Exploring the Foundations of Play

Playing and Learning in Early Childhood Education

Play is by its very nature educational. And it should be pleasurable. When the

fun goes out of play, most often so does the learning.

J. Oppenheim, 1984

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Opening Reflection

Play

What are the perspectives on children and play?

Why is play important?

Why observe children at play?What is play?

How does children’s play guide programming experiences?

Scott (2008) suggests the origin is unknown Some suggest that the English adopted the

word pleien meaning to “dance, leap for joy, and rejoice” from the Dutch

Movement and motion have been synonymous with the word play

The Origin of Word “Play”

Defining Play Children in all cultures learn through play Play and work are different:

◦ Work has a defined intent and prescribed outcome

◦ Play is a self-chosen activity rather than prescribed

Play is about the process not product

Play helps children to:◦ Learn about their social, community, and cultural

world.◦ Learn how to communicate and cooperate ◦ Develop socially, morally and emotionally ◦ Develop creativity, flexibility, and problem solving

skills.◦ Exercise their natural curiosity and exuberance

Children’s Play

Is an international treaty that outlines universally accepted rights for children.

Provides countries with a benchmark that is used to measure the treatment of children.

Was ratified by Canada on December 13, 1991.

The United Nations Convention on the Rights of

the Child

Article 31 states:

◦ That every child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.

The United Nations Convention on the Rights of

the Child

In Canada◦ Overweight and obesity is categorized as an

epidemic◦ Twenty-six percent of children aged 2 to 17 years

are overweight or obese◦ Fifty-five percent of First Nations children on

reserves are obese or overweight

Childhood Obesity

There is a reduction in the amount of time children spend playing outdoors due to: ◦ Concerns for childhood safety◦ Space not being suitable for children to play◦ Hurried lifestyle

Outdoor Play

Children as young as 2 years of age are being exposed to technology

Some adults use technology to entertain children rather than offer them play experiences

Technology

Canada◦ Is home to one of the world’s most diverse

populations◦ Has a national policy that focuses on respect for

diversity, multiculturalism, and anti-racism

Culture

Culture refers to:◦ “The underlying beliefs, patterns of behaviour and

assumptions of a group that are passed on from one generation to the next. Culture is developed from a society’s key values” (Dietze, 2006)

Culture

Stages in the evolution of a child consumer◦ Infancy to 2 years

Children accompany parents shopping. Items are placed at their eye level.

◦ Age 2 to 3 years of age Children request items. Children make connections between television

advertising and store items

Consumerism

Stages in the evolution of a child consumer◦ Age 3 to 4 years of age

Children begin selecting specific brand items that they desire.

◦ Age 4 to 5 years of age Children choose their products and make

independent purchases.

Consumerism

In Canada◦ More than one million children are growing up in

poverty and one in nine children live in poverty◦ One in four First Nations children grow up in

poverty◦ The rate of child poverty has remained about 12

percent for the past two decades

Poverty

Research indicates◦ There is a relationship between play and brain

development.◦ A child’s brain develops rapidly during the early

years ◦ Children’s environments impact brain

development

Brain Development

Four principles of brain development:◦ The child’s environment shapes the brain’s wiring;◦ A child experiences the outside world through the

senses –seeing, hearing, smelling, touching, and tasting which enables the brain to create or modify connections;

Brain Development and Play

The Canadian Institute of Child Health (2008) indicates ◦ the child’s environment shapes the brain’s wiring;◦ a child experiences the outside world through the

senses which enables the brain to make connections

Brain Development

The Canadian Institute of Child Health (2008) indicates ◦ The brain operates on a ‘use it or lose it’ principle◦ Children’s relationships with other people during

their early years impacts the emotional and social development parts of the brain

Brain Development

support the development of connections in the brain

connections affect learning throughout life brain connections are necessary for: - physical development- emotional and social development- personal abilities to express oneself- the acquisition of knowledge

Critical role of early learning in brain development

Early learning correlates to reductions in:◦ juvenile arrests◦ school drop-out rates◦ school failures◦ the need for special education services

Correlations between early learning opportunities and the potential of an individual to become a positive member of the society:

obesity high blood pressure heart disease some forms of diabetes mental health issues such as depression adult challenges with literacy and numeracy

Links to many adult health issues

Classical theories◦ Theories prevalent in the nineteenth century

through to World War I. Modern theories

◦ Theories that evolved after World War. Contemporary theories

◦ Theories currently examined and debated.

Theories of Play

◦ John Amos Comenius (1592-1670)

◦ John Locke (1632-1704)

◦ Jean Jacques Rousseau (1712-1778)

◦ Johann Heinrich Pestalozzi (1746-1827)

◦Friedrich Wilhelm Froebel(1782-1852)

Theorists Influencing Play

◦ John Dewey (1859-1952)

◦Rudolph Steiner (1861-1925)

◦Maria Montessori (1870-1952)

◦Abraham Maslow (1890-1970)

◦Lev Vygotsky (1896-1934)

Theorists Influencing Play

◦ Jean Piaget (1896-1980)

◦Loris Malaguzzi (1896-1994)

◦Erik Erikson (1902-1994)

◦David Weikart (1931-2003)

◦Howard Gardner (1943- )

Theorists Influencing Play

Position Statement on Play

◦ The CAYC has two distinct position statements on play – one for preschool children and the other for school-age children.

◦ These two statements provide a framework for what the Association believes is important for children relative to play.

The Canadian Association for Young Children (CAYC)

CAYC believes that ◦ it is important for children to play◦ children need time to play◦ children need space to play◦ children need certain materials for play◦ children need adults to support and enable their

play.

CAYC Perspective on Play

CAYC believes that school age children benefit from play that is ◦ Natural◦ Stimulating, invigorating, complex◦ Exciting, adventurous, open-ended◦ Self-directed, self-selected◦ Multi sensory

CAYC Perspective on Play

CAYC believes that school age children benefit from play that is ◦ Interactive◦ Inquisitiveness, wonder and joy◦ Enjoyable and fun◦ Has endless possibilities ◦ Energetic and exuberant

CAYC Perspective on Play

Closing Reflection

Play is the purest, the most spiritual, product of man at this stage and is at one the

prefiguration and imitation of the total human life – of the inner, secret, natural life in man and

in all things. It produces, therefore, joy, freedom, satisfaction, repose within and

without, and peace with the world. The springs of all good rest within it and go out from it

Frederich Froebel, 1889

Summary

Quality play impacts child development

The UN Convention on the Rights of the Child focuses on the importance of play

Children’s health and wellness are impacted by play