Learning through play
Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.
[1] Key ways that young children learn include playing, being with other people, being active, exploring and new experiences, talking to themselves, communication with others, meeting physical and mental challenges, being shown how to do new things, practicing and repeating skills and having fun.
[6] According to researchers, Dietze and Kashin, play is characterized by internal control, the ability to adapt or create new realities, and intrinsic motivation.
For example, using flash cards to help a child memorize information may be more closely associated with work due to its structured nature and goal orientation.
Jean Piaget emphasized how children construct knowledge through play-based stages of development, which has influenced many early childhood education programs.
Lev Vygotsky's concept of the Zone of Proximal Development suggests that children need activities that support past learning while encouraging new challenges.
Evidence from neuroscience shows that the early years of a child's development (from birth to age six) set the basis for learning, behavior and health throughout life.
[19] A child's neural pathways are influenced in their development through the exploration, thinking, problem-solving and language expression which occur during play episodes.
[20] According to the Canadian Council on Learning, "Play nourishes every aspect of children's development – it forms the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life.
When well designed, such an approach taps into children's individual interests, draws out their emerging capacities, and responds to their sense of inquiry and exploration of the world around them.
[23] Play is strongly linked to learning in young children, especially in areas such as problem-solving, language acquisition, literacy, numeracy, and social, physical, and emotional skills.
Through sociodramatic play, children learn to manage emotions, understand the world, and navigate social interactions such as sharing and cooperation.
These include verbalization, language comprehension, vocabulary, imagination, questioning, problem-solving, observation, empathy, cooperation, and understanding others' perspectives.
Additionally, Slovak researchers Gmitrova and Gmitrov emphasize the importance of pretend play as a medium for children to progress beyond the educational curriculum.
[30] Even though teachers may recognize the value of play-based learning, research across several countries (such as China, India, and Ireland) suggests a gap between their beliefs and classroom practices.
This discrepancy can affect students' opportunities for growth and development through play-based activities, which support early literacy, language, mathematics, and socio-emotional skills.
[32] This approach is rooted in Lev Vygotsky's model of scaffolding, where teachers focus on specific aspects of play activities and offer encouragement and feedback on children's learning.
When adults join in, they guide and extend play without controlling it, which allows children to follow their own interests and engage in cognitive development more effectively.
Recent studies indicate that engaging in playful interactions with peers helps children develop essential life skills such as problem-solving abilities and conflict resolution.
Additionally, play provides caregivers with opportunities to observe children's behavior and intervene if necessary, offering support for developmental delays or trauma.
While some studies question the impact of pretend play on child development, others suggest it can enhance language usage, awareness of others' perspectives, and self-regulation in areas such as empathy and delayed gratification.
Critics have expressed concerns about the Enriched Curriculum, particularly its potential to delay reading and writing lessons, needing extra resources and its ability to cater to different types of learners.
[43] Notable Play-Based Learning Programs Source:[49] Free play is observed when children engage in activities based on their preferences, making their own choices regarding what they do and how they do it.
This type of play typically unfolds without specific rules imposed by adults, allowing children the freedom to explore, express creativity, and experiment with different approaches.
This type of play is believed to allow children to tap into their creativity and problem-solving abilities as they tackle different tasks and obstacles independently.
It also offers them opportunities to express themselves and participate in imaginative scenarios, potentially boosting cognitive development and fostering positive social interactions with peers.
Research suggests that children may perform better academically when they receive some guidance while exploring independently, compared to being left entirely on their own (Alfieri, Brooks, Aldrich, & Tenenbaum, 2010).
Studies have found that children may grasp concepts like shapes more effectively when they engage in playful activities (Fisher, Hirsh-Pasek, Newcombe, & Golinkoff).
Researcher Nor Azlinah (2010) ,found that encouraging collaborative learning allows students to work in groups and benefit from social interaction.
[54] By considering different approaches and techniques, teachers can create inclusive learning environments that support the diverse needs of their students.
