According to Webster's Desk Dictionary of the English Language, the word play has 34 different meanings. In terms of young children and play, the following definitions from Webster's are found to be applicable as well as useful:
• light, brisk, or changing movement (e.g., to pretend you're a butterfly)
• to act or imitate the part of a person or character (e.g., to play house)
• to employ a piece of equipment (e.g., to play blocks)
• exercise or activity for amusement or recreation (e.g., to play tag)
• fun or jest, as opposed to seriousness (e.g., to play peek-a-boo or sing a silly song)
• the action of a game (e.g., to play duck-duck-goose)
• a recreational activity; spontaneous activities of children
Importance of play
• There are many different and often contradictory explanations of the nature and value of play. For example,
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Yet the essential nature of children’s play, and its apparently irrational connections between the real and the unreal, creates con¬ceptual problems for adults. Although we have played as children, we now see the world through our adult filters and impose adult meanings, seeking to explain the irrational in rational terms.
• Such meanings are also invested with our desires about the purpose of childhood and who and where children should be. Adult representations of play produce norms of what constitutes ‘play’ and, by definition, what does not. From this perspective, adults make judg¬ments about the quality of play. But perhaps this misses the very essence of play, which is always an expression of children’s subjective experience and thus defies adult representation. Children, as children, have a different, or ‘other’, way of seeing, feeling and acting in the world, which comes alive in their
Many theorists have tried to define play as a concept, however, no two agree on a set definition. Their backgrounds and induvial lifestyles influence the way they see the importance of play. Reed and Brown also believe that there isn’t an agreed definition of play because is something that is felt rather than done (Reed & Brown, 2000 cited in Brock, Dodd’s, Jarvis & Olusoga, 2009). In spite of this, it is clear that most theorists uphold the ethos that play is imperative to a child’s learning and development. There is a wide range of different studies and theories which helps us develop our own perception of what play is. In my personal experience I have found play to be a way of expressive our emotions, exploring and learning new things, thus
...eir senses by playing with ‘pretty playthings’ and ‘glittery toys’ (Cleverly & Phillips 1986 p.29) as this would encourage their love of the world and imagination. Locke (1889 p.88) suggests that children should be encouraged to play, and that through play, they can be taught. Wesley (Cleverly & Phillips1986 p.30) believed that children should not be allowed to play at any time as children who played grew into adults who played.
Early childhood teachers often say that “play is a child’s work” while some parents ask ‘Did my child just play all day?’” (Rice 1). Many people do not realise how important play is and what role it plays in the development of their children. Teachers provide opportunities for children to have spontaneous, unstructured child-initiated play experiences by providing stimulating materials to “enhance and entice children into play” (Rice 2). These materials include loose parts and are open-ended and spark creativity by providing children opportunities to think, plan, and carry out their play (Rice 2). Limited learning may take place if teachers do not make play easier and maximize the benefits (Rice 2). Teacher support is also a necessary component
An Article by Dr. Leong and Dr. Bodrova (2016) stated that play is beneficial to children’s learning especially when it reaches a certain degree of complexity. When they engage in play activities most of their early years, they learn to delay gratification and to prioritize their goals and actions. They also learn to consider the perspectives and needs of other people and to represent things significantly to regulate their behavior and actions in a cautious, intentional way.
The word “play” has numerous meanings to different people in different contexts. Therefore it cannot have one definition and is described in a number of ways. Smith (2010) describes play as involvement in an activity, purely for amusement and to take part for fun. That play is “done for it’s own sake, for fun, not for any external purpose.” (Smith, 2010. P4) Therefore, as one precise definition cannot be presented for the word ‘play,’ it is described in a number of ways such as social dramatic play. Briggs and Hanson (2012) portray social dramatic play as the building blocks of a child’s ability to accept the possibility to step into another world, building and developing on children’s higher order thinking, accentuating the child as a social learner. Another example of play is exploratory play, which is described as children being placed in an explorer or investigator role, to identify the cause or affect a resources that is presented to them has. (Briggs, M and Hanson, A. 2012) Games are also another example of play. They are included on the basis that playing games with rules, regardless of age, can develop a child’s intellectual capabilities along with their physical, behavioural and emotional health. (Briggs, M and Hanson, A. 2012).
