Chi ldhood: A Time for Play!PLAY is an integral part of the learning process.

The National Kinderqarten Alliance

For the purposes ofthis paper play does notrefer to organized teacher-directed sports,

scripted activit ies, theatre, nor electronic games.

Play is one of the most signif icant meansby which children learn. Through spontaneousactivity they create roles that emulate adultbehavior. Children think, create, imagine,communicate, make choices, solve problems,take risks, build physical ski l ls and take on avariety of roles as they interact socially. Play isintrinsically motivating and offers children thefreedom to explore an activity unfettered byadult parameters of measured outcomes, testingand accountabil i ty.

Play supports learning, promotes languageand social development and enhances creativityin chi ldren and adults. Children who learnhealthy play skills feel capable, have successes,make friends and learn nonviolent ways tointeract with others.

Playing is fundamentalto how childrenlearn. lf our society is fo be serious aboutpreparing our youth for their eventual rolesin the increasingly complex adult world,then education needs to be serious aboutmaking sure that our children PLAY.

Ronald Mah

According to the survey of the NationalKi ndergaft en Al I iance (2002-2004), early ch i ld-hood educators across the nation are concernedthat the pressures of academic requirementsand formal assessments are crowding outchildren's play in school. From the thousands ofresponses NKA received, it is evident that activelearning experiences through play are beingreplaced by scripted lessons and structuredacademics. Play, part icularly in preschool andkindergarten, needs to be an integral part of theeducational process. Children learn moreefficiently and effectively through play than onecan imagine.

The first seven years is a sacrosanctperiod for leaving the child alone andallowing him or her to "just play."

The period from four fo seven years ofage is the time in which children develop ametaphoric, symbolic language structureupon which later operational and creativethinking is based; that early academictraining disrupts the development of thislanguage structure. Joseph Chilton Pearce

Given t ime and open-ended materials in asafe, support ive environment, play al lowschildren to explore their world and discover theirunique place in that world. In the school sett ingteachers and administrators should be obligatedto provide time each day for both outdoor andindoor play.

Rationale for Play

Neurological A newborn brain is made up of100 bi l l ion neurons making about 1 ,000 tr i l l ionconnections. fl/Volfe, 2001 ) Children investigatetheir environment through their physical senses.The neurons are st imulated, integrated andconnected across the hemispheres of the brainthrough a network of dendrites. Scientific studiesof the brain have shown that essential neuro-logical pathways occur in an environment free ofstress, fatigue, and anxiety.

Informal play sett ings al low children topractice language ski l ls involving vocabulary,syntax and grammar. English language learnerspart icularly benefit from language exchangesduring play. These language ski l ls later assistwith reading, writ ing and math development.

All the processes involved in play such asrepeating actions, making connections,extending ski l ls, combining materials and takingrisks provide the essential electrical impulses tohelp make connections and interconnectionsbetween neural networks, thus extendingchildren's capabil i t ies as learners, thinkers andcommunicators.

Play integrates the brain's regulatorysysfems and contributes to the unity of mind

1National Kindergarten Alliance Website www.nkateach.org

and personality through the developmentof self-sysf em s (self-esteem, self-worth,se lf-i m ag e a nd self-co m p ete n ce).

Elizabeth Wood and Jane Attfield

Physical Play is an integral part of the growthof a healthy child. lt fosters opportunities todevelop large and small motor ski l ls as well ascoordination, balance and muscle tone. Activemovement provides an outlet for children torelease energy and challenges their developingphysical bodies. The ancient Greeks recognizedthe value of play in the developmental andgrowth period of childhood. Experts in today'sworld of education also believe that play isessential.

Social Educators know children learn best insituations that are nonthreatening, f lexible andfun. Self-selected play joins chi ldren of l ikeinterests in situations where they can engage inself-d i rected conversations.

Creating opportunities for play can lowerstress and help prevent violence by offering safeand acceptable situations for interaction. In theearly chi ldhood classroom most studentsengage in age-appropriate conversation withtheir peers. Shared interests encourage them topay attention to others, ask questtons, offer help,make suggestions and provide feedback.

