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Play In Early Childhood Education

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Play is a ubiquitous phenomenon where children learn about the constantly-changing world (Elkind, 2004). Teachers and families frequently have different perspectives on the value of play. Early childhood educators believe that “play is a child’s work” yet there are still parents who have the impression that play in the curriculum have no learning objectives but to become a time-filler and are therefore, meaningless (Ng, 2012). There is a plethora of research done on the social, cognitive, emotional, and language benefits of play. Play is so essential that the United Nations High Commission on Human Rights (1989) recognized play as a fundamental right of every child. The theories of Vygotsky (socio-cultural experiences) and Piaget (cognitive and physical development) describe play as an optimal learning time for children (Elkind, 2004). Moreover, brain research has also shown the importance of play, citing that the critical periods of brain growth occur during the preschool years (Healy, 2004). In the article, play supported the cognitive development in contexts such as symbolic thought (Hyun using blocks as a new home for …show more content…

Children today, compared to their counterparts two decades ago, played eight hours less (Elkind, 2008). Under the pressure of rising academic excellence, especially in Singapore’s meritocratic climate, test preparation in kindergartens has taken the place of play. Parents who aim to give their pre-schoolers a head start for their formal education are led to believe that educational “toys” and flashcards are the path to success. Our society has generated a false dichotomy between learning and play (Chua, 2008). Academic expectations have been pushed down and early acquisition of skills and content knowledge have left little room for play in the early childhood

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Parents of young children have a lot to worry about and hope for. Jessica Statsky's Children Need to Play, Not Compete, shows how kids today focus more on competing against each other than working together. Although her report is not completely stable, Statsky does a half convincing job to prove herself. She uses multiple sources and includes parent opinions, but forgets to mention a few important topics.

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Bowdon cites evidence from developmental psychological studies that suggest playful learning can be more effective for producing student learning than direct instruction. Play allows children to engage in extended interactions that build oral language, imagination, critical thinking, and social skills. Bowdon believes that preserving playful learning in kindergarten is vital and can be accomplished in several ways: By drawing on the expertise of the early childhood community in designing play-based strategies for implementing the Common Core, modifing the standards to reflect the scientific understanding of early childhood development (address social and emotional learning, and flexibility in rate and timing of the curriculum to meet needs of all students), and stop compensating or sanctioning teachers based on standardized test. The philosophical views which informs this article include the experiential and constructivist approach to learning. It is understood that standards must be taught, but they can be accomplished in more meaningful methods and through

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Fuller and Strath (2001) conducted a quantitative research study that examined local populations of early education organizations based on the 1990 household census data to report features of the early childhood workforce nationwide. Multiple economic and regulatory forces shaped the population of early education organizations that operated within states and local communities. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median family childcare home provider had a high school diploma. Fifteen percent of all preschool teachers in urban areas were African American and 8% were Latina.

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128) This is different than schooling that just uses play in the beginning years. We believe that “play is uplifting activity. It is valuable in itself, and adds value to persons.” (McDonough, Friedrich Frobel Lesson Class Notes, 2017)

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The article, by Ruth A Pike addresses how play among preschool-aged children’s

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These activities will make the child independent and help with decisions they will make when they are older. Playtime lets children use their imagination whilst developing creativity, cognitive, social and physical development that a child will use though to adolescence. Playtime also develops the child’s brain, as they will learn new things. When children start playing from a very young age it will benefit them to interact and engage with the world.

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Even if you’re not involved in their play it offers a sense of reassurance to children. You can also support a play based approach to learning by encouraging children to play with things they may not have played with before e.g playing with the resource yourself alongside the child. If a child sees what you can do with the resource then they are more likely to eventually participate along side you, copying what you are doing. 4.3 Evaluate different materials and equipment to support play based learning opportunities for children in their early years

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Play based Assessment is very important in children’s developmental stage in order to explore and develop independently as well. When

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The plan-do-review process is the most important segment of the daily routine in which children make choices about what they will do, carry out their ideas and plans while playing in the different areas of the classroom, and reflect upon their activities and experiences with adults and other children. This cycle aims to help play become meaningful. The plan-do-review process fosters children’s development of initiative, reflection, problem solving, responsibility, and they can see themselves as individuals who can act on decisions. Children experience the power of independence and are conscious of their intentions which support the development of purpose and confidence.

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Play is an exceptionally important part of a human’s life and well-being. Many do not believe this as they respond that play is not as important of a factor. Play possesses countless things that impact on a person’s life, whether it be through emotional development or the treatment of a physical illness. Play is also capable of motivating a person in the school or work setting and can encourage them to do better. Play helps shape the brain.

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According to him, symbolic play is fundamentally important for children’s development, as it enables children to understand what they experience, and put these experiences into perspective (Piaget, 1962). Piaget also suggests that symbolic play develops a child’s understanding of the role of self and others, their boundaries, why things work how they do, and teaches them how to interact with others (1962). These concepts influenced how we understand play, and its value to

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Children are able to develop and practise motor skills and bodily movements through physical plays. During some cognitive games, such as board games and educational toys, children can improve their mental fitness and brain function. Play also provides opportunities for children to make friends, to negotiate with others, and to develop their communication skills. It helps extend language and improve children’s social ability. I believed that play is essential to children’s education that cannot be minimized and separated from learning.

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Introduction Developmental psychology makes an attempt to comprehend the types and sources of advancement in children’s cognitive, social, and language acquisition skills. The pioneering work done by early child development theorists has had a significant influence on the field of psychology as we know it today. The child development theories put forward by both Jean Piaget and Erik Erikson have had substantial impacts on contemporary child psychology, early childhood education, and play therapy. In this essay, I aim to highlight the contribution of these two theorists in their study of various developmental stages, the differences and similarities in their theories, and their contributions to the theory and practice of play therapy.

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Play is a cherished part of childhood which may contribute towards many benefits in children’s lives. Therefore, play is necessary in children’s development, they grow by playing with or without purpose. Play gives children fun, joy, amusement and motivation to encourage them to continue playing. In addition, through play children develops their social, cognitive, physical and emotional skills. (Galiguzova, 1995) stated that children’s play is filled with repetitions and imaginations based on what the children have seen, heard and experienced.

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‘Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth’ (Ginsburg, 2013).     The Primary School Curriculum and Aistear which is the Early Childhood Curriculum Framework both mention how important play is for the child’s learning and development.  Play is so important that it is mentioned and preserved in the United Nations Convention on the Rights of the Child (UNCRC) in Article 31 of the UNCRC. Children are their happiest when they play. Elkind states that, ‘A playful childhood is the most basic right of childhood.’

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