Mastery play is reflected in Piaget’s sensory motor of development (0-2 years). Sylva and Lunt (1982) say that this sort of play consists mainly of repetitive movements and exploration. This means that when the baby plays, they are repeating their movements to practice and control their coordination and explore the effects he can have on the world.
Symbolic or make-belief play links with the pre-operational stage (2-7 years). Sylva and Lunt (1982) state that this is the age at which the child uses symbols in play, learns language and how to pretend by making something stand for something else. For example, the child may pretend that they are someone else or that an object stands for something else. A child may pretend they are a teacher and that teddy bear is a baby. This shows that the child is making sense of what they themselves have observed and they are putting these real life experiences into practise through symbolic or make belief play. Sylva and Lunt (1982) express that these children are exploring aspects of their own lives and routine by playing at roles which they observe and are not yet assuming in their own lives.
Lastly, Piaget observed play with rules which is typical of a child in the operational period (7 years onwards). Sylva and Lunt (1982) state that play with rules is when the child’s thinking becomes more logical, their games and activities come to incorporate rules. At first children prefer to make up their own rules and are unable to follow ’the rules of the game’; it is only later in their development that they are able to follow standard rules laid down for everyone.
Piaget’s ideas have had a wide impact on the practice of early childhood education (Sylva and Lunt, 1982). For example, more children are attended pre-school and therefore they are provided with the opportunity to learn how to share and cooperate with other children, how to play socially and learn essential skills for later life.
Fredrich Froebel (1782-1852) said play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child's soul (LeBlanc, no date). According to Tassoni (2006) he stated how symbolic behaviour is best developed through play, especially imaginative and pretend play. This is said to show high levels of learning. This theory supports children’s learning because current mainstream settings encourage learning through first hand experiences, and play remains central to provision for children’s learning, including language development through rhymes and finger plays (Tassoni, 2006).
Free play is generally understood to be those play experiences that children choose for themselves and that involve minimal adult intervention. (The role of Play in children’s Learning, No Date). However the term free play is arguable because all play must be slightly structures to some extent as resources are provided and practitioners have often planned and evaluated the activity so therefore no play is totally free. Free play is important in a child’s development and learning because according to Hanson (2009) children develop far more social and cognitive skills when they are involved in unstructured and at times even rambunctious play. Therefore if children are not provided with an opportunity for free play, then social skills may be effected in later life and also their cognitive skills which may lead to a child underachieving their full potential.
Structured, or guided, play refers to play experiences in which the adult has more of an input, either in initiating the play, controlling the resources available, or intervening or participating during the course of play (The role of Play in children’s Learning, No Date). According to Morris (2005) Structured play offers several benefits including, introducing the child to new ideas and opportunities, enhancing their development and learning abilities, supporting healthy brain development, increasing physical and social skills, providing experience in cooperation, self-discipline and perseverance and developing a positive self-image. From this information it is simple to recognise that giving children opportunity to take part in structured play may benefit the child in the short term and long term and provide them with a basis for learning essential life skills.
Bruce (1999) is anxious about adult involvement in children's play, arguing that children's play can be dangerously damaged by adult intervention. She is unwilling to describe guided play, structured play or purposeful play as ‘play’ on the grounds that she believes that adult-led ‘play’ does not take adequate account of the children's interests and concerns. However this is arguable because it is important for adult intervention in order to recognise ways to support the child. Moyles (1989) suggests that the learning process is like a spiral. It begins with free play, continues with structured or directed play and then returns to enriched free play as knowledge and abilities are acquired and consolidated.
Sylva and Lunt (1982) say it is important that children be stimulated to play, and given lots of opportunity to ply at their own level of development. The adult is important in this because they should observe a child’s level of development and provide them with play activities that meet their requirements. By providing them with fun learning/play activities, the adult is stimulating the child to play. Practitioners must observe children’s play and help children to join in if they find it hard to be included, but also watch and listen carefully before intervening.
Adults can provide children with support by observing children’s play. By adults doing this they can monitor and assess children’s progress in order to facilitate for their needs and bring them on in their development. When an observation is made on a child it can be in many different formats such as naturalistic, checklists, time sampling, event sampling and structured.
Logging children's use of a particular activity or play scenario helps practitioners monitor how children use their time, their particular interests and any gaps in their experiences, so that practitioners can plan a balanced curriculum that takes note of children's strengths, interests and needs (QCA/DfEE, 2000). Therefore by observing children’s play it can help adults to motivate children and move them on in their development. This is beneficial for the child because it can help the child gain confidence in trying new activities but is also given opportunities to play independently and alongside peers. Also by observing children in unstructured play activities it can show an adult what a child has already learned this can help the adult to plan for activities in the future.
