I will show you how in this video!
Category: Resources
e-books, useful templates, inforgraphics, cheat sheets and other wonderful early childhood educator resources
Why play is important in early childhood education?
We have play-based curriculum in Australia, which means that play is considered an important tool and context for learning.
Here is why play is important for the holistic development of the child 👇🏼
- Cognitive Development: Play allows children to explore and manipulate their environment, leading to the development of problem-solving skills, creativity, and imagination. They learn cause-and-effect relationships, practice decision-making, and develop their executive function skills, which are crucial for academic success.
When children play with a ball, they acquire concepts of space, distance, and object permanence. They develop memory and understand cause and effect.
- Language Development: Play provides opportunities for children to communicate and express themselves verbally. Through play, they learn new words, sentence structures, and communication skills, which are fundamental for language development.
Playing with dolls and action figures promotes vocabulary expansion as children engage in dialogues and narratives.
- Social and Emotional Development: Play fosters social interactions, helping children learn how to take turns, cooperate, negotiate, and resolve conflicts. It also promotes empathy and emotional regulation as children engage in pretend play and explore different roles and emotions.
- Physical Development: Physical play activities like running, jumping, climbing, and playing with building blocks help children develop their gross and fine motor skills, strength, coordination, and balance.
Playing tag or catch improves running, jumping, and throwing abilities while enhancing coordination.
- Creativity and Imagination: Play encourages children to use their creativity and imagination to invent scenarios, create stories, and explore different worlds. This stimulates their cognitive development and enhances their ability to think creatively.
Pretend play, like playing “house,” allows children to explore roles, relationships, and problem-solving scenarios.
- Problem-Solving Skills: Play often involves challenges and problem-solving opportunities. Whether it’s building a tower with blocks or solving puzzles, children learn to think critically and develop strategies to overcome obstacles.
Solving puzzles during play helps children practice critical thinking and logical reasoning
- Confidence and Self-Esteem: As children engage in play and successfully accomplish tasks or solve problems, they build confidence in their abilities. This self-assurance positively impacts their self-esteem and overall self-concept.
- Curiosity and Interest: Play capitalizes on children’s natural curiosity and desire to explore their environment. It encourages them to ask questions, seek answers, and develop a love of learning that can extend into formal education settings.
- Stress Reduction: Play is a stress reliever for children. It allows them to relax, release pent-up energy, and process challenging emotions in a safe and enjoyable way.
There is even a theory that is called play relaxation theory developed by Groos.
Karl Groos proposed the concept of “relaxation play” or “relaxation in play” as part of his broader theory of play. He argued that play serves as a way for children to release tension, practice and develop physical skills, and achieve a state of relaxation. In other words, play allows children to discharge excess energy and emotional tension, promoting their well-being and development.
Groos’s ideas on relaxation play are often associated with his book “The Play of Animals” (1898), in which he explored the play behaviours of animals and how they relate to the development of physical and mental skills. While his work primarily focused on animals, his theories were influential in shaping our understanding of play in both animal and human development.
- Parent-Child Bonding: Play also facilitates bonding between parents or caregivers and children. Engaging in play activities together fosters positive relationships and helps parents understand their child’s needs and interests.
Peek-a-boo games with infants build trust and reinforce the concept of object permanence
- Cultural and Social Learning: Play can be a way for children to learn about their culture, values, and societal norms. They often incorporate aspects of their surroundings into their play, facilitating cultural and social understanding.
- Lifelong Learning Skills: Many of the skills developed through play, such as curiosity, problem-solving, and creativity, are foundational for lifelong learning. They provide a strong basis for academic success and adaptability in an ever-changing world.
