Parents Attitudes Toward Learning Through Play in The Foundation Stage - Essay Example

Parents’ Attitudes Toward Learning Through Play in The Foundation Stage 1.0 Introduction 1.1 Background Play is one topic that interests several people, most especially children. For them, it is inherently natural and fun. At the same time, the choice of play as a topic for a dissertation comes natural to anyone who loves children and takes interest in how they learn and grow. The researcher is one advocate of children and their best interests that is why she decided to pursue a topic that is close to their hearts. In her experience with children, she has discovered how play can be an effective tool in learning many things. Knowing that a child’s family provides a great influence on their learning and development, the researcher also found it interesting to explore how parents regard play and if they view play similar to how the children’s teachers in the foundation stage do. Research reveals that parents recognise the value of play but sometimes get confused about its function in children’s learning (Moyles, 1989). Developments in education point to the benefits of collaboration between the home environment and the school in the facilitation of children’s growth, learning and development. Wood (2004) argues that the Government endorses literacy and numeracy strategies that make use of play especially in the early years. The fact that parents are expected to take part in their children’s learning may press parents to seriously consider the advantages and disadvantages of play. Wiltshire (2002) claims that parents question what the Early Years Foundation Stage (EYFS) has to offer to their children as it is heavily play based. If the parents’ view is that play is merely for entertainment and social purposes, then it is doubtful that parents will become fully involved as partners in their children’s education. Piaget argued that ‘play’ is often neglected by adults because it has no significant function (Piaget and Inhelder, 1969).  Brierley (1987) also points out that as adults, if a task is easy or unimportant, people refer to it as ‘child’s play’ which reinforces the idea that play is not challenging. Such assumptions gathered from research are worth exploring with this study. However, this study goes further in getting insights of parents of children in the foundation years regarding play and if they encourage learning through play in their own homes and how. 1.2 Aim of the Study This study aims to investigate parents’ attitudes toward learning through play in the foundation stage. 1.3 Objectives Specific objectives of this research are as follows: 1. To research related literature in order to define play and the types of play used in the foundation stage 2. To establish why play is important for children’s development. 3. To explore parents’ beliefs and attitudes regarding play as a way of learning in the foundation stage using primary research. 4. To identify whether parents provide any play activities at home to support children’s development at the foundation stage 1.4 Rationale of the Study This research aims to explore how parents truly regard play and if they do believe in its benefit to support children’s development especially in the foundation stage. This information would be very helpful for practitioners so that they know how to engage parents’ cooperation and support in schools. It is believed that parents are important collaborators in their children’s learning since they can provide the resources and experiences to help them learn both at home and in school. In partnership with teachers, parents can help enhance the curriculum in ways that engage children’s interest, so it becomes meaningful and fun for them. Play is one way that makes this possible. Parents are seen as partners in their children’s education, so it is worthwhile to study how they view their role as parents of very young children who constantly engage in play as a form of enjoyment. Becoming aware that play may be used in the educational setting for learning as well as enjoyment may confuse parents as to the role play is given in the foundation stage. This study will investigate if parents believe that learning may be derived from play and if they actively endorse this belief at home. 2.0 Literature Review Play comes naturally to children. From the time they are infants, play is an activity that they engage in to learn about their world. As they grow older, they discover more about the world around them through play. They use their senses to explore objects and learn about concepts such as cause and effects when they manipulate objects (Brewer, 2001). Macintyre (2003) asserts that young children learn better in play-like settings. Concepts are retained better when learned in an easy, relaxed and fun atmosphere that does not pressure children to perform in ways that stress them to achieve. Macintyre (2003) continues to endorse the value of play in all the developmental areas of children. 