Good morning every one! Welcome to this special presentation designed to focus on the value of play to early
childhood.
You have probably all heard this well-known proverb. While probably unintentional, this piece of wisdom
holds true in more ways than one as we think about the importance of play, particularly in early childhood.
What is play?
There are some who are of the opinion that play is just something children do to get rid of excess energy, and
has no bearing on a child’s development, particularly when considering the academic or learning aspect.
However, extensive research over the years has proven that play and learning cannot be compartmentalised
(Friedman, 2011). This is echoed by the following quote from the the National Association for the Education
of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State
Departments of Education (NAECS/SDE).
There are many different types of play, and children can be involved in more than one type at any time.
However, for this morning, I will be focusing specifically on Exploratory Play.
Exploratory Play
Exploratory play involves children using physical skills and all their senses to find out what objects feel like,
and what they could be used. Children explore their own bodies, as well as things in the environment, as they
grow. The corner stones of exploratory play, centre around a child’s curiosity and inquiry- both elements need
to be suitably encouraged to make a child’s exploratory play experience rewarding and fun! It is important to
recognise, though, that this kind of play is to a large extent, open-ended, allowing children to follow their own
interests, and their own pace.
Materials are an important part of exploration. Children learn about the characteristics of materials and objects
as they interact with them, and this knowledge, later becomes a good foundation for scientific experiments.
While materials enhance the concept of exploration, children can still engage in exploratory play without
materials, as they move themselves and objects in different spatial configurations (Elementary Teachers’
Federation of Ontario [ETFO], 2011).
Benefits
Since we have gained some understanding into what constitutes exploratory play experiences, this next slide
will focus on how this form of play benefits a child’s learning. First of all, it enhances language development,
as children will begin to use descriptive words such as “this feels squishy!” Exploratory play helps children
develop their problem-solving skills, for example, they might learn how to transport something from one place
to another. They also get a chance to develop their gross motor and fine motor skills, as exploratory play often
involves carrying and lifting, as they transport buckets and boxes, or poking and squeezing when they push
buttons and moulds into play dough. Children use their senses during exploratory play, and this teaches them
to be interested in the world around them, encouraging them to develop questioning minds such as
understanding how things change when added to other things (for example, the experience of adding water to
clay). Exploratory play encourages cooperation in children, as they learn to think about the consequences of
their actions, such as not flicking sand in a sandpit, or working together to make something happen (for
example, holding a container steady while a peer pours liquid into it) (Sure Start Children’s Centres, in
partnership with Devon County Council, 2013).
Te Whāriki
Te Whāriki, is New Zealand’s official curriculum framework for early childhood. It serves as a guide for both
educators and caregivers, outlining important skills, knowledge, and attitudes that important for children to
develop. It is centred around certain key principles, strands, and goals which are crucial to the all-round
development and learning of children. (New Zealand Tertiary College [NZTC], 2014).
The strands and goals of the curriculum are based on the principles of Empowerment, Holistic Development,
Family and Community, and Relationships. The curriculum as a whole, promotes and supports the idea of play
as a key to a child’s development. Every principle of Te Whāriki, makes references to the concept of play, and
its role in optimising a child’s growth. In Empowerment, the child is encouraged to participate in play activities
that are tailored to be inviting. When considering the principle of Holistic Development, learning is integrated
through opportunities for open-ended exploration and play. When considering the principle of Family and
Community, the curriculum focuses on culture and what each child brings from their background - through
this vast cultural diversity, children are encouraged to make links through play with every day actives and
special events of local communities and families. Lastly, when referring to the principle of Relationships and
the part it plays, the curriculum encourages the learning environment to be resourced with enough appropriate
and interesting play materials that children can change and interact with. All four principles encourage
sufficient adult involvement to enhance the child’s development (Ministry of Education [MoE], 1996).
Theoretical Perspectives
Assimilation, equilibrium, and accommodation of information, according to Jean Piaget, are the major
operations in play. For example, when a child engages in exploratory play, he or she takes in new information
through his/her senses - whether touch, sound, sight, smell or taste- this process is called assimilation. Sooner
or later, something happens that causes the child to question the idea that was assimilated. This questioning,
Piaget called “disequilibrium”. It requires the child to then adjust or re-organise his/her thinking to restore
equilibrium. This re-thinking, or re-adjusting is called accommodation, according to Piaget’s theory (Pound,
2011).
Another psychologist, Lev Vygotsky, well-known for his theory of ZPD (Zone of Proximal Development),
suggests that children require activities that support past learning and encourage new learning at a slightlymore-difficult level. According to Vygotsky, therefore, exploratory play almost always will create a ZPD, and
will offer opportunity to children to expand their knowledge of their world (Arthur, & others, 2012). For
example, if a child is building a bridge with blocks, and a more competent person provides assistance (whether
an adult or a peer), then the child is able to move into that new zone of development and problem-solving.
