TED演讲：玩耍如何有助于孩子的大脑发育？
字幕摘录
| 时间 | 英文 | 中文 |
|---|---|---|
| 0:05 | 15 years ago, I walked into a classroom as a first-year preschool teacher. | 15年前,我作为一年级学龄前教师走进教室。 |
| 0:11 | Ambitious and eager to impress, I created this Excel document | 野心勃勃,渴望给人留下深刻印象, 我创造了这个Excel文件 |
| 0:16 | to track the things I thought mattered most for my students. | 追踪我所认为对学生最重要的东西 |
| 0:20 | Letters, numbers, shapes and colors. | 字母,数字,形状和颜色. |
| 0:25 | Looking back, though, with what I know now, | 回头看,虽然, 与我现在知道, |
| 0:28 | I wish I wouldn't have bothered with Excel or rote memorization. | 我希望我不会 打扰到Excel 或旋转的记忆。 |
| 0:32 | I wish instead I had leveraged the power of brain-building interactive play. | 我倒希望我利用了大脑建设互动游戏的力量。 |
| 0:40 | For years, we've known that play-based learning is far superior to rote memorization. | 多年来,我们都知道,基于游戏的学习远远优于轮回记忆. |
| 0:47 | Harvard's Center on the Developing Child tells us, as well as countless other institutions, | 哈佛的发展中儿童中心告诉我们, 以及无数其他机构, |
| 0:53 | that play, and especially the back-and-forth interactions, | 游戏,尤其是前后互动, |
展开字幕全文（173 条）
| 序号 | 英文 | 中文 |
|---|---|---|
| 1 | 15 years ago, I walked into a classroom as a first-year preschool teacher. | 15年前,我作为一年级学龄前教师走进教室。 |
| 2 | Ambitious and eager to impress, I created this Excel document | 野心勃勃,渴望给人留下深刻印象, 我创造了这个Excel文件 |
| 3 | to track the things I thought mattered most for my students. | 追踪我所认为对学生最重要的东西 |
| 4 | Letters, numbers, shapes and colors. | 字母,数字,形状和颜色. |
| 5 | Looking back, though, with what I know now, | 回头看,虽然, 与我现在知道, |
| 6 | I wish I wouldn't have bothered with Excel or rote memorization. | 我希望我不会 打扰到Excel 或旋转的记忆。 |
| 7 | I wish instead I had leveraged the power of brain-building interactive play. | 我倒希望我利用了大脑建设互动游戏的力量。 |
| 8 | For years, we've known that play-based learning is far superior to rote memorization. | 多年来,我们都知道,基于游戏的学习远远优于轮回记忆. |
| 9 | Harvard's Center on the Developing Child tells us, as well as countless other institutions, | 哈佛的发展中儿童中心告诉我们, 以及无数其他机构, |
| 10 | that play, and especially the back-and-forth interactions, | 游戏,尤其是前后互动, |
| 11 | the serve and return, the alternating comments, questions, gestures | 服务与返回、交替评论、提问、姿态 |
| 12 | between children and adults when they play together, | 儿童与成年人玩耍时, |
| 13 | that's what helps build neural connections in the child's brain. | 这就是帮助儿童大脑建立神经连接的方法. |
| 14 | And in particular, they build the brain's prefrontal cortex. | 特别是,它们建立大脑的前额皮层. |
| 15 | That's the executive control center of the brain, | 那是大脑的行政控制中心 |
| 16 | the part that manages emotions, solves problems, makes plans, | 管理情绪 解决问题 制定计划 |
| 17 | all things that children have to do when they play. | 孩子们玩游戏时必须做的事 |
| 18 | So when we think of it that way, play is actually hard work. | 所以,当我们这样想的时候, 玩真的很辛苦。 |
| 19 | If learning is like a workout for the brain, | 如果学习就像锻炼大脑, |
| 20 | then play-based learning is the heavy lifting. | 以游戏为基础的学习就是举重。 |
| 21 | And just as heavy lifting builds muscle, | 就像举起重物一样 |
| 22 | play-based learning builds the brain's architecture. | 基于游戏的学习构建了大脑的结构. |
| 23 | So then where do us as grownups come in? | 那么我们大人到哪里去了? |