2.1 Defining Play Play’s rich and varied meanings have resulted in theorists being unable to come up with a single standard definition. Isaacs (1929) was one of the first known theorists to define play as the work of the child whereas more recently Bruce (2001, p.112) regards play as “the highest form of learning in early childhood”. Moyles (1989) comments on how play is valuable as an excellent learning medium and educators who attempt to define play describe similar features such as enjoyment, spontaneity and active engagement (Piaget, 1951; Garvey, 1977; Bruce, 2001). Still, the difficulty of finding a precise and conclusive definition of play persists. Greig (1998) contends that this may be due to its ambiguity and variety, as play serves various roles and functions. Another reason for the difficulty in finding one standard definition is that “the boundaries of play are fluid” (Smith, 2000, p. 80) and so may cover different activities. Kieff & Casbergue (2000) explain that because play is complex and dynamic, it is difficult to encapsulate it in one definition. They argue that “the meaning and value of play are embedded in one’s knowledge about play, past experiences with play and cultural values regarding play” (p. 2). Hence, a person’s opinions of play will depend on their personal beliefs, knowledge and experience. For the purpose of this study, the researcher defines play as a generic term applied to a wide range of activities and behaviours which are pleasurable, creative and freely chosen by children. It may or may not involve equipment or have an end product and can occur in different environments such as indoors or outdoors. Play may be engaged in alone or with others, may be noisy and energetic or quiet and contemplative, may be fun and lighthearted or serious. 2.2 Perspectives on Play Derived from Various Disciplines The learning theories from various disciplines and perspectives can contribute to understanding the benefits of play in relation to children’s learning and development. The main categories of theories are the Psychoanalytical, the Cognitive-Developmental, the Sociocultural, the Behaviorist and the Ecological perspectives. 2.2.1 Psychoanalytical Perspective of Play As the word implies, psychoanalytical perspectives point to how play is used as a psychological tool to help children cope with their challenges. Freud (1958), the proponent of Psychoanalytic theories, viewed play as a form of emotional release for children as they grow up. Erikson (1963) agreed that children use play to react to their world and to learn to deal with difficult situations as they mature. This then helps them gain mastery of their thoughts, bodies, objects and social behaviour and in effect, develop self-esteem. Levy (1978) contends that through play, children find the courage to conquer their fears and reduce feelings of anxiety and helplessness because during play, they are in control. 2.2.2 Cognitive-Developmental Perspective of Play Piaget (1952) theorized that children understand their world through interactions with people, objects and materials. Much can be learned in observing children at play because they interpret their understanding of the world with their playful expression and adults can gain insight on the developmental abilities of the children (Brunner, 1966; Piaget, 1962; Sutton-Smith, 1986). Play has two by-products: one is pleasure or joy and the other is adaptation or learning. It is implied that play is a vehicle through which the child constructs and displays his understanding of new concepts and skills (Piaget, 1962). 2.2.3 Socio-cultural Perspective of Play The sociocultural view contends that children learn from social interactions with parents, teachers, siblings and peers, hence their understanding is influenced and shaped by the cultural values and beliefs that prevail in their social circles. Vygotsky (1978, p.101) viewed play as a “leading factor in development and its most significant impact is during the early childhood years”. This is the time when they are most vulnerable to cultural influences and their play exhibits the cultural values they learn from their supportive interactions with peers or adults. 2.2.4 Behaviourist Perspective of Play Behavioural theory provides views of work and play that might influence adults’ decisions regarding children’s play. Skinner (1953, 1957, 1974) theorized that a child’s behaviour is learned and shaped by adults or environmental influences through operant conditioning. This entails providing rewards for desired behaviours. As play is fulfilling and pleasant to children, it serves as a reward in the behavioural perspective. Thus, it has usually been practiced that one can only play after he has done the necessary or required work. Another application of the behavioural theory is social learning which Bandura (1977) proposed. Social learning theory contends that a child may imitate a behaviour that has been observed as rewarded. For example, a child observes another child playing with blocks and is given positive attention by the teacher. The first child is likely to imitate block-playing behaviour. 