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One thing that play scholars acknowledge is
Research into the effects of pleasure on biologi-
that play is a pleasurable experience (Turnbull
cal and social systems indicates that it is highly
and Jenvey 2004, Burghardt 2005). This pleasure
beneficial for human functioning, leading to
arises from the ability of children, for the time
broadened repertoires of thought and action;
and space of play, to be in control of being out
being in a positive emotional state increases the
of control (Gordon and Esbjorn-Hargens 2007).
ability to maintain attention and to be alert to
It marks an act of agency, often in concert with
a wide range of environmental cues (Strauss
other children, to shape their own worlds and
and Allen 2006, Wadlinger and Isaacowitz 2006,
destinies.
Cohn and Frederickson 2009). Feelings of joy and pleasure are associated with more flexible
This agency is expressed in diverse ways: for
and open responses to situations and with
example the creation of imaginary and material
effective problem-solving, self-control, forward-
worlds, climbing trees, the pleasure and excite-
looking thinking and caution in dangerous
ment of chasing and being chased, and hiding
situations (Isen and Reeve 2006).
from others to avoid getting caught. They represent fleeting moments of exuberant incongruity,
The display of positive emotions is also likely to
a sophisticated form of novelty that gives rise
build enduring resources, in particular through
to changing perceptual and conceptual frame-
developing strong social relationships (Holder
works.
and Coleman 2009). This tends to work in a selfreinforcing cycle: as social interactions increase,
Children enjoyed bending their knees, lifting
so too will the shared experience of happiness.
their bottom up and looking through their
Studies into children’s expression of spontane-
legs. This was one of the favorite activities
ous laughter suggest that it both broadens inter-
that brought smiles or laughter to the pro-
actions and builds increasing social attachments
ducer of the activity as well as to the partner
and bonds (Gervais and Wilson 2005, Martin
of the activity (Loizou 2005: 48).
2007, Cohn and Frederickson 2009). Laughter
activates the pleasure regions of the brain and These playful expressions may not always be
induces positive states in those laughing, and
evidenced by outward signs of pleasure, as dra-
also arouses positive emotions in those watch-
matic and tense elements are injected into such
ing (Pellis and Pellis 2009).
play forms. But the framing of play with others provides a ‘safety net’ and escape route if play
Research suggests that experience of pleasurable
tips over into being too stressful – ‘I’m not play-
situations may have benefits for dealing with
ing’. This gives rise to an underlying emotional
stress and negative experiences (Silk et al. 2007,
theme of pleasure and joy in playing.
Cohn and Frederickson 2009). Children who are more prone to seek out and enjoy rewarding experiences may find sources of joy and happi-