A Case for Play

why is play so important in the early years classroom

Play holds an incredibly vital role in the development of young children. An educator is encouraged to

promote a play-pedagogy within their learning environments to promote such development (Robinson et al.,

2018). This stance on play has been supported by multiple theorists such as Lev Vygotsky, Jean Piaget and

Jerome Bruner. All three stand with play and how important it is in early childhood. Play isn’t just fun and

should not be refined to recess and lunch time, its about taking risks and experimenting (Yogman, Garner, Hirsh-

Pasek & Golinkoff, 2018). Play stimulates the brain allowing synaptic mapping and connections to be made.

What is Play?

Play is widely known as a concept difficult to define (Gordon Biddle et al., 2014). True play is a process freely

chosen and initiated by the child (Leggett & Newman, 2017). Being child-initiated means that play is intrinsically

motivated, providing active engagement and resulting in enjoyable discovery (Yogman et al., 2018). It provides

opportunities for children to explore new ideas, experiment with materials (Nolan & Raban-Bisby, 2011) and

develop a sense of self worth (Gordon Biddle et al., 2014). Play enhances brain structure and function (Yogman et

al., 2018), and is necessary to promote and develop a healthy lifestyle for children of all ages (Gordon Biddle et

al., 2014).

What is a Play Pedagogy?

A play pedagogy aligns with the needs of the children, is developmentally appropriate (Robinson et al., 2018)

and promotes a play-based approach to learning, growth and development (Leggett & Newman, 2017). The

learning environment created should allow the child to feel comfortable, happy and at ease (Robinson et al.,

2018). To achieve this, careful planning and management of both the indoor and outdoor environments is

essential (Leggett & Newman, 2017). Along with the environment, an educator must provide loose materials that

are easily reached, good quality, natural, open and diverse (Robinson et al., 2018). These types of materials

support play that develops investigation, imagination and discovery (Robinson et al., 2018). An effective play

pedagogy allows time for the children to delve into new concepts and deepens the effectiveness of the play

(Robinson et al., 2018). By giving the students the power to control their own play, the students will be present

within that experience and so the learning will be richer and deeper (Robinson et al., 2018).

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Theorists and their Theories on Play

Jean Piaget established the stages of cognitive development as sensory motor, preoperational, concrete

operational and formal operational, and explored the idea that learning takes place through active

involvement (Nolan & Raban-Bisby, 2011). Piaget saw learning as a process and result of children interacting with

their environment (Nolan & Raban-Bisby, 2011), objects and peers (Gordon Biddle et al., 2014). He outlines that

children require long, uninterrupted periods of play (Nolan & Raban-Bisby, 2011) and exploration in order to

construct knowledge (Gordon Biddle et al., 2014).

Lev Vygotsky believed that development followed learning (Nolan & Raban-Bisby, 2011). He saw play as

a social interaction (Gordon Biddle et al., 2014) that promotes higher mental functioning (Nolan & Raban-Bisby, 2011),

as well as cognitive, emotional and social development (Leggett & Newman, 2017). Vygotsky’s most popular

theory is that of the Zone of Proximal Development (ZPD) (Nolan & Raban-Bisby, 2011). He argued that through

play an educator can extend and scaffold a child’s learning, promoting development (Nolan & Raban-Bisby,

2011). Vygotsky explored the idea that object play enhances imagination and as this is a process that helps

children make sense of their world, he believed that the richer the environment the richer the child’s

imagination (Edwards, 2017).

Jerome Bruner outlined that play has many important functions as it’s fundamental to health and

gives opportunities to practice and master skills needed to live in a complex world (Gordon Biddle et al., 2014).

Bruner’s main idea is that of scaffolding, due to his understanding that the child is an intelligent and active

problem-solver from birth (Nolan & Raban-Bisby, 2011). Here the educator has a responsibility to scaffold a

child’s play to ensure they are getting the most from it (Nolan & Raban-Bisby, 2011). Bruner believed that play

supplies a layer of safety and acceptance for children to explore and experiment different creative outcomes

without a fear of failure (Gordon Biddle et al., 2014).

Impact of Play on Holistic Development

The Early Years Learning Framework (EYLF) explores the idea that all interactions, experiences or activities

that occur in an environment are designed to foster children’s learning and development (DEEWR, 2009).

