Child’s play – the greatest education

We all know that kids love to play, but many of us would be astounded if we knew how much they learn at the same time.

In fact, play is a child’s work – even if they don’t know it. Two children spinning around and around on the front lawn may just be trying to make themselves dizzy, but none-the-less they are exploring spatial relationships, honing motor capabilities, practicing social skills and language, creatively thinking, gathering information about the world through their senses, or, to put it simply – learning through  play.

As children grow into adults, they are conditioned to think of learning as work, rather than discovery. But through the eyes of a child, play – and thus learning – is all about exploring new dimensions.

Today, prioritising play is considered by many to be essential, vital, critical, and even fundamental to a child’s social, emotional, physical and intellectual development. Without it, children run the risk of being unprepared for school years.

Many early childhood learning centres in New Zealand incorporate the learning through play philosophy; however it’s also something that you can encourage at home.

Play itself is recreation, amusement, or fun. It’s what children do naturally in early childhood. For young children, there is no distinction between play and learning; they are one and the same.

Not all play is the same though. Most experts agree that children’s play can be divided into these categories:

•    Active play: running, jumping, climbing, riding, and other use of large muscles.

•    Quiet play: reading, colouring, etc.

•    Cooperative or social play: games and activities that involve more than one.

•    Solitary play: drawing, dreaming, or any activity that involves only one.

•    Manipulative play: putting together puzzles, building with blocks, cutting and pasting, or any activity that involves eye-hand coordination or fine motor skills.

•    Creative play: painting, moulding, solving problems, making music, telling stories, or any activity that involves a child’s imagination.

•    Dramatic play: dress-up, make-believe, or any play that involves pretending.

Play is play to kids, but it’s important for parents to know the different kinds of play so they can encourage and provide opportunities for children to participate in them all.
What can you do?

•    Create safe play environments and toys; lobby for clean, safe outdoor play spaces for all children.

•    Focus on the learning that happens through play; use play as the means to teach and foster development.

•    Provide a wide variety of play experiences and materials through which young kids can try new things, experiment, ask questions, talk, read, sing, dance, get messy at times, explore, and listen.

•    Fuel creativity, curiosity, and the desire to know more.

•    Allow time for free play in which children are choosing and directing play, balanced with structured play.

•    Monitor play and step in with an idea if a conflict arises, offer a new prop when enthusiasm wanes, or redirect play as needed. 

•    Offer opportunities to play safely outdoors as well as indoors.

•    Most importantly, value play! Notice and comment on children’s healthy play to show that you recognise the importance and meaning of play in their lives.