Making friends is a skill that is difficult tolearn after childhood. Lawrence E. Shapiro

Early fr iendships and relationships lay thegroundwork for developing l i felong ski l ls forbuilding healthy social connections amongfamil ies, on the athletic f ield and in theworkplace and the community

lntel lectualChildren benefit greatly when they are

engaged in interactive play and are free to sharetheir knowledge with other chi ldren. Curriculumis more effective when presented with materialsthat are open-ended can be easily manipulated.Through spontaneous and creative play with aminimum of teacher intervention children arefree to grow and manifest their understanding ofconcepts.

Through play children categorize andgeneralize new experiences, test andrev i se con ce pt u al u nd e rstan d i ngg so/ve

problems, engage in mental planning,think symbolically and test hypotheses.

Jaclyn L. Cooper and Martha Taylor Devers

Emotional During play children are able tocontrol situations that are not theirs in the realworld. By exploring possibi l i t ies in playsituations, chi ldren display confidence andcompetence as they plan and make decisions.Play provides a place where children can actout feel ings about diff icult emotional events theymay face.

Ad u lt s refl ect th ro u g h discussion,literature, writing and meditation. Childrenreflect through concretely acting out pastexperiences or preparing for them.

Bruce, Hodder and Stoughton

Vygotsky believed that children involvedin imaginative play will renounce what theywant, and willingly subordinate themselvesto rules in order to gain the pleasure of theplay. He argues that in play they exercisetheir greatest self-control. ln a Vygotskianmodel, if we accept the distinction between'play as such'and'play in schools'we cansee that in order for play to be valued itneeds to be located securely within thecurriculum structure and organizationalframework. Clarifying the role of adultsin this process is, therefore, essential.

: l izabeth Wood and Jane Attf ield

The Role of the TeacherThe teacher plays a vital role in the un-

folding of human intel l igence for every chi ld inthe classroom. The teacher should be an activeobserver and assessor of chi ldren as theyinteract with the environment in which they areplaying and with their peers. l t is of paramountimportance for teachers to

. Be aware of current research andresources that validate the essentialnature and importance of play,

. Designate a consistent t ime and spacefor creative and imaginative play,

. Provide open-ended play materials,

. Structure activities to facilitate children'ssocial, emotional, physical andintel lectual development,

. Withhold judgment of nonstandardanswers or interpretations by thestudents.

National Kindersarten Alliance Website www.nkateach.org

To this end the teacher provides guidance andstimulates play that is healthy and educationalin nature.

True Authentic AssessmentObserving play is a teacher's first level of

assessment. l t is the teacher's responsibi l i ty tobe an active observer and assess children'sinteractions with the environment and withpeers. The information the teacher collects canprovide important data to be used for enrichment,remediation, and/or for sharing with parents.

Stages of PlayPlay is spontaneous, observable, sol i tary or

paral lel, associative, symbolic, and cooperative.Positive unrestricted play can be a joyousactivity that reaps many rewards.

Children generally play by building on theirprevious experiences. They may engage in anyof the different types of play at any time.

When children are in a healthy environment,they progress through each stage at their ownlevel of development.

. Unoccupied Play. Children learn byobserving others without interaction.

. Onlookers. Children focus intently onwatching others play. They mayengage in conversation but do notothenruise participate.

. Soli taU or independent play.Children play by themselves with nointerest in what others are doing evenif they are physical ly close.

. Paral lel play. Children play alongsideothers with similar objects such asblocks; however, they do not play witheach other but side by side separately.

. Associative play. Children engagein the same play activity without anorganized goal. They may share blocksor tools but do not build the samestructure.

. Cooperative Play. Children areorganized, have a specif ic goal andhave a sense of belonging to a group.It is the beginning of teamwork anddoing projects where they work orplay together.

PRACTICAL SUGGESTIONS:State standards describe what young children

should know and learn. A strong play-basedprogram can help chi ldren develop knowledgeand ski l ls. Keeping play as an integral part ofthe early education program is important notonly to the children but to society as a whole.

Educators should informparents, administrators andother decision makers of thevalue of non-structured playin support of healthy childdevelopment.

The school play environment can have atremendous impact upon the education ofchi ldren. As some new schools are buil t withminimal playgrounds, what may appear to bewise budget decisions may actually rob childrenof vital opportunities to engage in non-structuredsocial situations.

Academic pressure has caused blocks,easels, and even dramatic play areas to be leftunused or be total ly el iminated in manyclassrooms. However, i t is through make-believe that chi ldren are able to manipulate theirenvironment and create imaginary places oftheir own. In the real world adults control theexperiences of chi ldren. In the children's worldof play a stick becomes a horse, dolls becomestudents in a classroom, and blocks becomeships at sea or airplanes roaring through thesky.