Physical Play

Play isn’t just about having fun, it’s about experimenting, testing boundaries and taking risks (Yogman et al.,

2018). Through physical play, a child will development their physical strength, motor abilities and hand-eye-

coordination (Keung & Cheung, 2019). Developing these fundamental motor skills is key in promoting an active

lifestyle for a child’s future (Yogman et al., 2018). Physical play fosters the acquisition of skills needed for

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communication, negotiation and emotional balance (Yogman et al., 2018). Children are able to take risk in an

environment that is relatively safe and learn to cooperate and negotiate, promoting critical social skills

(Yogman et al., 2018). This play type allows all participants to experience winning and losing, teaching them the

act of carrying out both graciously (Yogman et al., 2018).

Imaginative Play

Early learning combines playful discovery to ensure the development of social-emotional skills (Yogman et al.,

2018). While engaged in imaginative play children feel safe and are able to express themselves (Gordon Biddle et

al., 2014). Imaginative play provides numerous opportunities for children to feel good about themselves, it

relaxes tension and anxiety and releases aggression (Gordon Biddle et al., 2014). Through socio-dramatic play

children can explore major issues occurring within their lives in order to overcome unfamiliar concepts,

overwhelming experiences or frustration (Gordon Biddle et al., 2014). As play develops, so does a child’s social

skills (Gordon Biddle et al., 2014). Through solitary play children make no attempt to interact with others, this

advances into parallel play where the children acknowledge that others are near but no interactions occurs

(Gordon Biddle et al., 2014). The associative stage allows children to build relationships through borrowing and

sharing, which is then transferred into cooperative play, where there is a division labour and roles in order to

reach a common goal (Gordon Biddle et al., 2014).

Cognitive Play

Play is extremely important for 21st century learners as it aids the development of problem solving,

collaboration and creativity, all of which are executive functioning skills, critical for adult success (Yogman et

al., 2018). Through play-based learning children are given the opportunity to cooperate with others and build

relationships, which, in turn, promotes effective development such as empathy and emotional expression

(Keung & Cheung, 2019). Exploratory play provides children with a sensorimotor experience through the

environment they are exposed to (Gordon Biddle et al., 2014). Constructive play develops problem solving minds,

where the children make something or work something out (Gordon Biddle et al., 2014). Children are constantly

developing their language skills through play as they use language to interact with their peers (Gordon Biddle et

al., 2014). This iteration encourages the development of metalinguistics that allows children to think about the

words they are using (Gordon Biddle et al., 2014).

Neuroscience

Play can effect the brain both directly and indirectly (Yogman et al., 2018). Play promotes growth of dendrites in

the brain and spine, increasing the complexity of the synaptic connections they form (Yogman et al., 2018). Play

also releases growth factors that act to ensure survival of neurons and stimulate growth of new ones (Yogman

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et al., 2018). When these neurons are not stimulated they are pruned, this means that the child loses any chance

of gaining the skills that the neuron would have held (Yogman et al., 2018). Play deprived animals have also

been known to show impaired problem-solving skills and higher levels of cortisol (Yogman et al., 2018). Along

with aiding development, play helps children deal with stresses such as life transition (Yogman et al., 2018).

When a child play’s their brain is in a state of neuroplasticity due to the release of norepinephrine (Yogman et

al., 2018). This neuroplastic state means that the brain acts as a sponge, absorbing all new knowledge that is

being explored (Yogman et al., 2018).

What is the role of the Educator in a Play Pedagogy?

An educator should promote both free and guided play within their pedagogy (Keung & Cheung, 2019). Free play

is unstructured, allowing the children to develop different play activities on their own (Keung & Cheung, 2019).

Studies have shown that children-led activities allow for a higher level of engagement then those directed by

educators (Keung & Cheung, 2019). So, from this, it can be understood that a teachers role within their play

pedagogy, is to allow large amounts of time for child-direct play (Keung & Cheung, 2019).

An educator should not tell the children what to do, but rather assist them with their play narrative

(Nolan & Raban-Bisby, 2011). Leggett and Newman (2017) outlines this importance of not interfering, describing

the educators role as a facilitating and extending one instead. Through scaffolding, the educator can help

structure the interactions that occur within child-directed play, guiding the children to reach a specific goal

(Nolan & Raban-Bisby, 2011). The EYLF explores the idea that educator guidance and engagement in child's play

is essential for sustaining play in order to allow learning (DEEWR, 2009).

