Incorporating Play In Early Childhood Education Environments

No one definition of play – How many different ways can the word play be used? Varieties of play are endless – What are some of the varieties of play? Different types of play – onlooker, solitary, parallel, associative, functional, constructive, dramatic, cooperative, competitive, games with rules (Crowther, 2007)

Children are naturally curious through play Foundation of intellectual, social, physical, and emotional skills necessary for success in school and life Fosters creativity, flexibility in thinking, communication skills, social problem solving skills, etc. Leads to feelings of competence and self-confidence So, is play meaningful? OF COURSE IT IS!!! (Early Childhood Learning Knowledge Centre, 2006)

Articulate the learning outcomes of play – social, emotional, cognitive, creative and physical Hands-on, concrete materials that encourage exploration, discovery, manipulation, and active engagement Time needed for exploration and discovery in uninterrupted play Interact with children to enhance learning Early childhood educators can become co-players and provide new experiences Spontaneous free play and structured play-based experiences are important Remember the different types of play – those that appear to be not engaged may actually be involved in onlooker play (Early Childhood Learning Knowledge Centre, 2006)

Changing physical and social environments “In a world where standards and grades are given top priority, the importance of play often falls by the wayside.” (Hebert, 2006) “According to the Survey on Canadian Attitudes toward Learning, Canadian parents believe that playing is more important than organized lessons for preschoolers; however, more and more parents are enrolling their very young children in lessons and other structured activities.” (Early Childhood Learning Knowledge Centre, 2006)

4 pails 4 shovels Leaves Marbles Seashells Rocks Milk bones Puppy with a problem

Cognitive/Intellectual Development - counting - What happens if I break the bones? & sorting – “Is it okay for a dog to chew marbles?”, “But my dog eats leaves!” Social Development – responsibility, respect, sharing – “I can’t find anymore!” Sensory & Explorative– seeing/observing, digging & feeling for objects, listening to seashells & other sounds - Hmmm...what else can we do with the sand? – build sand castles and hills!

Crowther, I. (2007). Creating Effective Learning Environments 2 nd ed. Nelson: Ontario. Dictionary.com, LLC. (2010). Play. Retrieved from Early Childhood Learning Knowledge Centre. (November 8, 2006). Let the children play: Nature’s answer to early learning. Canadian Council on Learning. Retrieved from cca.ca/CCL/Reports/LessonsInLearning/LinL LearninPla y.htmhttp:// cca.ca/CCL/Reports/LessonsInLearning/LinL LearninPla y.htm Hebert, J.L. (December 20, 2006). Kids Play To Learn: Parents and teachers can help kids learn by helping kids play. Suite 101. Retrieved from n n International Play Association (IPA). (1973). Promoting the Child’s Right to Play. Retrieved from