Commentary
Volume 10 Issue 2 - 2021
Commentary: Protecting Playful Human Brain Development in a Pervasive Virtual World
Doris Bergen*
Distinguished Professor Emerita, Miami University, Oxford, Ohio, USA
*Corresponding Author: Doris Bergen, Distinguished Professor Emerita, Miami University, Oxford, Ohio, USA.
Received: September 03, 2020; Published: January 28, 2021




As a researcher and writer on topics related to children’s cognitive, social, and emotional development for many years, I think it is now especially important to have a strong research emphasis on exploring the effects of the presently pervasive virtual world on children’s brain development because this environment is so different from the environment that has nurtured human life and early development in all past eras. A few years ago I, with colleagues, addressed this question in a book focused on children’s increasing technology-augmented play [1], in which we speculated on how their brain development might be differentially affected by this type of play, since it is so unlike the typical play environments that children have had throughout the centuries. Research on the trajectory of brain development has made clear that a major time for shaping human brains is during the first five to seven years of life [2,3], which is also the time period when children’s play is so important.

References

  1. Bergen D., et al. “The Technology play and brain development: Infancy to adolescence and future implications”. New York: Taylor and Francis (2016).
  2. Eliot L. “What’s going on in there: How the brain and mind develop in the first five years of life”. New York: Bantum (1999).
  3. Liu D., et al. “The Neural correlates of children’s theory of mind development”. Child Development2 (2009): 318-326.
  4. Bergen D. “Play as a medium for learning and development: A handbook of theory and practice”. Portsmouth, NH: Heinemann Educational Books (1988).
  5. Bergen D. “The role of pretend play in children’s cognitive development”. Early Childhood Research and Practice1 (2002).
  6. Bergen D. “Infant sensorimotor play: Development of socio-cultural competence and enactive cognition”. In Smith P and Roopnarine J (Editions). The Cambridge handbook of play: Developmental and disciplinary Perspectives (2018): 125-141.
  7. Fromberg D and Bergen D. “Play from birth to twelve: Contexts, perspectives, and meanings, (3rd edition)”. New York: Routledge (2015).
  8. Johnson JE., et al. “The handbook of the study of play”. Rowman and Littlefield 2 (2015).
  9. Roopnarine J., et al. “The International perspectives on children's play”. McGraw-Hill Education (UK) (2015).
  10. Eckert G. “Wasting time or having fun? Cultural meanings of children and childhood”. Linköping: Department of Child Studies, Linköping University (2001).
  11. Frost JL., et al. “The Play and child development”. Englewood Cliffs, NJ: Prentice Hall (2001).
  12. Debatin B., et al. “The Facebook and online privacy: Attitudes, behaviors, and unintended consequences”. Journal of Computer-Mediated Communication1 (2009): 83-108.
  13. Hormes JM. “Under the influence of Facebook? Excess use of social networking sites and drinking motives, consequences, and attitudes in college students”. Journal of Behavioral Addictions1 (2016): 122-129.
  14. Zhang W., et al. “The revolution will be networked: The influence of social networking sites on political attitudes and behavior”. Social Science Computer Review 1 (2010): 75-92.
  15. Johnson TH. “The complete poems of Emily Dickinson”. New York: Little Brown and Co (1955).
  16. Moore RC. “Childhood's domain: Play and place in child development”. Routledge 6 (2017).
Citation: Doris Bergen. “Commentary: Protecting Playful Human Brain Development in a Pervasive Virtual World”. EC Psychology and Psychiatry 10.2 (2021): 39-41.

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