Early Childhood Learning through Play - Literature review Example

Early Childhood Learning through Play Early Childhood Learning through Play Play is not just a certain behavior but any action carried out with a complex frame of mind. Play entails more than just imagination, exploration and speculation. Usually, children expand their knowledge through play. Children learn how to interact with others, build up language skills, identify and resolve problems and discover human potential through play. However, play assist children make sense and seek their position in the world. Generally, play performs an important role in children development. Role of play in Child Development According to Johnson et al., (2004), play is necessary in development because it generates cognitive, physical, social and emotional well-being of children. Through play, children employ their creativity in developing their imagination, skills and physical, emotional, and cognitive powers. Children participate and interact in the world around them via play. In addition, play enables children to discover and generate ideas that they can master by practicing adult roles without fear (Ginsburg, 2007). Children’s development needs such as enhanced self-confidence and resiliency for future challenges are obtained through play as they posses knowledge about practical issues. Play enables children develop teamwork through learning how to participate in groups and to share. Play enhances children’s ability to learn how to settle and resolve conflicts, and understand self-advocacy abilities. However, Ginsburg, (2007) argue that if play is permitted to be self-driven, children perform decision-making skills, establish their own areas of interest, and involve themselves in the passions they desire to practice in future. Moreover, play also builds energetic and healthy bodies. Development needs such as speech and language skills are met through child play. Play also gives opportunities for children to practice listening. However, children reinforce their language skills by replicating other children and adults. Considering that, the play is companion based, children talk and listen to each other in the course of playing. Social interaction skills and competence are developed through play. Johnson et al., (2004) claim that imaginative play and role-playing assist in brain development. Play facilitates brain development by inspiring the brain through configuration of connections between nerve cells. Children who participate in plays exhibit high levels of interaction than those who do not. Play is critical in children’s academic environment. Ginsburg, (2007), argues that play makes certain that school setting focus on social, emotional and cognitive development. Children are able to adjust to the school settings and develop their learning readiness and behaviors through play. Use and Value of Play within the Program Play is valued and used in early childhood development program by having child advocates who should consider all the factors, which interfere with optimal development and establish situation that enable children benefits of play since every child deserves the right to their exceptional prospective (Ginsburg, 2007). Play enhances children problem-solving skills for example, children playing games and puzzles boost their problem-solving abilities. In addition, children learn several roles of family members through play. For example pretending to be the father or mother in a play role enables the children understand the role of father and mother in a family. Role of the Environment in Support of Play Environment facilitates children development through learning and play. According to Malone et al., (2003), the best play environments for children are those established considering children’s natural play needs and play behavior involved in at diverse developmental eras, involving social, physical, and cognitive types of play. The method in which the environment is designed and configured manipulates children’s way of behavior and acting. Environment plays a critical role in children’s social and language interactions. Children learn and develop interaction skills through play in their play environments. Perry, & Branum, (2009) argue that when children’s play on the environment, they “practice language skills, perspective taking representational thinking, problem solving and taking turns” as they strive for their play to keep on functioning. These skills achieved on the environment are the key drives to both academic progress and school adjustment. However, children’s utilize available props and natural materials such as sand, tree shades and climbing display place in outdoor environment in order to pursue their own creativity (Perry, & Branum, 2009). Children’s early familiarity with the environment generates growth of imagination and sense of speculation. Enormous outdoor environment enables children utilize their bodies in exploring, planning, and performing their activities with a suppleness of space and sound. Environmental constituents such as sand and climbing elements endow children with challenges but leave the idea of the play up in the mind of the children in the end. Environment supports children’s play in that, when children play and interrelate with the environment, they obtain an idea on about how the world functions and how their bodies work in the planet (Perry & Branum, 2009). Children’s thoughts, feelings, and experiences are determined by their own dealings during play. Environment also play a critical role in child’s play since playful relations with individual and objects in the child’s globe develops self-assurance, self-esteem, and the need to search for new ideas. Environment enables children discover physical and emotional experiences, to carry out risk management, and to please their plan. Early childhood education program takes into account children’s should learn in an environment, which motivates exploration, curiosity, and interaction of children’s with others during play. The early childhood program is organized to reflect