Vygotsky refers to this process of assisting as "scaffolding," which helps bridge the difference between a child's
current level of problem-solving and his potential for more complex problem solving (Pound, 2011).
Adult Involvement in Play
Educators and parents who are aware of the benefits of play, can shape any play experience into an opportunity
for a child to learn more about the world and how it works. They need to become the child’s “learning ally” as
they experience play. As adults and guardians here are five ways we can support this type of play:
1.
Provide all sorts of exploratory experiences for children, including water, sand, mud, straw, leaves, paint, glue,
cornflour, glitter etc. Outdoors, provide lots of exploratory play opportunities by giving children the freedom
to move about and transport resources. (Sure start children centres, Devon County Council, 2013).
2.
Children cannot fully engage in play if they do not feel secure in their environment. However, once they feel
safe, they develop an inherent sense of freedom which enables them explore with an attitude that enables and
optimises their learning (Gross & Sanderson, 2012).
3.
An adult will talk to children about their play, will recognise and support their play choices. They will be
respectful of children’s feelings, language, ability, background, and culture during play.
4,
Interruption or interference, could mean, for example, placing too much emphasis on using objects “the correct
way” causing the child to lose confidence in himself, and inhibiting risk-taking. The adult who is a learning
ally will participate in play when invited by the child, or if a child is having difficulty playing or they become
disengaged. They could also model play behaviours, as children tend to also learn through modelling (Caro,
C. 2012).
5.
Adults sometimes have a tendency to instruct, and offer assistance, where none might be necessary. Instead,
we can choose to use words that encourage the child to be brave and explore, as well as ensure our expressions
are enthusiastic, and smiling (Sure start children centres, Devon County Council, 2013).
In conclusion, “Play helps children weave together all the elements of life as they experience it. It allows them
to digest life and make it their own. It is an outlet for the fullness of their creativity, and it is absolutely critical”
(Almon, 2003, pg.1).
Play connects children with their imagination, their environment, their parents and family and the world
(Anderson-McNamee, 2010). Let’s play and have fun! Thank you.
REFERENCE LIST
Almon, J. (Summer/Fall, 2003) The vital role of play in early childhood. A Crisis in early childhood education:
The rise of technologies and the demise of play. Retrieved January 2010 from
www.waldorflibrary.org/Journal_articles/GW5002.pdf
Anderson-McNamee, J., (2010). The importance of play in early childhood development. A Self-Learning
Resource from Montana State University Extension, MT201003HR New 4/10, 1-4.
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming & planning in early
childhood settings (5th ed., pp. 99-101). South Melbourne, Australia: Engage Learning Australia.
Caro, C., (2012). The adult role in child-led play- how to become a learning ally. Retrieved from
http://www.nature-play.co.uk/blog/the-adult-role-in-child-led-play-how-to-become-a-learning-ally
Elementary Teachers’
Federation
Ontario.
(2011).
Exploratory
http://earlylearningcentral.ca/wp-content/uploads/2011/08/exploratoryplay.pdf
play.
Retrieved
from
Friedman, L. (2011). What’s in a meaning? Defining play. Exchange, 201, 96-98.
Gross, S., & Sanderson, R.C. (2012). Play is the way. Exchange, 207, 50-53.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa/ Early
childhood curriculum. Wellington, New Zealand: Learning Media.
New Zealand Tertiary College. (2014). BEd121: Play as a framework for learning study guide. Auckland,
New Zealand: Author.
Pound, L. (2011). How children learn: From Montessori to Vygotsky-Educational theories and approaches
made easy (pp.30-34). laughton, UK: Essential Resources Educational Publishers Limited.
Sure Start Children’s Centres, in partnership with Devon County Council
Retrieved from http://www.surestarteastdevon.org.uk/files/Resources/exploratory_play_2013.pdf
REFERENCE LIST FOR POWER POINT
Howell’s, J., (1659) Proverbs in English, Italian, French and Spanish.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa/ Early
childhood curriculum. [Online image] Wellington, New Zealand: Learning Media.
National Association of Early Childhood Specialists in State Departments of Education and
National Association for the Education of Young Children. (2003). A conversation about
play. Retrieved from
http://www.naeyc.org/books/spotlight_on_young_children_exploring_play_conversation
Playful matters. (2013). [Online images] Retrieved from
http://playfulmatters.net/14-open-ended-materials-for-toddler-play/
reference.com. (2017). [Online image] Retrieved from
https://www.reference.com/family/exploratory-play-cf8db2ca9a3fc5fd