2.2.5 Ecological Perspective of Play The ecological perspective emphasises the interrelationships between people and their environment. Cultural-ecological theorists such as Brofenbrenner (1979), Ogbu (1981) and Wu and Davidson (1989), stress the importance of three interacting layers of environmental influence on play. One is the physical and social aspects of the environment where children play. Another is the historical influences affecting the way adults and children value play. Lastly are the cultural and ideological beliefs relative to the meaning of play for various subgroups of children (Roopnarine et al, 1994). These factors determine the potential of play to support the learning and development of children based on the ecological context of their play. 2.3 Different Types of Play and Their Importance Piaget (1962) described three distinct types of play as functional play, symbolic play and games with rules. On the other hand, Smilansky (1968) formed her own categories of play based on Piaget’s cognitive stages of development. The following are common types of play based on various theories and practical observations of children at play. 2.3.1 Functional Play Also known as exploratory play or practice play, functional play is something children do repetitively just for the pleasure of it. An example is playing with water by pouring it from one cup to another. The child is engrossed in the activity while unaware that they are refining their fine motor skills and learning basic concepts in volume or quantity. Another example is active play with balls, skates and skipping ropes which engage children in repeating actions as they master skills in fine and gross motor coordination. Drawing, cutting and painting may also be considered functional play when children do it for their own enjoyment. In sum, functional play is engaging in a purposeful activity over and over while deriving pleasure from practicing a newly discovered skill (Kieff & Casbergue, 2000). 2.3.2 Constructive Play This is play that involves the building or construction of something out of things with the goal of creating something new or imagined or something that represents a realistic object. Forman and Hill (1984, p.2) define constructive play as “open-ended ‘playing around’ with alternative ways of doing things”. Apart from commercially available manipulative toys like Lego, tinkertoys, blocks and clay, productive activities such as arts and crafts, paintings and collages may likewise be considered constructive play (Kieff & Casbergue, 2000). 2.3.3 Rough and Tumble Play Boys usually engage in rough and tumble play as a positive socialising experience. This kind of play shares aspects of functional and dramatic play and is likely to occur on soft grounds like grass or carpet for the children’s own safety. It is not aggressive or violent play. On the contrary, children laugh and frolic, pretending to be someone or something else and can separate from the rough and tumble any time they wish. Children take turns being the aggressor and victim and have the opportunity to negotiate role exchanges to exercise their perspective-taking skills (Corsaro, 1985). 2.3.4 Dramatic Play Also known as symbolic play or pretend play, children can use their imagination by using one thing to substitute for another such as using a stick for a magic wand. It is when children play out their ideas of how the world works and when they play with other children that this becomes sociodramatic play. This type of activity, in which the child interacts with others in social situations, enacting roles that they may have seen in real life or on television, or have heard about from books and stories, is easily recognised in most early years settings and is frequently referred to as 'role play' (Singer, 1990). 2.3.5 Games with Rules Kieff & Casbergue (2000) define games with rules as a form of play that requires children to follow predesigned rules and control of play by authorities. Younger children may find it difficult to conform to rules and become frustrated so they may just dismiss the rules and make up their own. To initiate them into the world of games with rules, movement activities such as “Follow the leader”; “Ring around the Rosy” or any simple but fun rule-bound activities incorporated with music and movement can motivate them to follow rules. However, older children develop skills in following directions, for example, board games, computer games and various sports require players to follow a prescribed format. The skills children learn from playing games with rules help them in applying their learning to the real world (Kieff & Casbergue, 2000). 2.4 Importance of Play in the Foundation Stage The foundation stage is a critical stage of development for children because so many skills are acquired at this stage. Even from infancy, play has been an important activity that helps babies learn about their world. Holland (2003) studied heuristic play or the exploratory play of infants and toddlers and confirmed that play is used by children to investigate how things work and how people react. Toys and other objects are explored freely by toddlers and they then observe what these items can or cannot do. In contrast to educational materials, which are designed by adults to expect certain responses from children, objects that encourage free play in the heuristic sense stimulate the child’s thinking, develop creativity and open the imagination to endless possibilities of transforming ordinary objects into alternative things with various functions (Holland, 2003). Much research has been done on play and its benefits to children’s growth and development. Some have emphasised how children learn to play from the early stages of