Play Supports the Development of Emotional Intelligence & Resilience.

J. Fortin

Play is essential for the development of social and emotional domains; it provides a safe environment to unpack emotional traumas, supports ego mastery, and develops emotional socialization (Isenberg & Quiseneberry, 1988). For play to be meaningful, an emotional response must be attached (Vygotsky, 1978). Without this link, experiences are merely activities, not play (Fortin, 2020). 

Emotional development builds off the social competence children joyfully develop through play. A correlation has been found between kids' exposure to pretend play and an improved emotional regulatory ability (Lillard et al., 2013). Other studies have found that while playing, children learn to express, regulate, and practice strategies to cope with emotions by acting out their frustration, fears, aggression, and anger in situations they control (White, 2012). Such opportunities are essential for children to learn to effectively neutralize emotions. Emotions are typically faced by:

  • Suppressing (consciously attempting to get rid of emotions; stonewalling self.)

  • Repressing (unconscious or conscious stifling.)

  • Expressing (ranting, complaining, or being consumed and feeding the emotion.)

  • Escaping (numbing, addictive, or binge tendencies such as taking drugs, drinking, binge eating, sex, shopping, travel, video games, excessive screen time. It comes down to the intention behind the activity.) (Hawkins, 2014)

Emotional intelligence is one’s ability to recognize, understand, and express emotions which arise in addition to recognizing and considering the emotions of others (Mayer & Salovey, 1997).

Resilience is one’s ability to adapt to stressful situations and cope with life's ups and downs. It is heavily reliant on intrinsic motivation. Individuals who respond resiliently have been found to maintain a set of positive traits which optimize resilience across contexts. Counterbalancing factors include:

  1. Engaging in supportive relationships;

  2. Building a sense of self-efficacy and releasing perceived control; building comfort with discomfort;

  3. Experiencing opportunities that strengthen adaptive skills and self-regulatory capacities;

  4. Calling on sources of faith, spirituality, hope, traditions, and community (Harvard Center on the Developing Child, 2023).

Engaging with emotions that naturally arise in play -- working from less intense emotional expressions to more intense. Conversing during breaks in activities through guided reflection of personal emotions and reactions support their release.

  1. Self-efficacy through developing and witnessing progression of embodied skills: yoga, dance, biking, skiing, surfing, guitar, singing, rock climbing.

  2. Self-regulation and awareness through intentional learning and practice of present moment awareness: time in nature, 5 senses, mindful breathing, body scan, meditation. 

  3. Reflective patterns: guided verbally initially, reflection soon becomes a learned trait paired with journal prompts for elder clients.

  4. Core Relationships: learning and engaging with nonviolent communication, reflecting on & defining self-respect to clarify, communicate, and uphold boundaries.

References:

  • Chowdhury, M. R. (2019). What is Emotional Resilience? Positive Psychology. Retrieved from: https://positivepsychology.com/emotional-resilience/#training-options 

  • Fortin, J. (2021). Cultivating Emotional Vulnerability through Play: Perceptions of Early Childhood Educators in the United States, Portugal, and China. Erasmus Mundus Joint Master Degree Play, Education, Toys and Languages in Early Childhood  Education (PETaL EMJMD), Instituto Politécnico de Lisboa. 

  • Harvard University Center on the Developing Child. (2023). Resilience. Harvard University. Retrieved from: https://developingchild.harvard.edu/science/key-concepts/resilience/ 

  • Hawkins, D. R. (2018). In Letting Go: The Pathway of Surrender. Hay House, Inc.

  • Isenberg, J., Quiseneberry, N. L. (1988). Play: A Necessity for all Children. Childhood  Education, 64(3), 138-145. https://doi.org/10.1080/00094056.1988.10521522

  • Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., Palmquist, C. M. (2013).  The impact of pretend play on children's development: a review of the evidence. PsycholBull,  139(1), 1-34.
    https://doi.org/10.1037/a0029321

  • Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–34). Basic Books.

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. 

  • White, R. E. (2012). The power of play: A research summary on play and learning. Minnesota Children’s  Museum Smart Play.