| 24 | It's those interactions when a child says something | 小孩说话时的这种互动 |
| 25 | and a parent or teacher says something back. | 一个家长或老师说回话 |
| 26 | Those interactions help the child to persist, | 这些互动有助于儿童坚持下去, |
| 27 | to stick with their plan, to keep rebuilding the block tower | 坚持他们的计划 继续重建城墙 |
| 28 | each time it falls. | 每当它落下。 |
| 29 | So it's the play paired with the adult interactions. | 所以这是与成人互动的剧情配对. |
| 30 | It's like super food for the brain. | 这就像超级食物 对于大脑。 |
| 31 | The research community's support of play is so resounding, | 研究界对游戏的支持非常强烈, |
| 32 | I would expect to see children in nearly every household, | 我期待看到几乎每个家庭的孩子, |
| 33 | every preschool and kindergarten classroom, | 每个学前班和幼儿园, |
| 34 | playing for most of their waking hours. | 大部分时间都在玩 |
| 35 | But that's far from reality. | 但这远非现实。 |
| 36 | We don't see widespread uptake of play among parents or teachers, | 我们没有看到在家长和老师中广泛接受游戏, |
| 37 | and sometimes we even see resistance. | 有时我们甚至看到抵抗。 |
| 38 | So what's going on? | 发生什么事了? |
| 39 | What's driving us as parents and teachers | 是什么驱使我们做家长和老师 |
| 40 | to ignore the overwhelming research when it comes to play? | 在游戏中忽略压倒性的研究? |
| 41 | After years of teaching preschool, coaching teachers, | 经过多年的学前教育和教师辅导, |
| 42 | coaching parents and analyzing my own parenting, | 指导父母 分析我自己的养育, |
| 43 | I've realized our best intentions are getting in the way. | 我意识到我们的最佳意图 正在得到阻碍。 |
| 44 | We live in a comparison culture, | 我们生活在比较文化中 |
| 45 | and we worry that our child won't be good enough, | 我们担心我们的孩子不够好, |
| 46 | won't be good enough for the soccer team, | 对足球队来说不够好 |
| 47 | won't be ready for kindergarten, | 不会准备好上幼儿园, |
| 48 | won't be as smart as their classmates, | 不会像同学那么聪明 |
| 49 | and we worry that if our child doesn't measure up, | 我们担心 如果我们的孩子不衡量, |
| 50 | it will be our fault. | 这将是我们的错。 |
| 51 | Our hyper-focus on our children and our students' success | 我们的重心是孩子们和学生的成功 |
| 52 | is backfiring, and it's exacerbated by two forces | 被两股力量激化了 |
| 53 | I see impacting the large majority of parents and teachers. | 我看到大多数家长和教师受到影响。 |
| 54 | First, the need for immediate gratification and quick results. | 第一,需要立即获得满意和迅速的结果。 |
| 55 | And second, our own discomfort with play, | 其次,我们自己对游戏感到不适, |
| 56 | either because we don't have the time or energy | 要么因为我们没有时间 或精力 |
| 57 | or because we just don't know how to play anymore. | 或者因为我们不知道怎么玩了 |
| 58 | On the topic of immediate gratification, | 关于立即满足的主题, |
| 59 | I think back to that Excel document I created | 我想回到我创造的 Excel文件 |
| 60 | as a first-year teacher. | 担任一年级教师. |
| 61 | That document was the manifestation of my anxiety, | 该文件是 我焦虑的表现, |
| 62 | because often when we feel anxious or out of control, | 因为常常当我们感到焦虑或失控时, |
| 63 | we revert back to what we can control. | 我们回到我们所能控制的地方 |
| 64 | For parents and teachers, we often revert to fact-based teaching | 对家长和老师来说,我们常常恢复基于事实的教学 |
| 65 | because we see pretty immediate results that affirm our efforts, | 因为我们看到非常直接的结果 证实了我们的努力, |
| 66 | whereas we can't see the connections in the child's brain | 而我们却看不到孩子大脑里的联系 |
| 67 | that fire when they finally get that wobbly block tower to stay standing. | 当他们终于得到那 摇晃的屏蔽塔 保持站立。 |
