patterns and stimulate new ways of
thinking and abilities to create an idea, vision, object or solution to a known problem.
The greatest innovative companies of our time have forfeited the cubicle and created
awesome playground design in their office. From slides, scooters, basketballs, skateparks,
DJ’s and much more. Mark Twain once said, “when we talk about the great workers of the
world we really mean the great players of the world”, resonates loud and clear. Play is a great
catalyst for innovation.

Play is the key for innovation. Albert Einstein coined it when he said that “Play is the highest
form of research. It is not the one who learn to research that research the best, but the one
who learn to play.” With the increase of the demand on innovation, it’s crucial to educate
people around the world about play and it’s awesome benefits.

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Contrast 04

Developed countries
In developed countries, we are already used to playing. We know that it is the best way
for children to express themselves. Play is a part of every child’s daily life. They have many
opportunities to play at school and also at home with their parents.

Underdeveloped countries
In the underdeveloped countries play and its benefits are
not praised and valued. The common perception of play
is seen as a waste of time. Consequently, all the places
where our imagination can be stimulated, are simply not
developed and too often despised. If we take an average
child in Europe and compare it to an Ugandan child, we
can see that children from Uganda have approximately less
than 1 hour spare time to play on a daily basis.

It should not be this way. Play is a huge, important factor in

the development of the children and also a children’s right.
Like artikel 31 of Unicef says: “Every child have the right to
play”.
Tjeko advocates: “Every child should have a childhood.”

It is our commitment to ensure that children everywhere

will be able to enjoy their childhood.

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 References
T. Manichander (2016) - Development psychology, Growth and decline p.89

Jeffrey GOLDSTEIN (February 2012) - Play in children’s development health and well-being, p.
29,
http://www.ornes.nl/wp-content/uploads/2010/08/Play-in-children-s-development-health-
and-well-being-feb-2012.pdf

Play Wales (2003). Play Deprivation

http://www.playwales.org.uk/login/uploaded/documents/INFORMATION%20SHEETS/
play%20deprivation.pdf

Fisher, E. P. (1992) - The impact of play on development: A meta-analysis. Play and Culture, 5,
159-181.

Lisa M. LAUER (9/12/11). Play deprivation : is it happening in your school setting :

https://pdfs.semanticscholar.org/9d60/beaaca89c8bda2790e6c566371b7bb27e7da.pdf

Nash, J. M. (1997). Fertile minds. Time: Special Report. February, 49 - 56.

Einon, D.F., Morgan, M.J., & Kibbler, C.C. (1978). Brief period of socialisation and later
behaviour in the rat. Developmental Psychobiology, 11, (3).

Brown, P.S., Sutherby, J.A., Therrell, J.A., and Thornton, C.D. (2001) ‘Play is essential for brain
development’. International Play Equipment Manufacturers Association News: Austin, Texas

Sutton-Smith, Brian. (1997). The Ambiguity of Play. Cambridge, Mass.: Harvard University
Press. p. 17

Play and how it impacts early brain development by Sarah Punkoney http://
stayathomeeducator.com/play-impacts-early-brain-development/

Begley, S. (1996). Your child’s brain. Newsweek. Feb. 29, 55-58.

Frost, Joe L. (998-06-00). Neuroscience, Play, and Child Development. p.6 http://files.eric.
ed.gov/fulltext/ED427845.pdf

Kurzweil accelerating intelligence (September 18, 2013). Where is imagination located in

the human brain? http://www.kurzweilai.net/where-is-imagination-located-in-the-human-
brain#!prettyPhoto

Bruce D. Perry, M.D., Ph.D., Lea Hogan, M.Ed., Sarah J. Marlin, Baylor Medical Student
(August 2000), Curiosity, Pleasure and Play : A Neurodevelopmental Perspective http://
chinadevpeds.com/resources/CuriosityPleasurePlay_Perry.pdf

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Conclusion 05
Play is serious business!
Play is very important for a child’s development. When we allow children to be and play, we
increase their chances of becoming resilient true adults. Play can engage motor skills, senses,
language, cognition, and social interaction. The importance of play cannot be overstated.
What they inherit in childhood, influences their development for the future.

Play contributes to the development of posture, motor skills, senses, language, thinking and
social interaction. In this way, children can become active, resourceful, creative, problem-
solving, sensitive to the input of others and aware of their own ideas. Children learn to think
and think ahead. For that reason alone, we advocate! Let the kids play and let them play a
lot.

Society should seek every opportunity to support play….Play is so critically important to all
children in the development of their physical, social, mental, emotional and creative skills
that society should seek every opportunity to support it and create an environment that
fosters it...

The child’s capacity for positive development will be inhibited or constrained if denied free
access to the broadest range of environments and play opportunities.’ - Welsh Assembly

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