Educators are seen to have two major roles in free play (Keung & Cheung, 2019). They can join in the

play and follow the flow, maintaining the children’s engagement (Keung & Cheung, 2019). Alternatively, they are

the managers who set the stage and prepare materials and the learning bays to make the environment

appealing (Keung & Cheung, 2019). An educator needs to provide open and natural materials to allow for

synaptic mapping to form within the prefrontal cortex. When a child plays with these materials their brain is

mapping their weight, density and volume which transfers directly to science and math content that is learnt

later in life.

It is also important to acknowledge Urie Bronfenbrenner’s ecological system theory (Keung & Cheung,

2019). This theory states the interconnectedness of children’s learning influenced by the different types of

environmental systems (Keung & Cheung, 2019). This suggests that play cannot be isolated just to school, but

should be promoted in the home life, as well as out in the community (Keung & Cheung, 2019). Here the

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educators have an obligation to ensure parents understand the importance of play in knowledge acquisition

(Keung & Cheung, 2019).

Overall, as an educator, one should implement a play based pedagogy into their learning environment. Play

is vital to young children and should not be isolated to certain times in a day. An educator must provide

extended periods of time for free play to allow for experimentation, exploration, discovery and problem

solving. This is supported by Jerome Bruner, Lev Vygotsky and Jean Piaget. Promoting play within a

classroom has great impacts on children throughout their lives and should seriously be considered by all pre-

service and practicing educators.

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References

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, Being and

Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: Commonwealth of

Australia

Edwards, S. (2017). Play-based Learning and Intentional Teaching: Forever Different?. Australasian Journal

of Early Childhood, 42(2), 4-11. doi:10.23965/ajec.42.2.01

Gordon Biddle, K., Garcia Nevares, A., Roundtree Henderson, W., & Valero-Kerrick, A. (2014). Early

childhood education: Becoming a professional. Los Angeles: SAGE. Retrieved from https://

www.sagepub.com/sites.default/files/upm-binaries/53567_ch_10.pdf

Keung, C., & Cheung, A. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in

Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627-640. doi:

10.1007/s10643-019-00956-2

Leggett, N., & Newman, L. (2017). Play: Challenging Educators' Beliefs about Play in the Indoor and

Outdoor Environment. Australasian Journal of Early Childhood, 42(1), 24-32. doi:10.23965/ajec.

42.1.03

Nolan, A., & Raban-Bisby, B. (2015). Theories into practice: Understanding and rethinking our work with

young children and the EYLF. Australia: Teaching Solutions.

Robinson, C., Treasure, T., O'Connor, D., Neylon, G., Harrison, C., & Wayne, S. (2018). Learning Through

Play: Creating a play-based approach within early childhood contexts (1st ed.). Melbourne:

OUPANZ.

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. (2018). The Power of Play: A

Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142(3), 1-16. doi:10.1542/

peds.2018-2058

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 Marking Criteria: EDUC2000 - Assessment One

Assessment One: Essay - A Case for Play (30%)

name: _______________________

Limited Satisfactory Good Very Good Excellent

Essay is clearly structured and

content well organised.
Play and Play Pedagogy are
defined drawing on a range of
appropriate scholarly sources.
A clearly stated and appropriate
position is adopted on play and
play pedagogy as an educator.
Evidence of a sound knowledge
of play theories, synthesised and
well- articulated.
Evidence of a sound knowledge
of the role of play in holistic
development, synthesised and
well-articulated.
Evidence of a sound knowledge
of a neuroscientific perspective
on play.
Policy frameworks that support
play- based learning and play
pedagogy are explored and
referenced accurately.
An exploration of play-
pedagogy and the role of the
educator is included that
demonstrates reflective &
critical thinking.
An appropriate variety of
sources investigated. Well
researched.
Academic Literacy (including
referencing)

Students are expected to demonstrate a high standard of academic writing. The overall grade awarded for the assignment
cannot be greater than that awarded for the Academic Literacy component. To score a high grade, these criteria must be
addressed.
- The paper has a logically sequenced set of body paragraphs.
- The writing conforms to the conventions of grammar, spelling, syntax and structure.
- Standard Australian English is used to communicate key ideas, clearly and concisely.
- Format requirements for presentation and length are closely followed

general comments: grade:


 Assessment One
essay: a case for play

name: Gemma Craig

due date: 28th February 2020
lecturer: Samantha Wayne