Learning Through Play: Position Paper

Christina Sookdeo 52927 Curriculum Planning and Pedagogy 1: Position Statement

Position Statement

Opening Statement

One constant that we can always count on, regardless of diverse circumstances, is that

young children will play. If you ask a young child why he or she plays, they will probably say

"Because it's fun!" Of course, being adults, we have to define play in terms we are comfortable

with. Our thinking about play has been influenced over the years by the work of many

psychologists, researchers and practitioners, and much has been written about how young

children learn and how adults can support this learning. However, must remember that play is

simply and literally vital for children. It is through play that babies and young children learn,

grow and have fun. It helps them understand the world and to develop physically, socially,

emotionally and intellectually. All children should be able to play and learn in a fun environment

with adults who understand and care about them. Yet, this need is being relentlessly challenged

in today’s world. It is left in our responsibility to defend the child’s right to play; therefore, we

must respect, understand and advocate for this cause.

In this position paper, I will discuss: what is play, what research says about play, the

many benefits of play, and the challenges that play is faced with today. Then, I will present the

implications for adults regarding learning through play in the early years. A counter argument

will also be offered to anticipate for the biases, arguments and concerns of the reader.

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What is Play?

“You can discover more about a person in an hour of play than in a year of conversation.”

-Plato

Often, when we recall our childhood we remember long hours spent playing and having fun.

Although play is a common experience, it is difficult to define precisely. However, drawing from

numerous researches, play can be said to be a meaningful activity done for its own sake. Play is

not just about doing, it’s about being. It is a state wherein the child expresses wonder and

creativity, for children it is a way of life.

Several characteristics that are present in most definitions of play are that:

- Children are intrinsically motivated

- It is controlled by the players

- The concern is in the process rather than the product

- It is free of externally imposed rules

What Research Says About Play

Many people such as educationalists, psychologists, researchers, practitioners and other

stakeholders involved in a child’s life have contributed to the knowledge on how children learn

through play by solid research and evidence. Almost all children play, except those who are

malnourished, deprived, or have severe disabilities. According to Smith and Pelligrini (2008),

between 3% and 20% of young children’s time and energy is typically spent in play. If young

children are temporarily deprived of play opportunities, for example being kept in a classroom,

they play for longer and more vigorously afterwards.

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Many theorists have also contributed to the topic that learning does occur during play.

Some of these are Sigmund Freud, Jean Piaget and Lev Vygotsky. Freud suggested that play was

a way of expressing socially unacceptable behaviors. Play was therapeutic, allowing one to vent

undesirable feelings and actions in a more acceptable manner. This is true as dramatic play tends

to correctly fulfill these reports. Piaget was focused on intellectual development in children, and

his play theory reflects that and Vygotsky’s play theory emphasizes social development.

According to a pamphlet done by the Department for Children, Schools and Families

Publications (2008) many adults themselves have confessed to literally experiencing that their

child does indeed learn through play. Several examples are shown as evidence below.

“In a different world, where I didn’t have to work, I’d still choose to send Ethan to the

nursery. He’s so full of confidence. He makes friends so easily, even if they don’t speak

the same language, and he shares and cares for those around him.”

Nicki

Mum and NHS employee

“It’s extremely important that young children learn through play in a fun and creative

way. When I was a primary school teacher, I could often recognize those children who

had had really good early years input. It’s important, though, that the emphasis is on fun!

Jacqueline

Mum and university tutor

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“Nursery has been fantastic for our boy. He’s really happy and has grown in confidence.

He thinks he plays all day but he’s learning at the same time.”

Joe

Dad, unemployed

“The nursery has given my daughters skills through activities I’d never have been able to

offer them at home. Most of all, at nursery, they let them play! The girls at home continue

their learning by using the same games or songs or picking up a particular idea. It works

really well.”

Hayley

Mum

The Benefits of Play

What is definitely gained from research is that rich, varied play experiences strongly

boost children’s learning (Bernard, 2009). There is considerable research on the benefits of play

for children’s learning across all areas of development.

Physical Development

Manipulative play, active play and sensory-rich play helps children to learn in several ways in

this area of development.

1) Fitness and health becomes a life practice.

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2) Play enriches children’s sensory and aesthetic appreciation.

3) Gross motor skills are developed such as reaching, grasping, crawling, and running,

climbing and balancing.

4) Fine motor skills are also developed as children handle small, more detailed toys.

Cognitive Development

Through creative play and dramatic play children are able to:

1) Learn how to solve problems through play.

2) Develop dispositions for learning such as curiosity and persistence.

3) Enhance their memory skills as well as their attention span.

4) Develop language and literacy skills.

Socio-Emotional Development

Through cooperative play and pretend play children are able to develop fundamental social

skills and express themselves emotionally. This is very crucial as play acts as the outlet for

whatever the child wants to convey but cannot do so through words. Several things that

children learn in this area are:

1) Conflict negotiation skills, self-control and empathy.

