Play also builds self-esteem. Children are most receptive to learning during play and exploration and are generally willing to persist in order to learn something new or solve a problem.
The experience of successfully working through something new or challenging helps kids gain the self-confidence required to engage in new experiences and environments. And a big winner in play is Social development. Interpersonal skills like listening, negotiating, and compromising are challenging for 4- and 5-year-olds as well as older kids and adults.
Through play, children get to practice social and language skills, think creatively, and gather information about the world through their senses. Some educators regard the time kids spend socializing with their friends while gaming online as the salvation during the COVID pandemic, or in any scenario where a child might experience barriers to in-person socialization. Done right, gaming and gamification of games can engage both intrinsic pleasure and fulfillment and extrinsic recognition and rewards motivation.
Teachers help enhance play-based learning by creating environments in which rich play experiences are available. The act of being a teacher is recognizing the goals of education, understanding how learning works, and figuring out how to apply all this to each student, one at a time. Teaching children how to learn is a strong basis for every grade level. It is pretty clear that students learn through play. Every child.
Some use play to explore their world, others to gain language, and on and on and on. In fact, we have also seen that it is a natural impulse—like getting hungry, or crying when upset, children play. So why not lean into it? Find ways to increase the time spent on play in your class. Whether you create centers for dramatic play, bring in costume boxes, explore problem solving with board games, or design your own multiplication board game or even better, have your students design that game, lean in.
Looking for additional ideas to make your classroom a more hands-on learning environment for your young students? There are a few well-known theorists in this field including Piaget and Vygotsky.
Playing outside can incorporate all areas of learning and help kids to become more aware of their environment. There are a number of skill areas that can be built upon through outdoor activities, some of these include:.
So many games and activities can focus on these different aspects to give pupils a well-rounded experience. There are a few different types of play that help young children learn a variety of skills. Below are two of the most popular styles, both of these have their own benefits. During play children can develop a number of skills including socialising with others and problem-solving. With child-led play, the children are completely independent in deciding what they want to do. At Whitby, our early child educators ask children questions about the rules and process that govern the play, and then encourage children to make connections to the wider world through their own body of knowledge.
Angeline S. Lillard, author of Montessori: The Science behind the Genius, wrote about about how Maria Montessori encouraged educators to use play as a part of the learning process. From offering children a chance to ask questions, problem solve, work collaboratively and conduct structured experimentation, play is a key component of learning at Whitby. One way that Whitby teachers bring a sense of play into the classroom is by taking an activity-based approach to nearly every subject.
For example, when our teachers read a book aloud, they encourage young students to turn each page and follow each word with their fingers. They can also prompt students to talk to each other about the content, and to talk about the associations it sparks from their own lives. Students are also given an opportunity to bring stories to life through dramatic play.
When children are given opportunities to act out scenes and express themselves, they improve their social confidence, increase their ability to see the perspectives of others and increase the attention they give to the literature.
One of our goals is to give kids opportunities to wonder, question, work as a team, experiment, play with different possibilities and investigate subjects that interest them. For example, in our 3D printing class, educators give students the opportunity to design an object from their imagination.
What is the purpose of that object? This teacher engagement supports children in their creativity, while also challenging them to think about why they chose to create an object. This is similar in concept to what I mentioned earlier with regard to a child imagining a stick to be a horse as he or she mentally designates the object or property as the word.
Trosli also states that Steiner kindergartens, "allow the children's intellectual faculties to unfold naturally so that by the time children enter the elementary grades, they are ready and eager to experience new forms of learning" p.
Smith suggests that there is a gender segregation in play from the early years. Girls tend to express themselves emotionally and develop nurturing skills whereas boys tend to apply and operate through rules and get on better with others that they don't like.
If children are left to themselves they generally form groups of the same gender but mix together and play when adults set up roles and situations for children to play in.
Research in the developed world that is spoken of is Developmentally Appropriate Practice DAP that presents itself as the most recent knowledge about children.
However, this research is only from the US and does not take into account any cultural values and perceptions of other groups of children. DAP's outlook is 'age and stage' and strongly promotes play that is self directed and initiated.
However, it doesn't look at cultural and lifestyle issues as well as socio-economic factors Smidt, DAP mentions the declining state of imaginary play as children are being led into more adult driven activities and media use and state that, "Active scaffolding of imaginative play is needed in early childhood settings if children are to develop the sustained, mature dramatic play that contributes significantly to their self-regulation and other cognitive, linguistic, social, and emotional benefits.
DAP also suggest that, "Rather than detracting from academic learning, play appears to support the abilities that underlie such learning and thus to promote school success" p.
In conclusion, children learn through play that they discover for themselves in their own environment. Play promotes cognitive, social, and emotional development and is essential for physical development during the early years.
Play eventually leads to creative thinking, and through what they are doing children can reflect on their own play to answer questions and solve problems for themselves to develop an understanding of the world around them. References Ministy of Education Wellington: Learning Media. National Association for the Education of Young Children
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