environment’s support for children play through creating a learning environment, which supports children’s play. This is because children need daily outdoor active play for them to be healthy, grow, and learn (Perry & Branum, 2009). The early childhood education program should ensure that environment is available for children to focus on their curiosity, and expand their abilities to experience challenges and explore during play. The program should ensure that the curricula support playgrounds, which are designed to encourage children’s relationship with each other. Importance and Integration of Culture Culture plays a critical role in child development .When children learn about their culture, it helps them understand and feel involved in the world. Culture enables children become interested on knowing how other people live, their cultural beliefs and values, distinct religions and languages. According to Lee Johnson, (2007), culture is important in children’s lives since it allows children improve their ability of understanding and interacting with others through exploration of different cultures. Johnson et al., (2004) argue that children’s connection to their culture develops positive culture identity for themselves. Culture establishes children’s sense of belonging and self-esteem, which thereby enhances their emotional well-being and learning.Culture, is acknowledged in the early childhood education program since the curricula enables children understand that they are all influenced by different social, educational, and organizational cultures in which they live and interact. According to Lee & Johnson, (2007), child development needs early childhood educators to realize cultural beliefs about how the word is and how it should be. Role of Educational Play According to Lillard, (2013), education play entails playful learning which helps children learn in the ways they naturally learn. Education play role in early childhood education program is to promote a playful learning which is “child centered, constructivist, affectively positive and hands-on” (Lillard, 2013). Education play enables teachers develop children’s exploration and learning by observing their inventions and co-play with the children. Education play plays a critical role in early education program since it is an excellent approach to assist children. However, educational play is important in the program since provides a meaningful context for children to learn concepts and skills and provide opportunities for joint learning with adults and peers. Education play supports children growth through enabling children perform communication skills by negotiation roles, trying to gain access to continuing play and valuing the feelings of others (Johnson et.al, 2004). However, children learn how to respond to their friends’ feelings considering their role in the education play. Since children are not born with the concepts on how to be friends or relate, education play enables children create friendships. Education play promotes children’s growth since it enables children learn how to explore their feelings. In addition, educational play supports children’s academic success through children learning important concepts such as counting, colors, and problem solving (Johnson et.al, 2004). When a child engages in an education play, thinking and reasoning skills keep on developing. However, educational play allows children experience the opportunity to apply mental symbols of the globe to new objects, individuals, and conditions thereby developing a drive for future learning. Materials that children use during play give children many learning opportunities. Education play plays a critical role in children development through children experiencing their world and coming into terms with it. Children’s physical development interims of bone muscles and improved bone intensity result due to education play. Education play boosts brain functioning of children through children having objects to hold to, listen to, feel and manipulate. Value of Education Play Educational play offers value to children since it is the key way through which children learn. However, education play gives children the ability of using all the items around them, their bodies, their connections with their family and peers, and the world around them (Johnson et al., 2004). Children’s healthy development is highly determined by play. In addition, education play adds value to children since it is through this play children’s early learning is attained. When children master the activities involved in a play, their sense of accomplishment and confidence results. Therefore, early childhood education program should encourage education play since play promotes positive outcomes in children. Conclusion In conclusion, play performs a key role in children development and lack of play in early childhood is developmentally harmful. However, play adds value to children since its through play children learn. Developmental needs such as skill development, social development, imagination, and creativity are met through play. Early childhood education program should ensure that a considerate and deliberate approach to play in early childhood is developed which will help children benefit. References Ginsburg, K. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent –Child Bonds. Journal of American Academy of Pediatrics, 119(1), 182-191 Johnson, J., Christie, J., & Wardle F. (2004). Play, Development and Early Education. Allyn and Bacon. Lee, K. & Johnson, A. (2007). Childhood development in Cultural Context: Implications of Cultural Psychology for Early Childhood Teacher Education. Early Childhood Education Journal, 35, 233-243 Lillard, A. (2013). Playful Learning and Montessori Education. American Journal of Play, 5(2) 157-186. Malone, Karen and Paul Tranter. (2003). Childrens Environmental Learning and the Use, Design and Management of School grounds. Children, Youth and Environments 13(2) Perry, J. & Branum, L. (2009). Supporting Physically Active and Outdoor Learning. American Journal of Play, 196-214 Read More