It is also important that adults provide children with a stimulating and safe environment both indoors and outdoors. For example, a rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces (DfES 2007).
According to Lindon (2005, p.236) Early Years practice in the UK is very influenced by the perspective that children learn through play.
A report in the TES debated on how play is defined with the forth coming introduction of the EYFS. One side of the argument focused on play being undermined by the developmental targets of the curriculum. However, on the other hand there is the view that the EYFS will in fact encourage and enhance children’s creative play. (TES, 15.02.08)
Generally in an early years settings, play is free play. Young children learn a lot through play. Tassoni (2006) says that the early years foundation stage emphasises that play is a key tool to assist children’s learning and development. Whereas in a school environment, they need to learn through structured play rather than through free play. For example, something like numeracy would be made into a game, such as snakes and ladders and although the children may see this as ‘play’ they are actually covering many elements within the curriculum.
When the Foundation Stage was introduced many early years’ practitioners’ thought that it was a good idea that emphasis was placed on providing learning though play. Many early year’s practitioners who had been concerned by the gradual formalisation of children’s learning welcomed the idea of providing learning through play. As settings are all different, the way in which play is provided does vary. However the EPPE project (Effective Pre-school Practice Research Study) says that, children appear to learn best where there is a balance of unstructured and structured play opportunities (Tassoni, 2006).
DfES (2007) states that, children’s play reflects their wide-ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development. The Curriculum Guidance for the Foundation Stage (DFEE, 2000) includes six areas of learning. Children need opportunities to experience all of these six areas equally. No foundations are firm if there is an over-emphasis on one or two of the products in a foundation.
Children need opportunities to explore what they have been taught or had modelled to them in their play. Therefore play within the Early years Foundation Stage is mainly free play, free flow play and exploration, discovery and investigation of materials. Children need opportunities each day to learn through play.
The National Curriculum differs slightly to Foundation Stage Profile because the teachers have a lot of subjects to teach and need to ensure that children learn the contents of the subjects, whilst still their maintaining their commitment to play. So, the National Curriculum does not allow as much time for children to have free flow play sessions and play may become more structured, for example, role plays etc.
Play can be developed further in order to promote all aspects of children’s learning and development through providing further equipment and resources for children for example a practitioner may feel that a child will benefit a challenging board game. Practitioners could also make regular observations and evaluations of children playing in order to take that child’s learning to the next level and see if they need any more support or encouragement.
To conclude, this essay has defined the features of play, demonstrated an understanding of the roles of play making reference to key theories. It has also discussed the role of the practitioner in supporting learning through play and how play can be developed further in order to support a child’s learning. Finally, the essay has found out that it is through play that children learn about the world and experience life.
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References
Definitions of Play (date unknown) Retrieved March 1st ,2009, from http://www.n-somerset.gov.uk/Education/Early+years/play/definitionsofplay.htm
Department for Education and Skills (DfES) (2007) The Early Years Foundation stage. Nottingham: DfES
Lindon, J (2005) Understanding Child Development: Linking Theory and Practice. London: Hodder Education
QCA/DfEE (2000) Curriculum Guidance for the Foundation Stage. London: QCA
The Role of Play in Children’s Learning (Date Unknown) Retrieved March 6th, 2009 from http://openlearn.open.ac.uk/mod/resource/view
It’s child’s play ; the early years foundation stage (2008) Nottingham: Department for Children, Schools and Families. Retrieved March 6th, 2009 from
Sylva, K. and Lunt, I (1982) Child Development: A Fist Course. Oxford: Blackwell
Tassoni, P (2006) BTEC National Early Years: 2nd edition. Oxford: Heinemann
LeBlanc, M (Date Unknown) Friedrich Froebel: His life and influence on education. Retrieved March 4th, 2009 from
Moyles, J (1989), Just Playing? The Role and Status of Play in Early Childhood Education, Milton Keynes: Open University Press
Hanson, T (2009)Free play important for development of young children. Retrieved March 16th, 2009 from http://capital.villagesoup.com/opinion/story.cfm?StoryID=149127
Morris, D (2005) Benefits of Structured Play. Retrieved 16th March from
http://www.kidspeedcamp.com/Benefits_of_Structured_Play.html
