Throughout the centuries, the majority of researches and theories
presented the importance of play in a child’s development. It is very ambitious
to find a clear definition of play which would highlight and cover all
significant aspects of it in the learning process. According to Bruce (2004), play is an
umbrella of broad and vital terms in which children learn. The significance of it was initiated and
created by children based on their primarily needs and interests. It is a spontaneous and enjoyable form of
learning.
The educational pioneer, Friedrich
Froebel (1782-1852) in his theory and practice changed and shaped the concept
of play in children’s early years education.
Froebel established that play was a spiritual activity which connects
together all aspects of a child development (Bruce, 2004).
The structure and form of play covers six areas of
learning, such as:
- Personal, social, emotional development
- Communication, language, literacy
- Mathematical development
- Knowledge and understanding of the world
- Physical development
- Creative development
Another theorist Jerome Bruner (1983), stated that play is “preparation for the technical and social life that constitutes human culture”. Bruner believed that play enables children to practice for the next step of development and move from subject or area without the fear of failure (Bruce, 2004).
The next significant theorist of
early childhood education was Jean Piaget. Piaget’s breakthrough was the
concept in which a child learns and thinks. Piaget innovated a theory of stages
for a child’s cognitive development. Additionally, he established three stages
of play – functional, symbolic and games with rules. His theories had a major implication on early
year’s education. For the first time, inspired by Piaget theories, the Plowden
Report in 1967 acknowledged the importance of play in learning process (Tassoni
and Hucker, 2000).
There are many forms and shapes of play
such as: role play, imaginative, socio-dramatic, constructive, fantasy,
free-flow, structured etc. (Wood & Attfield, 2008). All these forms help
children to develop their imagination, problem-solving abilities, creativity,
thinking and understanding skills, decision-making, communication and
observation skills, etc. For young children play is an inseparable part of
their lives which helps to express themselves. Susan Isaac (1929) in her book, The
Nursery Years, explained that play is a learning experience, by hands on
activities and role play children discover and learn about the world they live
in (Tassoni and Hucker, 2000).
Across the world, the educational
provisions identified and implemented that play is the most effective tool of
learning in early year’s curriculum.
Play has lifelong benefits which help in further life and education.
Play is beneficial to help children discover the sense of self, build their
confidence and self-esteem. It offers children the ability to interact with
others, share and work within a group. Through play children can connect with
the world, their environment, peers, parents and family (Wood & Attfield,
2008).
From childhood to adolescence the power
of play occurs in many forms. All over the world play is one of the significant
aspects by which human identity, culture and intelligence begin its
development. It is a necessity and
luxury to teach children through play in order to receive effective results in
learning process. It’s a doorway with never ending resources. To summarize the
significance and benefits of play in child learning process there are two short
videos attached below to give a clear and valuable sense of play.
Reference
Bruce, T. (2004) Developing Learning in Early Childhood.
London: P.C.P
Tassoni, P. and Hucker, K. (2000) Planning Play and the Early Years. Oxford: Heinemann.
Wood, E. & Attfield, J. (2008) Play, Learning and the
early Childhood Curriculum. (2nd ed) London: SAGE.
No comments:
Post a Comment