Essay about Early Childhood Education: Learning is Child’s Play

Sara Smilansky is a Developmental Theorist who has identified four types of play: Functional play, Constructive play, Dramatic play, and games with rules. Smilansky says that Dramatic play is the most mature type of play because this is the time where children start to understand their surroundings and imitate what they see others doing. The research on play focused on sociodramatic play and the impact it has on children’s learning. In Smilansky’s book ‘The Effects of Sociodramatic play on Disadvantaged Preschool Children’, she says that “…a form of voluntary social play activity in which preschool children participate”.

Early childhood is a time of curiosity, a time for play, and a time of rapid development. Every child is unique and deserving of an early childhood education that facilitates academic, social, and developmental growth through a variety of enjoyable experiences. Differentiated instruction adapts content, products and processes to meet the diverse learning needs and preferences of students (Thousand, Villa, & Nevin, 2007). Friedrich Froebel, the creator of Kindergarten, believed that children grow and learn as they play (Bruno, 2009). Play-based instruction not only enables young learners to have fun, but it also encourages interactive and cooperative learning, passion for discovery, and a foundation for later learning experiences

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

Toddlers and preschoolers are at different developmental stages, and therefore require their teachers to use different approaches and techniques to further learning. I completed my observations at the Bright and Early Children’s Learning Center where I observed a toddler classroom and a preschool classroom. My observations took place from 8:00 a.m. – 11:00 a.m. on the 21st and 28th of September. The first day that I observed I was placed in the toddler classroom which had two teachers, Miss Ashlynn and Miss Miranda, and six students, most of whom were two years old. In the preschool classroom there was one teacher, Miss Stephanie, and eight students, each of whom were 3 years old or 4 years old. While the rooms were physically similar, the teachers used different strategies and activities to appeal to the different age groups.

The relationship between play and learning seems obvious to many child professionals and parents, and yet there are still lack of understanding surrounding the importance of children's play. Some people believe that children need to "work" not play, and that playing serves no useful purpose in a learning and development environment. This is surprising considering that play, with its high levels of motivation and potential enjoyment empowers children (as well as people

Did you know that play expands a child’s learning and development? Once parents understand that play is crucial in their child’s life then they can begin to help their son or daughter be the best he or she can be. According to Lev Vygotsky “play shapes how children make sense of their worlds, how they learn thinking skills, and how they acquire language.” After spending time at the Bombeck Center I learned that children play in many diverse ways, thus learning numerous new things within each center in which they interact. Lev Vygotsky along with Jean Piaget researched the need for guided social interaction as well as the necessity for spontaneous, self-discovered learning. The Bombeck Center focuses on a play-based learning curriculum to ensure a child’s ability to access social interactions and self-discoveries at the tip of their fingers.

Symbolic play “(using objects and language to represent ideas)’’ children when they are outside they can pretend to be scientists, and observe their environment. For example, children can observe the caterpillars

Through play, children are also able to form relationships with their peers, therefore developing socially. They are able to “learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills” all of which are important skills in a child’s world as well as the adult world (Ginsberg 183). This is especially prevalent in young school age children, who have had relatively few social encounters without the presence of their parents before entering school. These young children will often make life time friends by sharing a popular treat at snack time or borrowing a color crayon to another child who has broken theirs.

The terms “play”, “learn” and “teach” are commonly used in the early childhood sector. This essay attempts to define and interconnect these terms to produce a holistic understanding of how play can be used as a medium to help children learn.

Learning is possible when children are provided a high-quality environment. Early childhood educators will set an environment that promotes curiosity and encourages children to explore their environment. Children are able to learn through hands on experiences. “Hands-on learning is the most effective way young children make sense of their environment and form their own understanding of how the world works” (Browne, 2013. P.130). I believe that children learn through play. “Play is a natural way for children around the world to express themselves and is a basic need of children throughout their school year” (Browne, 2013. P.132). We can effectively provide this environment by emphasizing on providing children a

This document examines the current research as well as the views from theorists such as Vygotsky who believe that play supports children in all areas of development (CMEC, 2012). When children are playing they are learning and discovering a great deal of information about their world. In the document it provides information about the scientific evidence supporting learning through play and the benefits that it has on brain development (CMEC, 2012). It has been proven that children will develop better social, emotional and cognitive skills when they are playing (CMEC, 2012). Through play children are able to make sense of their world and acquire and practice skills that they can use for their entire lives. In the document that the Council of Ministers of Education, Canada released it emphasizes the need for children to play and to be actively engaged in their environment (CMEC, 2012). This documents states that early childhood educators should plan and create play- based learning experiences for children (CMEC, 2012). I think it is important that early childhood educators recognize the importance in play based learning and provide children with experiences that encourage them to challenge and expand their own thinking and

Free from adult obligations and unburdened by serious responsibilities, children are likely to spend many of their days role-playing imaginative scenarios, an activity known as pretend play [CITE CITE]. Typically appearing around the age of twelve months, pretend play is initially central to the self, before expanding to include peers and objects [CITE]. As well as being an effective way to keep children entertained, prominent psychologist Lev Vygotsky believed pretend play to be a complex process which fosters the development of vital cognitive operations such as self-regulation (impulse control, self-direction, planning, and appropriate social behaviour) and symbolic thought (assigning an alternative meaning to something), known together

Play is inevitable when it comes to children. Given the right environment and objects (of any sort), children will find a way to play. Jarvis, et al state that educators must offer inspiring, playful environments which include hands-on activities and interesting resources. This will empower children to educate themselves (2009). Along the same line, Wood and Attfield consider that an environment inclusive of varied resources will provide room for growth in their learning and will support the child’s “creativity, inventiveness and originally” (2005, p.231).

“For young children, there is no distinction between play and learning; they are one and the same. Playing is a priority in early childhood, yet not all play is the same” (Butler, 2008, p. 1). Since the beginning of mankind children have imitated adults and learned to survive through play. Evidence of this includes toys and board games from 6,000 years ago that have been found in Egypt and Asia (Dollinger, 2000). In the last two centuries, child’s play has been observed and studied by theorists and recognized as an important tool for adult life. Three theorists that studied children and spent their lives researching how children develop were Erik Erikson, Jean Piaget and Lev Vygotsky. These theorists agreed that from the time a child is

Play is a part of our lives! There are playgrounds everywhere: in parks, fast-food restaurants, malls, schools and homes. Playing with peers, toys, blocks, music, dance, sociodramatic play and coloring are important for young children’s development progress. Effective early childhood educators help and develop young children’s innate capacity for learning. Especially teaching young children, fun activity helps them easily learn language. Teachers should encourage conversation between children. Through practices, preschoolers have more opportunities to speak. Learning while playing, preschoolers easily adapt to new environments and make successful transitions to kindergarten. Once their language skills are developed, they are ready to read and write.