| 68 | The immediate result of something like our child learning a new letter, | 和我们的孩子学习新信件一样的结果 |
| 69 | it gives us this dopamine rush that then sets off a flywheel effect | 这给我们带来了多巴胺热 然后引发了飞轮效应 |
| 70 | because as we see and feel the results of our work more and more, | 因为正如我们所看到和感受到的 我们的工作结果越来越, |
| 71 | we subconsciously begin to prioritize that type of teaching. | 我们潜意识地开始优先考虑这种类型的教学。 |
| 72 | Recently, my staff was coaching a group of school principals | 最近,我的教职员在教一班校长 |
| 73 | on the importance of play. | 关于游戏的重要性。 |
| 74 | And one of the principals said that his teachers just weren't on board. | 其中一个校长说,他的老师不在船上。 |
| 75 | They said their students are too far behind to play. | 他们说他们的学生太落后了,不能玩. |
| 76 | And those well-intentioned teachers, | 那些善意的老师, |
| 77 | they were equating academic learning that their students needed | 他们把学生需要的学术学习等同起来 |
| 78 | with methods that would show quick, concrete results. | 能够迅速取得具体结果的方法。 |
| 79 | They felt really proud and accomplished | 他们感到非常骄傲和成就 |
| 80 | when they could talk to the students' parents | 当他们可以和学生的父母谈话时 |
| 81 | and say how many letters and numbers they learned that month. | 并说他们那个月学到了多少字母和数字。 |
| 82 | Because we as parents and teachers, | 因为我们是家长和老师 |
| 83 | we share this universal desire for our kids to do well. | 我们共同渴望我们的孩子能做得好 |
| 84 | And we will pour our energy and resources into making that happen. | 我们将投入我们的精力和资源来实现这一点。 |
| 85 | And that's showing up in our spending habits. | 这表现在我们的支出习惯中。 |
| 86 | Marketers are preying on it as they advertise the latest and greatest toys, | 市场商在广告上宣传最新和最伟大的玩具时 正在利用它 |
| 87 | flashcards, iPad apps for brain development, | 闪卡,iPad应用 用于大脑开发, |
| 88 | even kits that claim to teach your baby to read. | 甚至那些声称要教你的孩子读书的包 |
| 89 | Seriously, babies. | 说真的,宝贝。 |
| 90 | And because we worry that our kids won't measure up, | 因为我们担心我们的孩子不会衡量, |
| 91 | we fall prey to that. | 我们的猎物。 |
| 92 | The global market for educational toys surpassed $68 billion in 2021 | 2021年全球教育玩具市场突破680亿美元. |
| 93 | and is projected to reach $132 billion by 2028. | 预计到2028年将达到1 320亿美元。 |
| 94 | But those smart toys, they're a far cry from the interactive, | 但那些聪明的玩具, 他们是一个远远的哭 互动, |
| 95 | playful learning that I was talking about earlier. | 我刚刚讲到的有趣学习 |
| 96 | That type of learning, the real gold standard of early education, | 这种类型的学习, 真正的黄金标准早期教育, |
| 97 | it's not immediate. | 这不是直接的。 |
| 98 | It takes time and it doesn't lend itself to a checklist or an Excel document. | 它需要时间,而且它不能提供清单或Excel文件。 |
| 99 | The second force I see negatively impacting play-based learning | 我看见的第二股力量对游戏学习产生了负面影响 |
| 100 | is that we as grown-ups, parents and teachers, | 我们是成年人,父母和老师, |
| 101 | just don't always like hearing that play-based learning might require some of us. | 只是不总是喜欢听到 这种基于游戏的学习 可能需要一些我们。 |
| 102 | Because that means it will take time, energy and skills that we don't think we have. | 因为这意味着这需要时间,精力和我们不认为拥有的技能. |
| 103 | But not only is it worth our time, it can be done in really small doses. | 它不仅值得我们花时间,而且可以用非常小的剂量完成。 |
| 104 | So take this simple example of bath time. | 所以用这个简单的洗澡时间的例子。 |