2) Better emotional and social adjustment

3) Communication skills by understanding simple messages

4) Resolving the child’s anxieties to enhance emotional security

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The Challenges Play Faces

Even with its many benefits that contribute toward a child’s learning, play is being

challenged and even overruled by other strategies and trends that are becoming prominent. Some

of the challenges are the impact of the digital age, overscheduling and parental emphasis for the

focus to be on academics.

The digital age has had a huge impact on children’s play. In the age that we live in, life is

characterized by instant access to information via the Internet and other media sources. This

leads to our conception that more academics should be available for young children to keep up in

the new technological age that has dawned. Therefore, we tend to overschedule the child’s

timetable even down to the activities that they indulge in with academics, books and theoretical

knowledge. Children are not machines. You cannot simply add more fuel and speed them up.

They are governed by internal processes and one of their basic needs is that of play. Therefore,

we cannot ignore these natural developmental timetables without doing serious harm to children.

Another way that the digital age impacts youngsters is through the media exposure. This has a

direct negative effect on their natural creative abilities as these children often have difficulty in

making up new ideas so they reenact the ones that they saw on-screen. This severely limits the

child’s potential and is surely pushing away the ‘play’ that existed before such focus on these

devices.

Another challenge that play is facing in our schools in Trinidad and Tobago is that many

parents misguidedly prefer that their young children focus on academics. Their concern about

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their children’s future easily turns to fear and they act on what traditional methods they know.

For example, most of us can testify to us as parents believing that knowing the letters of the

Alphabets, being able to count to 10 or more or even using pencils are very important or essential

for a child to be ready for kindergarten. However, this is not the case as young children will

develop these skills as they grow and learn from the foundations which are essentially rooted in

play.

Counterargument for Concerns of Learning through Play

Despite the benefits of learning through play and the many challenges that it faces, some

can argue that we lack descriptive information on the time and energy spent in various forms of

play. Without this we cannot understand the definite benefits of play. Further, while play may

have many positive benefits, there are downsides to it. Many children tend to indulge in play

fighting. This is often noisy and disruptive, and it often leads to real fights. However, this is not

for all children that play-fight. It happens more because some children lack various social skills

or are either rejected by playmates. These children often respond aggressively. Some children

also show frequent violent fantasy. But this can be countered by stating that the extent of this

was related to poorer language and play skills and more antisocial behavior. This does suggest

that play is entirely negative for the young child but shows that play must be well observed and

guided to avoid such instances.

Implications for Adults

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Adults are usually involved in children’s play whether it is parents, teachers or

caretakers. Most experts in play research believe that a balanced approach is best (Smith and

Pelligrini, 2008). We must not be sages and cluster them with rules or inhibitions when they play

but rather allow children to have these concrete experiences with our support through it. There

are several things that we can do to facilitate learning through play for youngsters.

Gordon and Brown, (2008):

1) Show genuine interest in the child’s choice of play and their play process

2) Create a safe environment where children can feel physically and emotionally secure to

engage themselves.

Other ways we can help

• Support children in their play

• Provide good quality resources

• Be aware of the potential learning in all areas of the curriculum

• Model skills involved in play

• Interact with the children, asking questions and making suggestions to support their learning

• Be familiar with key vocabulary – model and support children in their use of key words

• Work alongside children, modeling skills and attitudes

• Read with children from fiction/non-fiction books, plans, instruction cards etc.

• Scribe children’s ideas and thoughts, and display their work

• Observe children’s learning and use of the provision

• Assess children’s development/progress to inform planning for future learning.

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Closing Statement

It has been established that young children will play no matter the circumstances. We can

now understand why play is simply and literally vital for children. This is because it is through

play that babies and young children learn, grow and have fun. It helps them understand the world

and to develop physically, socially, emotionally and intellectually. All children should be able to

play and learn in a fun environment with adults who understand and care about them. That is

why we as adults must come together and provide the necessary changes in the environment,

resources and our attitude so that young children can effectively learn through play. Even though

the need to play is being challenged in today’s world I believe that it is left in our responsibility

to defend the child’s right to play. So let us come together as teachers, parents and anyone

involved in the young child’s life to make a significant difference to them. Let us help them learn

in a more fun way. Let us advocate for play in every early childhood center in Trinidad and

Tobago!

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References

Bernard, L.(2009). NAEYC Young Children: Play, Ten Power Boosts for Children’s

Early Learning.(432820), pages 72-78.

Department for Children, Schools and Families Publications, (2008). It’s Child’s Play:

Early Foundation Years Stage. Sherwood Park, Annesley Nottingham NG15 ODJ: Crown

Copyright.

Gordon, A. G., and Browne. K. W. (2008). Beginnings and Beyond: foundations in early

childhood education. 7th Ed. Clifton Park, N.Y. Thomson Delmar Learning. USA.

Smith PK, Pellegrini A. Learning through play. In: Tremblay RE, Barr RG, Peters RDeV,

Boivin M, eds. Encyclopedia on Early Childhood Development [online]. Montreal,

Quebec: Centre of Excellence for Early Childhood Development; 2008:1-6. Retrieved

from: http://www.child-encyclopedia.com/documents/Smith-PellegriniANGxp.pdf.

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Learning Through Play: Position Paper

Education

Transcript of Learning Through Play: Position Paper