| Importance of Play in Early Childhood Education | Supporting Theories |
|---|---|
| Cognitive Development | – Piaget’s Theory of Cognitive Development: Piaget emphasized the role of play in building cognitive structures. (Piaget, 1962) |
| 🧠 | – Vygotsky’s Sociocultural Theory: Vygotsky highlighted the importance of play in cognitive development and how social interactions during play contribute to learning (Vygotsky, 1978). |
| Language Development | – Social Interactionist Theory: Play encourages language development through interaction and communication (Vygotsky, 1978). |
| 👅 | – Skinner’s Behaviorist Theory: Play reinforces language acquisition through positive reinforcement (Skinner, 1957). |
| Social and Emotional Development | – Erikson’s Psychosocial Theory: Play provides opportunities for children to resolve identity and role conflicts (Erikson, 1950). |
| 👯 | – Attachment Theory: Play enhances secure attachments and emotional regulation through caregiver interactions. (Bowlby, 1969) |
| Physical Development 🏃🏼 | – Gesell’s Maturation Theory: Play allows children to develop physical skills as they reach developmental milestones. (Gesell, 1940) |
| Creativity and Imagination | – Theories of Creativity: Play encourages divergent thinking, a key component of creativity (Guilford, 1950). |
| 🎨 | – The Role of Imagination in Development: Play supports the development of imaginative thinking. (Taylor, 1999) |
| Problem-Solving Skills | – Information Processing Theory: Play enhances problem-solving skills by engaging cognitive processes like encoding and retrieval (Anderson, 1983). |
| 🧩 | – Zone of Proximal Development (ZPD): Play within the child’s ZPD promotes the development of problem-solving abilities (Vygotsky, 1978). |
| Confidence and Self-Esteem | – Self-Determination Theory: Play fosters feelings of competence and autonomy, contributing to self-esteem (Deci & Ryan, 2000). |
| Curiosity and Interest | – Intrinsic Motivation: Play is intrinsically motivating, encouraging children to explore and learn (Deci, Vallerand, Pelletier, & Ryan, 1991). |
| Stress Reduction | – Cathartic Function of Play: Play provides a safe outlet for children to express emotions and relieve stress (Freud, 1905). |
| Parent-Child Bonding | – Attachment Theory: Play strengthens parent-child attachments and provides opportunities for responsive caregiving (Bowlby, 1969). |
| Cultural and Social Learning | – Social Learning Theory: Play allows children to observe and emulate cultural and social norms (Bandura, 1977). |
| Lifelong Learning Skills | – 21st Century Skills: Play promotes skills like critical thinking, creativity, communication, and collaboration, which are vital for lifelong learning (Partnership for 21st Century Learning). |
| – The Importance of Early Learning: Research shows that early childhood experiences, including play, have a lasting impact on future academic success and well-being (Heckman, 2012). |
What do you think about play?
Steiner vs Play-based approach
Steiner Approach:
The Steiner approach, also known as Waldorf education, is an educational philosophy developed by Rudolf Steiner. It emphasizes a holistic and child-centred approach to education. Here are some key points of the Steiner approach:
- Holistic Development: The Steiner approach focuses on the holistic development of the child, including their physical, emotional, and intellectual aspects.
- Rhythm and Routine: It emphasizes the importance of establishing daily and weekly rhythms and routines to create a secure and predictable environment for children.
- Delayed Academics: Steiner education delays the formal introduction of academic subjects until later in a child’s development, often starting around age seven. Before that, the focus is on play, creativity, and experiential learning.
- Art and Creativity: Artistic activities such as drawing, painting, and music are integrated into the curriculum as essential components of learning.
- Natural Materials: The use of natural materials in toys and learning materials is encouraged to connect children with the natural world.
Australian Play-Based Approach (EYLF):
The Australian play-based approach, informed by the Early Years Learning Framework (EYLF), is a national framework for early childhood education in Australia. It emphasizes the following principles:
- Play-Based Learning: EYLF promotes learning through play as a central element of early childhood education. Play is seen as a valuable way for children to explore, experiment, and learn.
- Holistic Development: Similar to the Steiner approach, EYLF also focuses on holistic development, recognizing that children learn and grow in various domains, including physical, social, emotional, and cognitive.
- Child-Centred: EYLF places children at the centre of their learning and acknowledges that they bring their interests, experiences, and abilities to the learning environment.
- Cultural Responsiveness: EYLF emphasizes the importance of acknowledging and respecting the diverse cultural backgrounds of children and their families.
Comparison:
- Academic Focus: Steiner delays formal academics, while EYLF allows for a more flexible approach, with academics introduced when developmentally appropriate.
