The Learning Benefits of Play

CEESA March 20 2009

(In some settings) the growing demands for teacher accountability and measurable outcomes are pushing play to the periphery of the curriculum Many teachers worry that childrens play is not valued outside the early education community. These teachers must increasingly defend the use of play in their classrooms to principals, parents and teachers of higher grades. Educational Leadership April 2003 Vol 60 No 7 The First Years At School Article : The Importance Of Being Playful Elena Bodova/Deborah J Leong

Effective Provision of Preschool Education study (published 2004) Followed 3000 children in England from the ages of 3 7 and found that the quality of the home learning environment provided by parents has a greater influence upon learning and development than parents education, levels, occupations or incomes.

Key conclusion: what parents do is more important than who parents are. Parents undertaking activities that stretch a childs mind reported positive effects on their childs development. ahead in social and intellectual development at the age of 3 advanced language ability higher levels of confidence, cooperation and sociability greater discrimination and spatial skills

Home activities found to have the greatest effect: Reading with and to children Going on visits Opportunities to play with friends Playing with letters and numbers Singing songs and rhymes Drawing and painting

Parents are childrens first and most enduring educators. When parents and practitioners work together, the results have a positive impact on childrens development and learning. From: The Early Years Foundation Stage.(UK)

Working in partnership with parents involves establishing an ongoing dialogue with parents, sharing information, encouraging parents to observe their own child and extending support to enhance learning at home. What parents do at home has the greatest impact on social, emotional and intellectual development.

FREE PLAY OR CHILD INITIATED ACTIVITIES ADVANTAGES Children can set their own goals. concentrate for longer periods when play is self chosen. are more likely to be creative. learn how to choose. can gain in confidence by being self reliant. DISADVANTAGES Children may not gain specific language or may choose not to engage in cooperative play. may find it hard to cope with choice. may not get a range of skills. Sometimes child initiated play can be repetitive and not challenge the child. Child initiated play can be stereotypical. Children with learning difficulties may not receive sufficient adult input.

STRUCTURED PLAY OR ADULT DIRECTED ACTIVITIES ADVANTAGES DISADVANTAGES

Coverage of the curriculum is ensured. Children can gain specific vocabulary and skills. Areas of the curriculum e.g. mathematics can delivered sequentially.

Childrens attention span may be shorter during adult led activities. Activities may not be sufficiently challenging or creative Children may feel that they have failed if the adults expectations are too high.

can repeat activities until they feel they have mastered them.
Child initiated activities are less pressurised as the child is responsible.

THE INTERNATIONAL ASSOCIATIONS DECLARATION FOR THE CHILD'S RIGHT TO PLAY CHILDREN are the foundation of the world's future. CHILDREN have played at all times throughout history and in all cultures. PLAY, along with the basic needs of nutrition, health, shelter and education, is vital to develop the potential of all children. PLAY is communication and expression, combining thought and action; it gives satisfaction and a feeling of achievement. PLAY is instinctive, voluntary, and spontaneous. PLAY helps children develop physically, mentally, emotionally and socially. PLAY is a means of learning to live, not a mere passing of time.

The Convention on the Rights of the Child (Art 31) states that:

Parties recognise the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.
Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity.