Role of Play in Early Childhood Education - Literature review Example

The role of play in Early Childhood Education TABLE OF CONTENT Abstract 2 Importance of play in Early Childhood Education 6 Theoretical framework on the role of play in early childhood education 10 A critique on the role of play in early childhood education 12 A Critical Evaluation 14 Conclusion 15 References 16 Abstract This paper critically examines and assesses the role of play in early childhood education. The findings depicted in this paper have been established through a critical review of various relevant literatures. Following an in-depth review of literature, it is established that, play promote promotes the holistic development of children and acts as a means through which children in their early years of education can effectively learn about themselves, others and their surrounding environment. Nevertheless, in order for play to be effective in children’s learning, it must be well planned, articulated and implemented. Introduction Due to the increasing trends of globalisation, the market has become more dynamic and easily susceptible to change. Consequently, the needs of contemporary learners have changed and are always changing. The current nature of the market demands that, at an early stage learners should be equipped with not only relevant knowledge and skills but also with values and attitudes that will enable them to seize learning opportunities, develop effective problem solving skills and become creative and critical thinkers. Unfortunately, traditional approaches to teaching are not effective enough to meet the needs of contemporary learners. Most traditional approaches of teaching often emphasise on a one-way transmission of information where teachers are directive and learners are passive (Delors 1996; Evertson & Weinstein 2006). Early childhood education presents a unique platform and opportunity to nurture young learners into well adjusted individuals who know how to seize learning opportunities throughout life, broaden their knowledge, skills and develop the right values, skills and attitudes that will help them adapt effectively to the complex , changing and interdependent world. In order to realise this, early childhood educators must create a learning environment that nurtures the holistic development of children through use of the right pedagogies or learning approaches (MacNaughton 2003). Over the years, a considerable number of research studies have suggested that ‘play’ is the most fundamental and effective learning approach in early childhood education. Most of these research studies are based on the hypothesis that, play promotes the cognitive, physical and social development of children and acts as a means through which children in their early years of education can effectively learn about themselves, others and their surrounding environment (Clements & Fiorentino 2004; Hirsh-Pasek, Golinkoff, Berk & Singer, 2009). Conversely, the role of play in early childhood education has been critiqued as an ineffective and insufficient pedagogical approach for facilitating and supporting children’s development. Currently, there is much debate and controversy on the role of play in early childhood education (Edwards & Mackenzie 2011). This paper seeks to critically examine and assess the role of play in early childhood education. Foremost, it will examine the current status of play in the early childhood education. Secondly, it will critically analyse the importance of play in early childhood and examine theoretical frameworks that support the incorporation of play in early childhood education. Moreover, it will examine arguments that critique the role of play in early childhood education. Subsequently, this paper will critically evaluate the arguments presented and make relevant conclusions. Current Status of play in the Early Childhood Education Currently, there are two radical views on the role of play in early childhood education. Some parents, educators and child development specialists believe that, play is the best way through which children can learn concepts, skills and values required to set a solid foundation in their later school life and integration into society as adults. On the other hand, some educators, parents and policy makers strongly believe that play is a needless task, a waste of time , uneducational, unstructured and unaffordable luxury in today’s competitive and dynamic world. Consequently, these views have played a significant role in determining the status of play in the early childhood curriculums around the world (Wardle 2008). In Saudi Arabia, policies revolving around early childhood education are based on the conceptual framework of early childhood which emphasises on education, care and play. Policies revolving around early childhood education acknowledge the importance of play in the development of children (Al shaer 2007). Nevertheless, play is often not considered as a medium for learning. In a study conducted by Alkasem (1997), it was established that there is a dearth in Saudi Arabia when it comes to content, teaching aids, staff training, equipments, purpose build environment for play. In the learning environment, children are often given adequate time for play nevertheless, play is often unstructured in nature and is not necessarily intended to meet any learning goals. Similar to Saudi Arabia, the importance of play is acknowledged in Britain’s curriculum framework of early childhood education. However, unlike Saudi Arabia, in Britain play is carefully planned to meet specific learning and developmental needs. Most early years learning environments in Britain have adequate teaching aids, equipments, trained staff and purpose build environments to facilitate children’s play activities (Alkasem 1997). In Australia, the Early Years Learning Framework (EYLF), supports and puts specific emphasis on the play-based learning. EYLF reinforces principles provided in the United Nations Convention on the Rights of the Child which provides that, all children have the right to play and participate actively in aspects that affects their lives. The framework which is used in most learning settings in Australia acknowledges that play is crucial not only in children’s learning but also in their holistic development (DEEWR 2009). In accordance to the provisions of the EYLF most learning environments in Australia carefully planned for children’s activities by setting aside children’s play spaces and incorporating different play materials and equipments so as to meet the specific learning and developmental needs of children through play. In most schools play is given significant priority when developing or planning the curriculum (New & Cochran 2008). Miller & Almon (2009) note that, in the United States, play has gradually been squeezed out in early childhood education. Currently, children spend more time being subjected to instruction and tests than learning through play. A significant number of kindergartens in the United States employ highly prescriptive pedagogical approaches that are linked to standardized tests. Teachers are expected to religiously follow the developed script (Miller & Almon 2009). Based on the information reviewed in this section in relation to the status of play in Saudi Arabia, Britain, Australia and the United States, it is evident that need to incorporate play in early childhood curriculum and practice is reflected in the national early years curriculum frameworks. However, in practice the function of play in early childhood education is dependent on how the provisions of early years curriculum frameworks are interpreted. Currently, there exist many interpretations on how play should be incorporated into early childhood education. In some learning settings play is often incorporated as a pass time or leisure activity whereas in some settings it is implemented as a fundamental approach to children’s learning (Bredekamp & Copple 2009). Importance of play in Early Childhood Education Play is so important to the holistic development of children such that it is acknowledged as a fundamental right for all children by the United Nations High Commission for Human Rights (UNHCHR 1989). A considerable number of studies have established that play is very important in children’s learning and overall development. For instance, a study conducted by Carr & Claxton (2002) established that play helps to support and develop children’s learning dispositions such as concentration, curiosity perseverance, playfulness, responsibility and confidence. Carr & Claxton argue that play does not confine children to a particular style or convention of learning instead, it allows children to become part of different learning situations, explore different things and use their imagination and creativity in different learning scenarios. This in turn helps to develop and support different dispositions for learning (Carr & Claxton 2002). Moreover, a study conducted by Tamis-LeMonda, Shannon, Cabrera and Lamb (2004) established that play significantly contributes to language and cognitive development. Similarly, Stegelin (2005) illustrates that, there is a close link between play and cognitive development. Stegelin observes that, during the early years children in stimulating learning environments exhibit more quality and quantity brain development than children in non-stimulating learning environments. As children engage in play, they are able to solve problems and explore. This in turn develops and enhances their cognitive skills (Stegelin 2005). Basically, through play, children are able to engage and interact with others. Research on brain development during the infancy stages depicts that, play helps to shape the overall structural design of children’s brain. Given that stimulation and secure attachments are important factors in brain development, research conducted on children’s brain development show that play provides active exploration and helps in the development and maintenance brain pathways. Play generally helps to develop children’s brains such that they are able to showcase flexibility and enhanced potential for learning in their later years (Feinstein 2006; Charlesworth 2012). Furthermore Stegelin’s study links play to social competence. Based on research based findings Stegelin (2005) argues that play can help children to develop social competence. When children engage in undirected play, they learn how to share, work in groups, resolve conflicts, negotiate and communicate effectively. Through play activities, children are provided with a platform where they can make decisions and discover and engage in their interests and passions (Hurwitz 2003; Pellegrini & Smith 1998; McElwain & Volling 2005). Through play, children also learn social skills such as turn taking, cooperation and adhering to rules (Stegelin 2005). The use of play activities in early childhood learning environment also plays a significant role in promoting children’s physical development and wellbeing. According to Burdette & Whitaker (2005) and the American Academy of Pediatrics (2006), play encourages physical activities which in turn help to prevent the increasing trends of obesity among children and promote children’s overall physical health. Play also helps in the development of children’s motor skills. When children engage in physical active play, they are able to develop and test different types of motor skills. For instance, they are able to learn how to coordinate and balance their body movements (Stegelin 2005). Play also enhances children’s learning and helps in children’s literacy and language development. A considerable number of literature support the notion that play is an effective learning approach for young children. Through play, children in their early years of education can effectively learn about themselves, others and their surrounding environment (Clements & Fiorentino 2004; Hirsh-Pasek, Golinkoff, Berk & Singer, 2009). Sara Smilansky, an Israeli psychologist conducted a ground breaking study in 1970 on the importance of dramatic and socio-dramatic play on children’s learning and overall development. According to Smilansky, dramatic play comprises of four key elements namely; make-believe roles, actions, verbal descriptions and play scenarios. Based on this description, Smilansky in conjunction with other researchers keenly observed and assessed six children playing in different pre-school settings. Smilansky focused on assessing children’s ability to communicate their thoughts, participate in social interactions and organise things (Almon 2004). The children’s numeracy and literacy comprehension were also tested. The findings of this study depicted that the children’s ability to engage in dramatic and socio-dramatic play positively correlates with skills that are crucial for academic success. Through this study, it was established that, dramatic and socio-dramatic play helps to improve children’s social emotional and intellectual development. This in turn impacts