- Art and Creativity: Both approaches value creativity, but Steiner places a strong emphasis on artistic activities as an integral part of learning. There is more focus on music, dancing, and art exploration guided by teachers in Steiner classrooms. In play-based classrooms, a lot depends on the teacher’s programming skills and professional abilities to support children.
- Nature Connection: Steiner encourages the use of natural materials and a strong connection with nature, while EYLF supports outdoor play and exploration in outcome 4; outcome 2 and the new principle of Sustainability
- Cultural Responsiveness: EYLF explicitly highlights the importance of cultural responsiveness, acknowledging the diverse backgrounds of children, which may be less emphasised in the Steiner approach.
- Religious focus: Steiner is a spiritual approach to the curriculum, based on so-called anthroposophy and it welcomes some religious rituals. The EYLF supports Aboriginal and Torres Strait Islander culture and multiculturalism through inclusion of practices that families support + reflective thinking.
What is the difference between a Montessori centre and a play-based centre
As a newly graduated teacher, I used to work in a Montessori centre for less than a year. I also had my child attending a Montessori playgroup. As a relief teacher, I had a few shifts in Montessori classrooms. They are quite different and unique if you compare them to the typical play-based learning ELC.
1. Educational Philosophy:
- Montessori Early Childhood Centre: Montessori education is based on the educational philosophy developed by Dr. Maria Montessori. It emphasises a child-centred approach that focuses on independence, self-direction, and hands-on learning. Montessori classrooms are carefully prepared environments with specific materials designed to promote exploration and discovery.
- Play-Based Learning Centre: Play-based learning centres emphasise the importance of play in a child’s development. They believe that play is the primary way children learn about the world. These centres provide children with opportunities for free play, imaginative play, and social interaction, in line with the principles of the Early Years Learning Framework (EYLF).
2. Curriculum and Structure:
- Montessori Early Childhood Centre: Montessori classrooms have a structured curriculum that is designed to follow the child’s natural development. Children are encouraged to choose their own activities and work at their own pace. The curriculum includes practical life skills, sensorial activities, math, language, and cultural studies.
- Play-Based Learning Centre: Play-based centres have a more flexible and child-led approach. They provide a variety of toys, materials, and activities for children to engage in. The curriculum is less structured and allows children to explore their interests through play, aligned with the principles of the Early Years Learning Framework (EYLF).
3. Teacher Role:
- Montessori Early Childhood Centre: Montessori teachers are often referred to as guides or facilitators. They observe and support children’s learning, offering guidance when needed but allowing children to take the lead in their education. We were taught to follow the a-step lesson approach when introducing new materials and resources to children.
- Play-Based Learning Centre: Teachers in play-based learning centres create a safe and stimulating environment for play. They may actively participate in play with children, helping them navigate social interactions and providing support as needed, in accordance with the principles of the Early Years Learning Framework (EYLF).
Practical skills
4. Materials and Environment:
- Montessori Early Childhood Centre: Montessori classrooms are carefully designed with specific learning materials that are age-appropriate and purposeful. These materials are meant to be self-correcting and encourage independent exploration.
- Play-Based Learning Centre: Play-based centres provide a wide range of open-ended toys and materials that promote creativity and imaginative play. The environment is often less structured, allowing children to choose activities based on their interests, consistent with the principles of the Early Years Learning Framework (EYLF).
5. Assessment:
- Montessori Early Childhood Centre: Montessori education tends to rely less on traditional forms of assessment and grading. Instead, the focus is on observing a child’s progress and development over time.
- Play-Based Learning Centre: Assessment in play-based centres may be less formal and more focused on observing how well a child engages with others, problem-solves during play, and expresses themselves creatively, in alignment with the principles of the Early Years Learning Framework (EYLF).
To read more about the Montessori approach
https://montessori.org.au/about-montessori
What do you like about Montessori and/or Play-based curriculum approach?
Jean Piaget will be proud of you!
In this video, I will explain how to use key ideas of Piaget in practice!
Let’s demystify schema, assimilation, accommodation and other key ideas of GRAND theorists with some clear examples.
Pelican and Albatros will help me to make it clear as mud!