| 105 | If I'm a busy mom who has a few extra dollars to spend, | 如果我是个忙碌的妈妈 还要花几块钱 |
| 106 | I might pop my kiddo into the tub, | 我可能会把孩子扔进浴缸 |
| 107 | remember that buying bath toys has been on my never-ending mental to-do list for weeks. | 记住,买浴缸玩具 已经在我的永无止境的精神待办名单 几个星期。 |
| 108 | So I whip out my phone and I use that five minutes to go over to Amazon | 所以我抽出我的手机 用那五分钟去亚马逊 |
| 109 | and buy the top-rated bath toys. | 买顶级的浴缸玩具 |
| 110 | And I'm not here to say that those bath toys are harmful for your child. | 我不是来说那些浴缸玩具对你的孩子有害 |
| 111 | They're not. | 他们不是。 |
| 112 | But you're busy, so what you do with that five to ten minutes, it matters. | 但你很忙,所以你做什么 用这五到十分钟, 这很重要。 |
| 113 | And you know what would be way better than scrolling Amazon | 你知道什么比卷轴亚马逊更好 |
| 114 | and even better than those bath toys? | 更胜过那些浴缸玩具? |
| 115 | Three things that I can almost guarantee you have in your home. | 我可以保证你家里有三件事 |
| 116 | Measuring cups, kitchen sponges and you. | 测量杯子 厨房海绵 还有你 |
| 117 | Because a couple household materials, thank you, dropped into the bathtub | 因为一对夫妇的家庭材料,谢谢, 扔进浴缸 |
| 118 | and this mundane routine becomes fun | 和这个普通的常规变得有趣 |
| 119 | and surprisingly energizing bonding time for you and your child. | 令人惊讶地激发了你和你的孩子的交情 |
| 120 | And bonus, instead of the manufacturer-designed toy telling your child how to play, | 还有奖金,而不是制造商设计的玩具 告诉你的孩子怎么玩, |
| 121 | your child's brain has to do the heavy lifting. | 你的孩子的大脑必须做举重。 |
| 122 | And that's that superfood for the brain. | 这就是大脑的超级食物。 |
| 123 | Now over the past ten years coaching parents, I have heard over and over again | 现在,在过去的十年里, 指导父母, 我反复听到 |
| 124 | that parents don't feel good enough at their job, at parenting. | 父母对工作、养育子女 感觉不够好 |
| 125 | And there's so much pressure on us and sometimes it feels like | 我们压力很大 有时感觉 |
| 126 | we're supposed to innately know how to get down on the floor | 我们应该天生知道怎么趴在地上 |
| 127 | and build our baby's brains. | 建立我们孩子的大脑。 |
| 128 | And over the past few years, the social media world has exploded | 过去几年来,社交媒体世界爆发了 |
| 129 | with even more advice for parents and teachers. | 为家长和教师提供更多的建议。 |
| 130 | How to affirm children's feelings but still set clear boundaries. | 如何肯定孩子们的感受,但仍要划定明确的界限. |
| 131 | Fifteen ways to use a cardboard box in your classroom. | 十五种方法在教室里用纸板盒. |
| 132 | And DIY Halloween costumes that are sure to win the school costume contest. | 和DIY万圣节服装 肯定赢得学校服装比赛。 |
| 133 | And as I rattle those off, I could just imagine the rolling eyes from parents and teachers | 当我敲响那些关, 我可以想象 滚动的眼睛 从父母和老师 |
| 134 | and I share that frustration. | 我也有同样的挫折感。 |
| 135 | Because sometimes all the chatter only makes us feel more pressured to get it right. | 因为有时候所有的闲聊只会让我们觉得更迫于压力才得到正确. |
| 136 | When it comes to our children's learning though, we don't have to be the perfect Etsy parent | 说到我们孩子的学习 我们不必是完美的爱慈父母 |
| 137 | or the perfect Pinterest teacher. | 或者完美的普利兹老师 |
| 138 | We have to prioritize interactions and be okay with them being imperfect. | 我们必须把互动放在优先地位,并接受它们不完善。 |
| 139 | Because it may seem silly to admit that we don't feel good at playing with our kids, | 因为承认我们不太会和孩子玩 |