To support emergent literacy it is appropriatethat the play environment include l i teraryobjects, e.g. typewriter or computer, cashregisters, notepaper, markers, pencils,telephones, coins, mailboxes, classroom andlibrary books. These materials spark chi ldren'slmaginations and prompt a variety of responsesto enrich their play experiences.

There's no formula to ensure that childrenbecome happy and accomplished adults.But it seems clear that even as technologyproliferates, simple unstructured play shouldbe a priority, enriching children and theirimaginations for the rest of their lives.

Claudia Kalb

National Kinderearten Alliance Website u u w.nkateach.org

Just Playing

When I'm building in the block room, please don't say I'm "justplaying," for you see, l'm learning as I play about balance andshapes.

When l'm getting all dressed up, setting the table, caring for thebabies, don't get the idea I'm "just playing," for you see, I'mlearning as I play. I may be a mother or father someday.

When you see me up to my elbows in paint, or standing atan easel, or molding and shaping clay, please don't let mehear you say, "He's just playing," for you see, I'm learning asI play. l'm expressing myself and being creative. I may bean artist or an inventor someday.

When you see me sitting in a chair "reading" to an imaginaryaudience, please don't laugh and think I'm "just playing,"You see, I'm learning as I play. I may be a teacher someday,

When you see me combing the bushes for bugs, or packingmy pockets with choice things I find, don't pass it off as "justplay," for you see, I'm learning as I play. I may be a scientistsomeday.

When you see me engrossed in a puzzle or some "plaything"at my school, please don 't feel the time is wasted in "play,"for you see, I'm learning as I play. I'm learning to solve problemsand concentrate. I may be in business someday.

When you see me cooking or tasting foods, please don't thinkbecause I enjoy it, "it's just play." I'm learning to follow directionsand see differences. I may be a chef someday.

When you see me learning to skip, hop, run and move my body,please don't say l'm "just playing," I'm learning how my bodyworks. I may be a doctor, nurse or athlete someday.

When you ask me what I've done at school today, and I say,"l just played." Please don't misunderstand me, for you see,I'm learning as I play. I'm learning to enjoy and be successfulin my work. l'm preparing for tomorrow. Today, I ama child, and my work is play.

Anita WadleyGateways to LearningEdmunton, Oklahoma

Resources

Bruce, Hodder and Stoughton, Early ChildhoodEducation, p.'17 London 1995

Cooper, Jaclyn 1., Devers, Taylor, Martha, YoungChildren, May 2001

Hannaford, Carla, Ph.D. Smart Moves-Why Learning lsNot All in Your Head. Greatocean Publishers, Arlington,vA. '1995

Hirsh-Pasek and Golinkofl, Einstein Never UsedFlashcards. Rodale 2003

Hol I iday, Jen n ifer, Te achi n g T ol e ran ce, F all, 2004

Jenkinson, Sally, Ihe Genlus of Play, Hawthorn Press:Gloucestershire, UK, 2002

Johnson Susan R., MD, Sfrangers in Our Homes: TVand Our Children's Minds, May I , '1999

Jones, Elizabeth, Playing is My Job, Thrust for EducationalLeadership, Partnership Project between Pacific OaksCollege and the Pasadena USD, Oct. 1990

Kalb, Claudia, (with Joan Raymond), Troubled Souls,Newsweek, Sept,8,2003

Koralek, Derry, Editor, Spotlight Children and Play,National Association for the Education of YounqChildren, 2004

Mah, Ronald, Articulating Play and other DevelopmentEnergies, Take 5, California Kindergarten Association, 2002

Nourot, P. and Van Hoorn, J. Symbolic Play in Preschooland Primary Seffrngs. Young Children, September 1991

Pearce, Joseph Chilton, MagicalChild, A Plume Book,Child Psychology, ISBN 0-452-267 89, 1992

Shapiro, Lawrence E., PHD. Howto Raise a Childwitha High EQ, Harper Perennial, '1998

Wolfe, Pat, The Brain Matters: Translating the Research toClassroom Practices, ASCA Alexandria, VA. 2001

Wood, Elizabeth and Attfield, Jane, Play, Learning andthe Early Childhood Curriculum, Paul Chapman Publishing.London 1 996

National Kindergarten Alliance WebsiLe wwu.nkateach.org