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EdApproachesLearning Through Play

"Through their play and spontaneous activities, children express themselves, experiment, construct their learnings, structure their thoughts and develop their worldview. They learn to be themselves, to interact with others and to solve problems. They develop their imagination and creativity. Spontaneous activity and play are their way of mastering reality; this justifies giving play a  central place in preschool education and organizing the space and time accordingly."
Quebec Education Program, Chapter 4, Preschool Education
 
Play is the highest form of research (Albert Einstein)

To Play or not to Play

A response to questions often encountered by Preschool educators.This synopsis was created by Kim McGrath for a 2 day Preschool Education workshop.  In this context, play is defined as " Activities that are freely chosen and directed by children and arise from intrinsic motivation." .

learn_filmVideo resources

Play-Cartoon-sm Learning Through Play (The Kindergarten Series)

This video aims to reinforce the kindergarten teacher's and parents' understanding in the ways play is a "solid foundation for learning". Hopefully it will also encourage a commitment to promoting and supporting children's play by giving them reasons and ways to do so. It will increase awareness of the different ways you can help children become competent players.
»» pdf.gif Workshop guide for this episode 1.3 Mb
»» Find out about the complete series and where to get the video.
The Role of Play in the Overly-Academic Classroom

A video from the Gesell Institute which looks at the impact banishing play from kindergarten classrooms has on the nation's youth. Although it addresses the US situation, play-based learning in kindergarten is also under assault here. Narrated by Marcy Guddemi, Executive Director of the Gesell Institute.
»» View the video on YouTube
»» Listen to the Netcast audio file

Click on image to view large version

 

 

 

learn_webWeb-Available Articles

New Directions in Play: Learning, Pedagogy and Curriculum  
Professor Elizabeth Wood, University of Exeter, Froebel College Early Childhood Conference, Dublin, May 21 st 2010
There is good evidence from research that play contributes to the development of positive dispositions for learning, such as confidence, competence, perseverance, playfulness, problem-solving capabilities, flexibility, meta-cognition (knowing how to learn, self-regulation, self-awareness), well-being, resilience, sense of identity and belonging, independence and interdependence.

  

Crisis in Kindergarten: Why Children Need to Play in School  
A report from the Alliance for Childhood by Edward Miller and Joan Almon.
Eight (8) page summary and recommendations
The importance of play to young children’s healthy development and learning has been documented beyond question by research. Yet play is rapidly disappearing from kindergarten and early education as a whole. We believe that the stifling of play has dire consequences—not only for children but for the future of our nation. This report is meant to bring broad public attention to the crisis in our kindergartens and to spur collective action to reverse the damage now being done.

Full report available HERE

  
Back to Basics: Play in Early Childhood. Jill Englebright Fox, Ph.D. .0
Early Chilhood News, Article # 240
Although play is a difficult concept to define, it is very easy to recognize. Children actively involved in play may be engaged in a variety of activities, independently, with a partner, or in a group. Because play is closely tied to the cognitive, socio-emotional, and motor development of young children, it is an important part of developmentally appropriate early childhood programs.
Play as Curriculum . Francis Wardle, Ph.D.
Early Chilhood News, Article # 127
To succeed in an ever-more complex and technological world, our children need a solid foundation based on play. We must be very careful about accelerating them too quickly into abstract skills and isolated concepts (Wardle, 1996). Lots of play at an early age enables children to develop the wide, integrated foundation required for future academic success. It also will develop in our children a love of learning, a love that is desperately needed by children who can look forward to a minimum of 13 years of formal education.
The Worksheet Dilemma: Benefits of Play-Based Curricula ,  Sue Grossman, Ph.D.
Early Chilhood News, Article # 134
There are two fundamental problems with worksheets. First, young children do not learn from them what teachers and parents believe they do (Kostelnik, Soderman, & Whiren, 1993). Second, children's time should be spent in more beneficial endeavors (Willis, 1995). The use of abstract numerals and letters, rather than concrete materials, puts too many young children at risk of school failure. This has implications for years to come. Worksheets and workbooks should be used in schools only when children are older and developmentally ready to profit from them (Bredekamp, S. & Rosegrant, T., 1992). Our challenge is to convince parents and others that in a play-based, developmentally appropriate curriculum children are learning important knowledge, skills, and attitudes that will help them be successful in school and later life.
Dramatic Play: A Daily Requirement for Children . Linda G Miller, Ed D..
Early Childhood News, Article # 263
Teachers must be very careful to support children's play and not control it. The majority of what the teacher does should center around creating the environment for play. Children can then learn through active exploration of a warm, stimulating environment. They can grow and develop as they learn through play.