their lives (Macintyre, 2003; Holland, 2003). One example is Nutbrown (1999) who theorised that the first introduction of play for most children is in a “home-based pedagogy of play” (Nutbrown, 1999, p. 27). It is believed that such pedagogy enables young children to begin the process of early learning (Open University, 2009) with the following skills being exhibited: “children demonstrate improved verbal communications, high levels of social and interaction skills, creative use of play materials, imaginative and divergent thinking skills and problem-solving capabilities” (Wood, 2004, p. 21). Play has value in all the developmental areas of children (Macintyre, 2003). Unwittingly, children delight in games that stimulate thinking. Such cognitive benefits extend their real life experiences as they make decisions, compare and contrast things, use their imagination and thinking critically and creatively. The physical nature of play also engages the body to move and develop motor skills and socially it fosters the development of friendships. As children play with other children or adults, they get to know about how other people behave, think and feel. They also get to learn socially acceptable behaviour like not hurting others and playing fair. Most importantly, they get to know themselves better such as how they react to certain situations in the play setting (Macintyre, 2003). Vygotsky (1978) believed that children’s intellectual development was influenced more by social context than by individual experiences. His theory places a great deal of emphasis on effective social interaction. Vygotsky (1978 – cited in Bingham (2008) claims that play creates a zone of proximal development (ZPD) for the child. ZPD is defined as the distance between a child’s independent problem-solving level and that obtained under adult guidance or in collaboration with more capable peers (Wertsch, 1985). A young learner’s exposure to peers, teachers and other adults and learning materials greatly influences his development because “such cognitive apprenticeships are, of course, inherently reliant on a mentor or guide who effectively uses “scaffolded instruction” (Bonk & Cunningham, 1998, p.40). The Open University (2009) adds that a skillful adult helps a child minimise his/her risk of failure within the ZPD as well as encourages him/her to cultivate high aspirations, encourage independence and this eventually leads the child to go beyond the limits of his/her competence. This is where adults, such as parents and teachers, can come in and support the child’s learning and development through play. In the document Effective Practice: Play and Exploration (DCSF, 2008), the section on play is more specific, stating that “spontaneous play is often based on important events in young children's lives” and that teachers should “encourage play that is emotionally, intellectually, physically and socially challenging” (p.7). It recommends the provision of appropriate equipment, particularly that which encourages children to engage in role-play based on a story that has been read to them or that they have read on their own. 2.5 Parents’ Attitudes to Play at School and Home Parents also play an important role in the educational development of children. Parents and practitioners are viewed as partners within the EYFS and parents are valued as “children’s first and most enduring educators” (DCSF, 2008, p.6). However, for some parents, the concept of EYFS may be confusing to them (Wiltshire, 2002) due to the lack of information disseminated on the value of play in learning and the lack of time parents have for investing time in learning about child-centered topics. Parents, especially those who work outside the home, have very busy schedules so that they do not have enough time to educate themselves on child-centered topics. Also, the expectations they were subjected to as children may have had an effect on their own expectations of their children’s school settings. Their parents may have believed that schools’ primary role is to deliver academic knowledge in the traditional approach of lessons, books and tests. On the other hand, these parents themselves may feel pressured by the current competitive culture of globalisation and earnestly want their own children to cope with its demands and believe that the best time to begin is in the early years. Some parents may see this time as the beginning of their children’s training to be competent enough to stand out in a competitive world and the ‘trivial pursuit’ of play may just get in the way of learning the more “serious and important” lessons in academics (Wiltshire, 2002). Another reason why parents may doubt the importance of play in the education of their children may be their own personal experience of growing up when schools were expected to focus on delivering academic learning without the fun activities associated with play. At the same time, their own goals for their children to develop competitive advantage over their peers in terms of academic excellence may force them to press more traditional academic learning from the early years. Either way, parental involvement in a child’s education especially during the early years is essential to a child’s development. 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