All children play and it is something that most children do because they are having fun, but without realising children are developing and learning skills when they are engaged in play. Play helps stimulate the mind as it is practical and gives children the chance to explore and experience new situations. It can also ensure that children get to think by themselves and be spontaneous as they control their own play. Children get the chance to be creative and imaginative which develops independence for children. Play is vital for child development and helps children develop five main areas of development:
Children have a natural inclination to play, alongside a natural instinct to learn and to be curious and inventive, which are characteristics of the human race in general. This quote taken from Janet Moyles is a good starting point for this essay. It is well known that children love to play. If a child were to be left to his/her own devices they would happily play and create new worlds anywhere they were left. It has been well documented and researched that children learn excellently through play. However they are not always given the opportunity to do so, instead being told to, ‘finish your work and then you can go play’. Obviously this is not always the case, but the fact that it is a common practice shows that we do not all fully appreciate the importance of play to children’s learning. This essay will attempt to show how children learn through play, making reference to current theory and practice. I will also give examples from my own first-hand experience of how children learn and develop as people through play.
What is play? Play is defined as engaging in activates for enjoyment & recreation rather than a serious practical purpose. Playing is a disorganized voluntary spontaneous activity, which may include objects, one’s body, symbol usage, and relationships. Play is flexible, individualize, grouped, motivating, self-directed, open-ended, or self-directed. (Smith, 2013) (Saskatchewan Ministry of Education, 2010)
In life, no action is absent of a reaction. Every effect is linked to a cause, whether seen or unseen and play is no exception. As adults, play is not a foreign concept to us, we just chose not to engage in it and have diminutive space for it reserved in our day-to-day schedules. However, it is essential in the lives of young children. In the moment, the benefits to play are invisible, yet they are there working. Play, like a Newton’s cradle, remains stationary while not in use and the energy remains in a potential state waiting to be activated. Now, imagine the Newton’s cradle as you are pulling back the first ball. The first ball is play in a child’s life, and the other balls are potential benefits.
What is play? Although there is no one consensus on the definition of play, it is undeniable that “play is the work of childhood” (Diamant-Cohen, 2012). If play is the work of childhood, then why is play being taken away? The answer lies in the “schoolification of the early years” (Kane, 2016). This means that many preschools are turning away from play and towards academics. Early childhood educators need to turn their focus away from thinking about academics and play as separate. Play should encompass all areas for a child’s well-being; social-emotional and academic alike.
The book, Exploring Your role in Early Childhood Education, defines play as, “any activity that is freely chosen, meaningful, active, enjoyable, and open-ended.”(pg. 140) Play has many positive characteristics such as freedom to explore and create. Suppose when a child enters his/her classroom and has various self-selection activities available, the child can become engaged in something of interest specifically to that individual child. The book also states, “Play is active and is natural process of mentally and actively doing something.”(pg. 140) When children can act out or explore experiences they are having hands on experience and learning by actually doing. Without knowing it, children are practicing body movements as well as mental processing though acting imaginary games out.
Children develop normally when they are exposed to different types of play that allow them to express themselves while using their imaginations and being physically active. According to the Center for Health Education, Training and Nutrition Awareness, “Play is child’s work”; this is true because it is a child’s job to learn and develop in their first few years of life, in order for them to do this, they play. Not only is playing a child’s full time job, the United Nations High Commission for Human Rights listed play as a right of every child. Through their full time job of play, the children develop emotionally, socially, physically, and creatively. Children need to participate in child-led play in order to facilitate healthy development of their minds, body, and creativity.
Playtime is a word that can be defined and understood in various ways, thus, resulting in misunderstanding of the term ‘playtime’. Playtime can be assumed as a time where children are left to freely play without supervision or in other words a time for students to do anything they prefer without limitations and instructions. Some people may assume playtime as a well planned period in school whereby students gain new knowledge and skills.
In Kindergarten school, some parent believes play is the best way for young children to learn the conceptions, skills, and set a solid foundation for later school and life success. In the other hand, many parents disagree and believe play is a waste of time, messy, noisy, and uneducationall. I believe play is not waste of time, but it something worth to fight for, in this presentation I would show parent the main importance of some of the numerous kinds of play, and why play is a fundamental basis for improving children’s ability to succeed in school and life.
A very wise man; Charles Schaefer, once said “We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than when we are playing.” To begin with, there is no one explanation about what play really is, other than the fact that it holds infinite numbers of definitions according to every single individual. Play is just not a physical body movement involved in an activity, but more than that if you look outside of the box. For centuries, play has been practiced in its own unique way with not only children, but adults as well.