Exploring the Foundations of Play

1. Playing and Learning in Early Childhood Education Exploring the Foundations of Play

2. Opening Reflection Play is by its very nature educational. And it should be pleasurable. When the fun goes out of play, most often so does the learning. J. Oppenheim, 1984

3. Play Why observe children at play? What is play? Why is play important? What are the perspectives on children and play? How does children’s play guide programming experiences?

4. The Origin of Word “Play” • Scott (2008) suggests the origin is unknown • Some suggest that the English adopted the word pleienmeaning to “dance, leap for joy, and rejoice” from the Dutch • Movement and motion have been synonymous with the word play

5. Defining Play • Children in all cultures learn through play • Play and work are different: • Work has a defined intent and prescribed outcome • Play is a self-chosen activity rather than prescribed • Play is about the process not product

6. Children’s Play • Play helps children to: • Learn about their social, community, and cultural world. • Learn how to communicate and cooperate • Develop socially, morally and emotionally • Develop creativity, flexibility, and problem solving skills. • Exercise their natural curiosity and exuberance

7. The United Nations Convention on the Rights of the Child • Is an international treaty that outlines universally accepted rights for children. • Provides countries with a benchmark that is used to measure the treatment of children. • Was ratified by Canada on December 13, 1991.

8. The United Nations Convention on the Rights of the Child • Article 31 states: • That every child has the right 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.

10. Childhood Obesity • In Canada • Overweight and obesity is categorized as an epidemic • Twenty-six percent of children aged 2 to 17 years are overweight or obese • Fifty-five percent of First Nations children on reserves are obese or overweight

11. Outdoor Play • There is a reduction in the amount of time children spend playing outdoors due to: • Concerns for childhood safety • Space not being suitable for children to play • Hurried lifestyle

12. Technology • Children as young as 2 years of age are being exposed to technology • Some adults use technology to entertain children rather than offer them play experiences

13. Culture • Canada • Is home to one of the world’s most diverse populations • Has a national policy that focuses on respect for diversity, multiculturalism, and anti-racism

14. Culture • Culture refers to: • “The underlying beliefs, patterns of behaviour and assumptions of a group that are passed on from one generation to the next. Culture is developed from a society’s key values” (Dietze, 2006)

15. Consumerism • Stages in the evolution of a child consumer • Infancy to 2 years • Children accompany parents shopping. Items are placed at their eye level. • Age 2 to 3 years of age • Children request items. • Children make connections between television advertising and store items

16. Consumerism • Stages in the evolution of a child consumer • Age 3 to 4 years of age • Children begin selecting specific brand items that they desire. • Age 4 to 5 years of age • Children choose their products and make independent purchases.

17. Poverty • In Canada • More than one million children are growing up in poverty and one in nine children live in poverty • One in four First Nations children grow up in poverty • The rate of child poverty has remained about 12 percent for the past two decades

18. Brain Development • Research indicates • There is a relationship between play and brain development. • A child’s brain develops rapidly during the early years • Children’s environments impact brain development

19. Brain Development and Play • Four principles of brain development: • The child’s environment shapes the brain’s wiring; • A child experiences the outside world through the senses –seeing, hearing, smelling, touching, and tasting which enables the brain to create or modify connections;

20. Brain Development • The Canadian Institute of Child Health (2008) indicates • the child’s environment shapes the brain’s wiring; • a child experiences the outside world through the senses which enables the brain to make connections

21. Brain Development • The Canadian Institute of Child Health (2008) indicates • The brain operates on a ‘use it or lose it’ principle • Children’s relationships with other people during their early years impacts the emotional and social development parts of the brain

22. Critical role of early learning in brain development • support the development of connections in the brain • connections affect learning throughout life • brain connections are necessary for: - physical development • emotional and social development • personal abilities to express oneself • the acquisition of knowledge

23. Correlations between early learning opportunities and the potential of an individual to become a positive member of the society: • Early learning correlates to reductions in: • juvenile arrests • school drop-out rates • school failures • the need for special education services

24. Links to many adult health issues • obesity • high blood pressure • heart disease • some forms of diabetes • mental health issues such as depression • adult challenges with literacy and numeracy

25. Theories of Play • Classical theories • Theories prevalent in the nineteenth century through to World War I. • Modern theories • Theories that evolved after World War. • Contemporary theories • Theories currently examined and debated.

26. Theorists Influencing Play • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Johann Heinrich Pestalozzi (1746-1827) • Friedrich Wilhelm Froebel(1782-1852)

27. Theorists Influencing Play • John Dewey (1859-1952) • Rudolph Steiner (1861-1925) • Maria Montessori (1870-1952) • Abraham Maslow (1890-1970) • Lev Vygotsky (1896-1934)

28. Theorists Influencing Play • Jean Piaget (1896-1980) • Loris Malaguzzi (1896-1994) • Erik Erikson (1902-1994) • David Weikart (1931-2003) • Howard Gardner (1943- )

29. The Canadian Association for Young Children (CAYC) • Position Statement on Play • The CAYC has two distinct position statements on play – one for preschool children and the other for school-age children. • These two statements provide a framework for what the Association believes is important for children relative to play.

30. CAYC Perspective on Play • CAYC believes that • it is important for children to play • children need time to play • children need space to play • children need certain materials for play • children need adults to support and enable their play.

31. CAYC Perspective on Play • CAYC believes that school age children benefit from play that is • Natural • Stimulating, invigorating, complex • Exciting, adventurous, open-ended • Self-directed, self-selected • Multi sensory

32. CAYC Perspective on Play • CAYC believes that school age children benefit from play that is • Interactive • Inquisitiveness, wonder and joy • Enjoyable and fun • Has endless possibilities • Energetic and exuberant

33. Closing Reflection Play is the purest, the most spiritual, product of man at this stage and is at one the prefiguration and imitation of the total human life – of the inner, secret, natural life in man and in all things. It produces, therefore, joy, freedom, satisfaction, repose within and without, and peace with the world. The springs of all good rest within it and go out from it Frederich Froebel, 1889

34. Summary Quality play impacts child development The UN Convention on the Rights of the Child focuses on the importance of play Children’s health and wellness are impacted by play