| 140 | but as adults it's not always intuitive. | 但作为成年人,它并不总是直觉的。 |
| 141 | Sure, most of us played a lot when we were little. | 当然,我们大多数人在小时候玩了很多 |
| 142 | We'd tie the blankets around our neck and bound around the house like superheroes. | 我们会把毯子绑在脖子上 像超级英雄一样绑在屋子里 |
| 143 | But as we grew up, that type of play wasn't encouraged anymore. | 但随着我们长大,这种类型的游戏不再受到鼓励. |
| 144 | And just as with any skill that we don't use, we risk losing it. | 和我们不使用的任何技能一样 我们冒着失去它的风险 |
| 145 | A couple months ago, my colleague and I, we were leading a workshop for parents and teachers. | 几个月前,我和同事正在领导一个家长和教师讲习班。 |
| 146 | And we brought materials like shaving cream and plastic straws and buttons and pipe cleaners | 我们带来了一些材料,比如剃须霜 塑料吸管 按钮和管子清洁器 |
| 147 | and just asked the parents and teachers to play, to create. | 并且让家长和老师去玩,去创造。 |
| 148 | Everyone froze. | 大家都冻僵了 |
| 149 | Then slowly but surely, people started to create. | 然后慢慢地,人们开始创造。 |
| 150 | And by the end of the session, their faces were lighting up | 到会议结束时,他们的脸都亮了 |
| 151 | as they shared their creations with the rest of the group. | 他们和其余的人分享自己的创造。 |
| 152 | And it reminded me that as adults, we have to let go of our expectation that we get it right. | 它提醒我,作为成年人, 我们必须放弃我们的期望, 我们得到它正确。 |
| 153 | Because if we opt out of play | 因为如果我们选择退出 |
| 154 | based on what we know about how important our interactions are to children's development, | 基于我们所了解的我们的互动对儿童发展的重要性, |
| 155 | if we opt out of play, it has major implications for their brain development. | 如果我们选择不玩, 这对他们的大脑发育有重大影响。 |
| 156 | Now I know that finding the energy to play with our kids and students can be hard. | 现在我知道,寻找精力 与我们的孩子和学生玩耍是很难的。 |
| 157 | Even in small doses, it takes our undivided attention. | 即使是小剂量的,它需要我们全神贯注。 |
| 158 | But it's so worth it. | 但它是如此值得。 |
| 159 | Because in all my experience and research, | 因为在我的经验和研究中 |
| 160 | I haven't found any evidence that making the homemade cookies for the school bake sale | 我还没找到任何证据 证明为学校烘焙销售 做了自制饼干 |
| 161 | matters for your child's brain development. | 对你孩子的大脑发育很重要 |
| 162 | I haven't found any evidence that sewing that winning Halloween costume | 我没有找到任何证据 缝纫赢得万圣节服装 |
| 163 | means they'll do well in school. | 表示他们在学校会做得好. |
| 164 | But what does matter is that the interactions leave space | 但真正重要的是 互动会留下空间 |
| 165 | for your child to learn, to persist, to play, to experiment. | 让你的孩子学习 坚持 玩耍 实验 |
| 166 | You have the power to have an enormous impact on their brain development. | 你有能力对大脑的发展产生巨大影响。 |
| 167 | You are helping build the network of neural connections | 你帮助建立神经连接网络 |
| 168 | that lay the foundation for all of their future learning. | 这为他们未来所有学习奠定了基础。 |
| 169 | So this week at bath time, I hope that you'll put aside the top rated toys, | 所以这个礼拜在洗澡的时候 我希望你能把顶级玩具放在一边 |
| 170 | forget that mental to-do list for a moment, | 忘记这份精神待办清单 |
| 171 | grab some measuring cups, some kitchen sponges, and give it a try. | 拿一些测量杯, 一些厨房海绵, 并试试。 |
| 172 | Thank you. | 谢谢 |
| 173 | Grab some measuring cups, some kitchen sponges, and give it a try. | 拿一些测量杯, 一些厨房海绵, 并试试。 |
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