on their academic performance. Moreover in this study, Smilansky was able to identify similarities between children’s behavioural patterns that are brought about by their engagement in socio-dramatic play and behavioral patterns that are required for academic success. For example, effective problem-solving is an essential skill required for academic success. Most dramatic and socio-dramatic play activities involve problem solving through make-believe, conceptual construction and visualisation (Almon 2004). Similarly, Howes and Smith (1995) conducted a study involving 840 children in order to determine whether differences in children’s cognitive abilities can be linked to factors such as child care, social interactions and play activities. In their study, Howes and Smith were able to establish that, there is a positive correlation between creative play activities and cognitive development. In principle, this study demonstrated that when children engage in creative play activities their cognitive development levels are bound to be enhanced (Howes & Smith 1995). In addition, more evidence on the advantages of encouraging play in early childhood education was established in studies conducted on early childhood programs in Michigan and Ypsilanti. In this study, children from three different programs with low IQ scores were placed in programs that emphasised on creative play and child initiated play activities. On the other hand, children from three different programs with low IQ scores were placed direct instruction programs. After some time, the IQ levels of children in the two programs were measured and compared. Subsequently, it was established that, the three children placed under programs that emphasised on creative play and child initiated play activities had a higher IQ level than the children placed in direct instruction programs. From these studies we can conclude that, play contributes to better learning outcomes (Almon 2004). Theoretical framework on the role of play in early childhood education In the early childhood curriculum, play-based learning is often linked to the concept of child-centered pedagogy. Basically, child centered pedagogy involves learning based on children’s interests , children’s involvement and active participation in their learning and decisions that are related to their learning (Chung & Walsh 2000). Current early childhood literatures affirm that child-centered pedagogy is the most effective approach of teaching children. For instance, Baggerly & Jenkins (2009) and Baldwin, Adams & Kelly (2009) agree that child-centered approach is an effective approach for children’s learning. Moreover, several theories support the notion of incorporating play in early childhood education. For example, Howard Gardner’s theory of multiple intelligences provides a basis for incorporating play in early childhood education. According to Gardner, there are seven forms of intelligences that individuals may poses. They include; logical, linguistic, musical, spatial, bodily kinesthetic, interpersonal and intrapersonal intelligence. Gardener argues that the concept of intelligence is not necessarily dependent on a single ability. He also notes that, an individual may poses one or more form of intelligence (Gardner 1993). Gardner (1993) further points out that the key aim of education should be to help individuals to develop different forms of intelligences. Evertson & Weinstein (2006) observe that traditional approaches to learning such as direct instruction mainly focus on a one-way transmission of information where teachers are directive and learners are passive. Furthermore, these approaches to learning tend to focus on mere memorization of facts and information (MacNaughton 2003). Such approaches may not be effective in helping children to develop logical, linguistic, musical, spatial, bodily kinesthetic, interpersonal or intrapersonal intelligences. Nevertheless, through play children can develop different forms of intelligences. Play is essentially multi-dimensional in nature. Play-based learning activities provide a platform where children can visualise, interact with others, participate in physical activities and engage in problem solving. When children participate in different play activities, they are bound to develop different forms of intelligences. For instance, when children engage in play activities that involve problem-solving and physical activities they are bound to develop logical and bodily kinesthetic intelligence respectively. When they take part in play activities that involve in interacting with others by negotiating, resolving conflicts and communicating, they are bound to develop interpersonal and intrapersonal intelligence (Sawyers & Rogers 1994; Kagan & Kagan 1998). Similarly, Jean Piaget’s, theory of cognitive development provides a basis for incorporating play in early childhood education. In this theory, Piaget illustrates four stages of children’s cognitive development. In principle, Piaget’s theory accentuates that, children learn best through interaction, active engagement, exploration and participation. Evidently, play based learning activities provide a platform where children can interact, explore and engage themselves actively in different learning activities. As compared to traditional approaches of learning such as direct instruction play is more interactive and enables children to be involved. Based on Piaget’s theory of children’s cognitive development, it is apparent that play is an effective approach of learning especially among children in their early years (Smidt 2007). In addition to this, the Reggio Emilio approach to learning supports the notion of incorporating play in early childhood educations. Essentially, this approach to learning emphasises on the need for learners to have a certain level of control over the direction of their own learning and content that they learn (Caldwell 1997). In practice, play-based learning allows children to have a certain control over their own learning. Play-based learning also allows children to be themselves, engage in their own interests, explore things based on their curiosity and make decision in relation to what they want to do (Caldwell 1997; Clements & Fiorentino 2004). A critique on the role of play in early childhood education Play-based learning in early childhood education has been critiqued as an ineffective and insufficient pedagogical approach for facilitating and supporting children’s learning and development. Currently, suggestions that the early childhood curriculum should be primarily based on play-based learning have been greeted with a lot of skepticism and criticism from different parameters (Edwards & Mackenzie 2011). Some educators, parents and policy makers strongly believe that play is a needless task, a waste of time, uneducational, unstructured and unaffordable luxury in today’s competitive and dynamic world.