Play to Learn
One
of
the most natural ways children learn is through play. To the
observer, it may seem like nothing more than fun, but important
learning is taking place during play. Unstructured play is a
necessary
and beneficial part of a child's development.
Play
is defined by the following
characteristics (Rubin,
Fein
and
Vandenberg, 1983):- Play is intrinsically motivated: Children are self-motivated with no external reward necessary
- Play is freely chosen by the participants: Must be the child's choice to play, otherwise it is regarded as work
- Play must be pleasurable and engaging
- Play is non literal: Involves pretending
- Play is actively engaged in by the player
- Play is process oriented: The outcome is less important than the activities and process
- Play is self-directed: Children are able to control the situation
Through
play children develop:
- Competence: By being in control of their play criteria, confidence is gained through their accomplishments. Healthy development of self-esteem, responsibility, and autonomy is achieved through play.
- Skill Practice: Repetition comes natural and is enjoyable. Children practice and build on physical and mental skills during play.
- Social: Important skills such as sharing, cooperation, negotiating, problem-solving, and communication develop.
- Safe Place for Problem-solving: Children are able to make decisions and solve problems, helping them develop important life skills.
- Gather and Process Information: Exploration and manipulation allows children to connect new learning to previous knowledge.
- Emotional: Play can help children express their feelings and also can ease tension and lower stress.
Stages of Play
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ToddlersInfants
Exploration is an important process of information gathering where an infant intently watches, observes and imitates those around them or manipulates an object with their hands and mouth. As they watch and listen to their environment, they learn how to cause movements or make sounds themselves. They learn to hold onto and move objects and use them to make sounds. When infants gain mobility, the objects available for play increase and the opportunity to explore is vital to learning and development.
The National Association for
the Education of
Young Children (NAEYC) lists appropriate ways to support infant play:
Exploration is an important process of information gathering where an infant intently watches, observes and imitates those around them or manipulates an object with their hands and mouth. As they watch and listen to their environment, they learn how to cause movements or make sounds themselves. They learn to hold onto and move objects and use them to make sounds. When infants gain mobility, the objects available for play increase and the opportunity to explore is vital to learning and development.
- Comfortable play areas with soft surfaces used for relaxing, reading to, and holding the baby
- Space for quiet play, room to crawl; younger infants kept safe from crawlers
- Visually stimulating materials in infant's line of sight
- Sturdy books available
- Variety of toys for manipulation which respond to infant's actions
- Variety of household items for play
- Toys are correct size for infants to grasp and manipulate
- Open space with push/pull toys, balls, climbing equipment and safe exploration for mobile infants
- Open shelves with toys for infant selection
- Rotation of materials and increasing challenge
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Toddlers are extremely active and constantly learning through different forms of play. Object Play involves the use of two or more objects which may be used to represent something else. This is the beginning of make-believe. Motor skills continue to improve. Small motor skills allow toddlers to manipulate small objects, turn book pages, draw with crayons, and mold play-dough. Large motor development now allows them to throw a ball, climb stairs, run, and jump. Rough and tumble play is a favorite form of play which may be a form of exercise, play fighting, and social learning. It may also be part of pretend play and can help ease stress. Symbolic play is taking place when toddlers re-create familiar activities using objects to represent other objects.
- Adults model imaginative concepts and build on toddler's ideas
- Solitary or parallel play is fine; toddlers may not be ready to play together or share
- Reading, singing, acting out stories
- Predictable sequence of daily activities
- Flexible schedules based on child's needs
- Allow toddler to repeat tasks as needed and go at their own pace
- Opportunity for art exploration with a variety of materials including crayons, markers, paints (no edible materials)
- Sand and water play available
- Allow toddler to carry objects around with them, move objects around, or collect objects
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Preschoolers
Preschoolers build on the many skills learned during toddlerhood, expanding their representations to include other people. Play becomes more complex as children begin to assume different roles in their pretend play. Preschoolers also enjoy pretend playing with other children. Previously learned information joins with new concepts, skills and ideas forming important developments in cognitive, social, physical, and emotional learning. Although preschoolers continue to delight in rough and tumble play, they begin to focus a bit more on physical skills such as aiming, running fast, jumping high, or another physical achievement. They also begin to organize and make rules to follow.
School Age Play
Unfortunately, many adults don't understand the importance of play for children over five years. Once children enter school, parents and caregivers may view play as time wasted and prefer the child do something "more productive". Between five and eight years old, play can help to fulfill all aspects of development. It can even help children develop important skills and concepts of math and literacy. Rough and tumble play may actually increase during this time. Activities which help children gain kinesthetic awareness include:
Sources:
Rubin, K.H., Fein, G.G., & Vandenberg, B. (1983). Play. In E.M. Hetherington (Ed.), Handbook of Child Psychology (vol.4). New York: Wiley.
Driscoll, Amy & Nancy G. Nagel. Early Childhood Education, Birth-8, The World of Children, Families, and Educators. (3rd Ed.). Pearson.
Preschoolers build on the many skills learned during toddlerhood, expanding their representations to include other people. Play becomes more complex as children begin to assume different roles in their pretend play. Preschoolers also enjoy pretend playing with other children. Previously learned information joins with new concepts, skills and ideas forming important developments in cognitive, social, physical, and emotional learning. Although preschoolers continue to delight in rough and tumble play, they begin to focus a bit more on physical skills such as aiming, running fast, jumping high, or another physical achievement. They also begin to organize and make rules to follow.
School Age Play
Unfortunately, many adults don't understand the importance of play for children over five years. Once children enter school, parents and caregivers may view play as time wasted and prefer the child do something "more productive". Between five and eight years old, play can help to fulfill all aspects of development. It can even help children develop important skills and concepts of math and literacy. Rough and tumble play may actually increase during this time. Activities which help children gain kinesthetic awareness include:
- Physical Play: Running, jumping, skipping
- Stability Activities: Balancing, stretching, shaking, playing freeze
- Ball Play: Throwing, catching, kicking, dribbling
At every age, play
is essential for
learning and
the development of a healthy child.
Visit our store for developmentally-appropriate and stimulating toys, games, books and more!
Visit our store for developmentally-appropriate and stimulating toys, games, books and more!
Sources:
Rubin, K.H., Fein, G.G., & Vandenberg, B. (1983). Play. In E.M. Hetherington (Ed.), Handbook of Child Psychology (vol.4). New York: Wiley.
Driscoll, Amy & Nancy G. Nagel. Early Childhood Education, Birth-8, The World of Children, Families, and Educators. (3rd Ed.). Pearson.
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©Copyright 2009 Danielle Schreck, Full Circle Child
Information on this site is not intended to replace the care or advice of a pediatrition or other healthcare provider. You should consult your doctor regarding your individual healthcare needs.