(Wardle 2008). Tzuo (2007) and Hedges & Cullen (2005), question the extent in which child-centered play supports the acquisition of content knowledge since play-based learning mainly involves freely selected and open ended play activities. Wood (2007) argues that a child-centered approach to learning that involves play mainly focuses on activities instead of outcomes. Consequently, less focus is directed towards learning relevant skills, knowledge, dispositions, understanding and realising outcomes that are embedded within the early childhood curriculum. Wood further argues that focusing on children’s interests or allowing children to determine what they want to learn through play, does not necessarily guarantee that children will make meaningful connections (Wood 2007). Critics who argue against suggestions that the early childhood curriculum should be primarily based on play-based learning found the argument on the ideology that academics is the most important aspect of learning. For example in Taiwan, their educational ideologies are predisposed towards the ideas that completing and excelling in academic tasks is the most significant determinant of an individual’s success prospects in future. Taiwan national values accentuate on hard work and education. A learner’s success is mainly judged by their performance in school tests. As a result, the school systems in Taiwan accentuate on academic success based on learners’ performance in school tests. Early childhood education programs in Taiwan mainly focus on the three Rs, Reading, Writing and Arithmetic. Consequently, children are provided with limited opportunities to engage in play (Chang, Johnson &Lin 2000). Similarly in the Unites States, play has been squeezed out from the early years program. Policies in most schools prioritize on developing competencies in children through standardized testing. A considerable number of policy makers believe that focusing on play-based learning activities may not prepare young learners adequately for the complex global market place (Ohanian 2002). Consequently, children in most learning settings spend more time being instructed and assessed in math and literacy than they do in play-based learning activities (Miller & Almon 2009; Nicolopoulou 2010). A Critical Evaluation A critical look at the findings depicted in this paper, it is evident that play is very crucial in early childhood education since it promotes the cognitive, physical and social development of children and acts as a means through which children in their early years of education can effectively learn about themselves, others and their surrounding environment (Clements & Fiorentino 2004; Hirsh-Pasek, Golinkoff, Berk & Singer, 2009). However, in as much as play is significant in early childhood education, it does not effectively support the acquisition of content knowledge skills and competencies (Tzuo 2007; Hedges & Cullen 2005). Due to the increasing trends of globalisation, the market has become more dynamic and easily susceptible to change. As a result, there is need to equip learners at an early stages with academic competencies, skills, relevant knowledge, positive values and attitudes that will enable them to effectively adapt to the complex global market (Delors 1996; Evertson & Weinstein 2006). Play based learning is a better alternative to traditional learning approaches such as direct instruction which make learners passive and emphasise on mere memorization of facts and information. Play based learning is a better alternative since it is holistic and multi-dimensional in nature thus it can help to equip contemporary young learners with the right skills, knowledge, values and attitudes that will enable them to become successful in today’s challenging marketplace (McNaughton 2003). Nevertheless, in order for play based learning to be effective, it must be well planned, articulated and implemented such that it enables children to construct meaning and realise the learning outcomes set out in the curriculum. When incorporating play-based activities in school, educators should establish and communicate to the children the objectives that each play activity serves. Moreover, they should facilitate and monitor children’s learning during play so as to ensure that children create meaning from their play experiences. In addition to this, educators should ensure that they allocate adequate space, resources, materials and time so as to enable children to enjoy and engage in play effectively (Wood & Attfield 2005; MacNaughton 2003). Conclusion Basically, this paper has critically examined and assessed the role of play in early childhood education. Through a critical review of relevant literature, the findings of this paper illustrate that, there is much debate and controversy on the role of play in early childhood education. Some studies show that play is very crucial in early childhood education since it promotes the cognitive, physical and social development of children and acts as a means through which children in their early years of education can effectively learn about themselves, others and their surrounding environment (Clements & Fiorentino 2004; Hirsh-Pasek, Golinkoff, Berk & Singer, 2009). On the other hand, other studies depict play as an ineffective and insufficient pedagogical approach for facilitating and supporting children’s development and learning. Based on a critical review of various literature and children development theories, it is established in this paper that, play based learning is a more effective approach to children’s learning than traditional learning approaches such as direct instruction. However, in order for play to equip contemporary young learners with the right skills, knowledge, values and attitudes that will enable them to become successful in today’s challenging marketplace, it must be well planned , articulated and implemented (McNaughton 2003). References Alkasem, M. 1997, The development of early childhood education in Saudi Arabia using play as a medium of learning, University of Wales, Cardiff, UK. 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